Searching for "learning"
Thursday, March 2nd, 2017 at 3:00 pm ET
Join the Blended Librarians Online Learning Community for the second webcast in a series of conversations with Blended Librarians. This session explores the role of Blended Librarians by discussing with our panel how they developed their skills, how they obtained their positions, what their work is like, what their challenges are and what they enjoy about being a Blended Librarian. This panel conversation takes place on Thursday, March 2, 2017 at 3 p.m. EST with our guests J. Lindsay O’Neill, Francesca Marineo, Kristin (Miller) Woodward, Julie Hartwell, and Amanda Clossen.
Panelists
- Lindsay O’Neill is the Instructional Design Librarian at California State University, Fullerton’s Pollak Library, where she designs and develops tutorials related to information literacy and library research using Articulate Storyline, Adobe Captivate, and Camtasia. She is also a faculty member in CSUF’s Master of Science in Instructional Design and Technology program. Lindsay regularly consults on effective pedagogy, instructional design, educational technology, open licensing, and accessibility. Lindsay holds a Master in Education, specializing in Educational Technology/Instructional Design, as well as a Master of Library and Information Science.
- Francesca Marineo is an instructional design librarian at Nevada State College. She received her MLIS from the University of California, Los Angeles, where she discovered her profound passion for information literacy instruction. Currently pursuing a Master in Educational Psychology, she focuses on improving teaching and learning in higher education through innovative pedagogy and data-driven design.
- Kristin Woodward is Online Programs and Instructional Design Coordinator at UWM Libraries. In this role Kristin consults with faculty and teaching staff to build information competencies and library resources into the framework of online, hybrid and competency based courses. Kristin also serves as the campus lead for the student-funded Open Textbook and OER Project as well as the library team lead for Scholarly Communication.
- Julie Hartwell is an Instructional Design Librarian at the University of Missouri-Kansas City’s Miller Nichols Library. She serves as liaison to the Sociology, Criminal Justice, and Instructional Design departments. She contributes to the creation of library learning objects and instruction for the library’s Research Essentials program. She is a content creator and instructional designer for the New Literacies Alliance, an inter-institutional information literacy consortium. Julie is a Quality Matters Peer Reviewer. She received her masters of library and information science from the University of Iowa.
- Amanda Clossen has been working as the Learning Design Librarian at Penn State University Libraries for the past five years. In this position, she has worked on projects spanning the micro to macro aspects of learning design. She has created award-winning videos, overseen Penn State’s transition from an in-house guide product to LibGuides, and was deeply involved in integrating the Libraries in the new LMS, Canvas. Her research interests include accessibility, video usability, and concept based teaching.
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more on blended librarian in this IMS blog
https://blog.stcloudstate.edu/ims?s=blended+librarian
IM554 discussion on Game Based Learning
Here is the “literature”:
https://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/
this link reflects my recommendations to the SCSU library, based on my research and my publication: http://scsu.mn/1F008Re
Here are also Slideshare shows from conferences’ presentations on the topic:
https://www.slideshare.net/aidemoreto/gamification-and-byox-in-academic-libraries-low-end-practical-approach
https://www.slideshare.net/aidemoreto/gaming-and-gamification-in-academic-and-library-settings
Topic :Gaming and Gamification in Academic Settings
- Intro: why is it important to discuss this trend
- The fabric of the current K12 and higher ed students: Millennials and Gen Z
- The pedagogical theories and namely constructivism
- Csikszentmihalyi’s “flow” concept (being in the zone)
- Active learning
- Sociocultural Theory
- Project-Based Learning
- The general milieu of increasing technology presence, particularly of gaming environment
- The New Media Consortium and the Horizon Report
Discussion: Are the presented reasons sufficient to justify a profound restructure of curricula and learning spaces?
- Definition and delineation
- Games
- Serious Games
- Gamification
- Game-based learning
- Digital game-based learning
- Games versus gamification
- Simulations, the new technological trends such as human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (https://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )
Discussion: Is there a way to build a simpler but comprehensive structure/definition to encompass the process of gaming and gamification in education?
- Gaming and Gamification
- Pros
- Cons
- Debates
Discussion: Which side are you on and why?
- Gaming and Gamification and BYOD (or BYOx)
- gaming consoles versus gaming over wi-fi
- gaming using mobile devices instead of consoles
- human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR) (https://blog.stcloudstate.edu/ims/2017/02/22/virtual-augmented-mixed-reality/ )
Discussion: do you see a trend to suggest that either one or the other will prevail? Convergence?
- Gaming in Education
- student motivation, student-centered learning, personalized learning
- continued practice, clear goals and immediate feedback
- project-based learning, Minecraft and SimCity EDU
- Gamification of learning versus learning with games
- organizations to promote gaming and gamification in education (p. 6 http://scsu.mn/1F008Re)
- the “chocolate-covered broccoli” problem
Discussion: why gaming and gamification is not accepted in a higher rate? what are the hurdles to enable greater faster acceptance? What do you think, you can do to accelerate this process?
- Gaming in an academic library
- why the academic library? sandbox for experimentation
- the connection between digital literacy and gaming and gamificiation
- Gilchrist and Zald’s model for instruction design through assessment
- the new type of library instruction:
in house versus out-of-the box games. Gamification of the process
http://web.stcloudstate.edu/pmiltenoff/bi/
Discussion: based on the example (http://web.stcloudstate.edu/pmiltenoff/bi/), how do you see transforming academic library services to meet the demands of 21st century education?
- Gaming, gamification and assessment (badges)
- inability of current assessments to evaluate games as part of the learning process
- “microcredentialing” through digital badges
- Mozilla Open Badges and Badgestack
- leaderboards
Discussion: How do you see a transition from the traditional assessment to a new and more flexible academic assessment?
11 Ed Tech Trends to Watch in 2017
Five higher ed leaders analyze the hottest trends in education technology this year.
http://pdf.101com.com/CampusTech/2017/701921020/CAM_1702DG.pdf
new forms of human-computer interaction (HCI) such as augmented reality (AR),virtual reality (VR) and mixed reality (MR).
p. 21
combining AR/VR/MR with cognitive computing and artificial intelligence (AI) technologies (such as machine learning, deep learning, natural language processing and chatbots).
Some thought-provoking questions include:
- Will remote workers be able to be seen and interacted with via their holograms (i.e., attending their meetings virtually)? What would this mean for remote learners?
- Will our smartphones increasingly allow us to see information overlaid on the real world? (Think Pokémon Go, but putting that sort of technology into a vast array of different applications, many of which could be educational in nature)
- How do/will these new forms of HCI impact how we design our learning spaces?
- Will students be able to pick their preferred learning setting (i.e., studying by a brook or stream or in a virtual Starbucks-like atmosphere)?
- Will more devices/platforms be developed that combine the power of AI with VR/AR/MR-related experiences? For example, will students be able to issue a verbal question or command to be able to see and experience walking around ancient Rome?
- Will there be many new types of learning experiences,like what Microsoft was able to achieve in its collaboration with Case Western Reserve University [OH]? Its HoloLens product transforms the way human anatomy can be taught.
p. 22 Extensive costs for VR design and development drive the need for collaborative efforts.
Case Western Reserve University, demonstrates a collaboration with the Cleveland Clinic and Microsoft to create active multi-dimensional learning using holography.
the development of more affordable high-quality virtual reality solutions.
AR game developed by the Salzburg University of Applied Sciences [Austria] (
http://www.fh-salzburg.ac.at/en/) that teaches about sustainability, the environment and living green.
Whether using AR for a gamified course or to acclimate new students to campus, the trend will continue into 2017.
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15 Tech Tool Favorites From ISTE 2016
list of resources that can help educators find what they need
Google Expeditions
This virtual reality field trip tool works in conjunction with Google Cardboard and has just been officially released. The app allows teachers to guide students through an exploration of 200 (and growing) historical sites and natural resources in an immersive, three-dimensional experience. The app only works on Android devices and is free.
Flippity
This app works in conjunction with Google Sheets and allows teachers to easily make a Jeopardy-style game.
Google Science Journal
This Android app allows users to do science experiments with mobile phones. Students can use sensors in the phone or connect external sensors to collect data, but can also take notes on observations, analyze and annotate within the app.
Google Cast
This simple app solves issues of disparate devices in the classroom. When students download the app, they can project from their devices onto the screen at the front of the room easily. “You don’t have to have specific hardware, you just have to have Wi-Fi,”
Constitute
This site hosts a database of constitutions from around the world. Anything digitally available has been aggregated here. It is searchable by topic and will pull out specific excerpts related to search terms like “freedom of speech.”
YouTube
a database of YouTube Channels by subject to help educators with discoverability (hint subjects are by tab along the bottom of the document).
Zygote Body
This freemium tool has a lot of functionality in the free version, allowing students to view different parts of human anatomy and dig into how various body systems work.
Pixlr
This app has less power than Photoshop, but is free and fairly sophisticated. It works directly with Google accounts, so students can store files there.
uild With Chrome
This extension to the Chrome browser lets kids play with digital blocks like Legos. Based on the computer’s IP address, the software assigns users a plot of land on which to build nearby. There’s a Build Academy to learn how to use the various tools within the program, but then students can make whatever they want.
Google CS First
Built on Scratch’s programming language, this easy tool gives step-by-step instructions to get started and is great for the hesitant teacher who is just beginning to dip a toe into coding.
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More on VR in this IMS bloghttps://blog.stcloudstate.edu/ims?s=virtual+reality
Future Trends Forum with Special Guest Paul Signorelli
https://events.shindig.com/event/ftf-signorelli
February 23, 2:00 – 3:00pm (EST)
Future Trends Forum hosted by Bryan Alexander will address the most powerful forces of change in academia. The founder of the online blog Future Trends in Technology and Education has begun this weekly forum to enliven the discussion around the pressing issues at the cross roads of education and technology through weekly online video chat conversations where practitioners in the field can contribute and share their most recent experiences.
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Paul Signorelli, co-author of Workplace Learning & Leadership with Lori Reed, helps clients and colleagues explore, foster, and document innovations in learning to produce concrete results. He also is heavily engaged in supporting team-building and communities of collaboration. As a San Francisco-based writer, trainer, instructional designer, and consultant, he designs and facilitates learning opportunities for a variety of clients, helps others become familiar with e-learning, social media, MOOCs, mobile technology, innovations in learning spaces, and community partnerships (onsite and online) to creatively facilitate positive change within organizations. He has served on advisory boards/expert panels for the New Media Consortium Horizon Project documenting educational technology trends and challenges since 2010; remains active locally and nationally in the Association for Talent Development (formerly the American Society for Training & Development); and facilitates webinars for the American Library Association and other learning organizations. His most recent work remains focused on connectivist MOOCs (massive open online courses) and building sustainable onsite and online communities and partnerships. Signorelli earned an MLIS through the University of North Texas (with an emphasis on online learning) and an M.A. in Arts Administration at Golden Gate University (San Francisco); blogs at http://buildingcreativebridges.wordpress.com; and can be reached at paul@paulsignorelli.com.
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First-time users: upon entering the room, click “Allow” to the Flash prompt requesting access to your webcam. (Chrome users may need to click Allow a second time).
Note: The Shindig app currently only supports interacting with the featured speakers through text. To fully enjoy the Shindig experience and be enabled to ask video chat questions of the speaker or video chat privately with other participants, please log in from a computer with webcam and microphone capabilities.
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more on Bryan Alexander in this IMS blog
https://blog.stcloudstate.edu/ims?s=bryan+alexander
video animation program to easily create quick video animations to enhance the learning experience in online courses.
http://listserv.educause.edu/scripts/wa.exe?A2=ind1702&L=BLEND-ONLINE&P=5157
- Camtasia
- http://www.xtranormal.com/
- Plotagon
http://plotagoneducation.com/ 14 days free trial period, $99 for 30 students per year
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more on animation in this IMS blog
https://blog.stcloudstate.edu/ims?s=animation
5 ways virtual reality is being used in education right now
October 17th, 2016
Stansbury, M. (2016, October 17). 5 ways virtual reality is being used in education right now. Retrieved January 26, 2017, from
http://www.eschoolnews.com/2016/10/17/5-ways-virtual-reality-used-education-right-now/
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new survey from Extreme Networks aimed to answer this question by polling nearly 350 schools within higher ed and K-12. According to the results, 23 percent of respondents have tested VR, while 77 percent have not (40 percent of schools polled still aren’t sure if they’ll use the technology in the future). Meaning that although virtual reality has an important and growing role in education, it may take several years to get all institutions on board.
The survey notes that one challenge to implementation is that nearly two-thirds of schools are “somewhat or not sure” their IT infrastructure can currently support VR technology.
Respondents also had concerns about the lack of VR content available, as well as a lack of student resources, with 43 percent of respondents saying that VR is too expensive or difficult to implement. However, one respondent is taking this approach to providing VR to students at low or no cost: “We are putting out a call for old smartphone donations in our [community for those] who no longer need them. With the donations, we’re making sets of Google Cardboard and phones to create traveling VR stations for classes in all of our buildings.”
1. For new research: According to the Wall Street Journal, Professor Jeremy Bailenson, founding director of the Virtual Reality Human Interaction Lab at Stanford University, is using a state-of-the-art “haptic” floor of aeronautic metal that vibrates and moves to stimulate the physical world for research on how VR has the potential to change the way users feel and behave. For example, spending time flying around the world like Superman in virtual reality has been shown to increase participants’ altruistic actions outside of the lab. There may also be implications for confronting racism, sexism, and aiding in
empathy and humanitarian efforts, says Bailenson. (see more in about
empathy and VR in this IMS blog:
https://blog.stcloudstate.edu/ims/2015/11/18/immersive-journalism/)
2. For coding and 3D design:
a class on virtual reality that gives students the opportunity to design their own interactive world, work with 3D audio and experiment with immersive technology through a combination of hands-on learning and case studies. Also, the University of Georgia is offering similar classes where students design and explore applications for VR.
3. For anatomy and dissection:
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.
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July 26th, 2016
Sixty percent of surveyed teachers said they would like virtual reality to become a part of their students’ learning experience, according to the study from Samsung Electronics America, Inc. and GfK.
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Virtual reality helping Calif. students overcome learning barriers | eSchool News. (2016, June). Retrieved January 26, 2017, from
http://www.eschoolnews.com/2016/06/21/virtual-reality-helping-calif-students-overcome-learning-barriers/
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more on VR in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
Save
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Credly Badges Now Available Through Canvas
By Rhea Kelly 01/09/17
https://campustechnology.com/articles/2017/01/09/credly-badges-now-available-through-canvas.aspx
Students can now earn digital badges when they complete modules in Canvas, thanks to a new partnership between Credly and the learning management system from Instructure.
“Digital badges are a powerful and employer-friendly complement to grades and other information traditionally found on a college transcript,” said Brenda Perea, instructional design project manager at Colorado Community College System, which deployed an early pilot of Credly Learning Edition for Canvas.
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more on badges in this IMS blog
https://blog.stcloudstate.edu/ims?s=badges
Bolkan, J. (2017). Report: Librarians Say Info Literacy Is Important, They Don’t Have the Tools to Teach It -. Retrieved January 9, 2017, from
https://campustechnology.com/articles/2017/01/05/report-librarians-say-info-literacy-is-important-they-dont-have-the-tools-to-teach-it.aspx
“While a number of respondents believe implementing or improving assessment tools could allow their libraries to better meet users’ information literacy instruction needs, those surveyed already have a number of other ideas on how to achieve this aim,” according to a
report on the survey results. “For one, many librarians believe that better integrating information literacy within and across existing curricula would boost their users’ information literacy skills. Similarly, many respondents feel that the answer lies in working more closely with faculty and other instructors — learning about their needs, educating them on the importance of information literacy and the resources the library offers, and encouraging them to include more research-based projects in their coursework.”
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more on information literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=information+literacy
From the The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Can you recommend a peer-reviewed research article that addresses the learning outcomes/learning effectiveness of asynchronous vs. synchronous teaching approaches in online courses?
We have a program that has required weekly synchronous sessions (held via Bb Collaborate) that support the otherwise asynchronous courses in the program. The department is considering making that requirement optional to accommodate worldwide learners, but there are faculty who are concerned about the impact to the learning and transfer of knowledge to the students.
Any research that addresses the differences in these teaching modalities when it comes to learning outcomes?
Thanks in advance, Kristen Kristen Brown Assistant Director, Online Learning Delphi Center for Teaching and Learning
I am happy to share my own dissertation research which specifically focused on this topic as well. Please email me and I will share. andy.black@nurs.utah.edu
My note: I emailed Andy and will attach his dissertation to this blog, if interest
final-dissertation-andy-black-asynchronous-synchronous
On Behalf Of Henri Moser
Sent: Friday, January 06, 2017 8:35 AM
Here is a link to my dissertation which centered on synchronous academic support for online graduate students.Best,Henri
http://dune.une.edu/theses/56/
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more on synchronous online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=synchronous
Interactive Whiteboard Market to See Resurgence in the Face of Skepticism, Disdain
By Richard Chang 12/20/16\
https://thejournal.com/articles/2016/12/20/global-interactive-whiteboard-market-to-grow-7-percent-through-2020.aspx
The global interactive whiteboard (IWB) market is expected to make a comeback and grow at a compound annual growth rate of almost 7 percent from 2016 through 2020, according to a recent report issued by London-based tech market research firm Technavio.
Respondents to THE Journal’s two recent surveys, the 2016 Readers’ Choice Awards and “Teaching with Technology,” expressed both positive and negative sentiments about interactive whiteboards.
And according to THE Journal’s “Teaching with Technology” survey published in September, 68 percent of teachers who responded use interactive whiteboards in the classroom, while 8 percent have IWBs on their wish list, and 4 percent will be using them within one year. At the same time, however, 20 percent of respondents said that IWBs would be dead and gone within the next decade, ranking second only to desktop computers
In addition to blended learning, which includes gamification, social learning and bring-your-own-device (BYOD) policies, Technavio analysts highlighted the following factors that are contributing to the growth of the IWB market:
- Technological advancements;
- Need for experimental learning; and
- Enhanced compatibility with digital content.
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more on interactive white boards in this IMS blog
https://blog.stcloudstate.edu/ims?s=interactive+boards