Searching for "learning"
http://elearningindustry.com/using-badges-in-online-learning
greater autonomy for students, greater levels of feedback, and a variety of assignments.
More on badges in this blog:
https://blog.stcloudstate.edu/ims/?s=badges
In each of the classes for which I use badges I have 24 different badges that students can earn. Each one is a “micro-assignment” which asks students to apply some concept or set of concepts we are covering in the class. Students submit their responses and if they meet the badge criteria they earn the badge. When they earn a badge they receive the points for that in their grades and also receive a badge graphic uploaded to their own personal profile which only they can see. One feature I would like to incorporate is the ability to share these badges via their social networks but I am not sure about how this would work with regard to FERPA requirements. More research on my part is needed regarding this.
If the student does not earn the badge, they are provided with detailed feedback and allowed to resubmit to try and earn the badge. They can submit as many times as they want or need to in order to earn the badge. Students need to earn a minimum of 14 badges to earn a C in the course and 18 badges to earn an A.
Beginning several versions ago and continuing through the current version of Dreamweaver, the program dispensed with the old method of applying these sorts of character formatting (which was to use the HTML <font> tag) in favor of using CSS styles. This change happened mostly behind the scenes in Code view, so if you have been using Dreamweaver for quite some time, you may not have even noticed the change. Beginning with Dreamweaver CS4, the program enforces the use of CSS for text styling by requiring you to participate in defining CSS rules for changing fonts, font sizes, and font colors.
http://www.peachpit.com/articles/article.aspx?p=2130937&seqNum=6
My Note: I disagree with the statement in bold above. The difference in terms of text formatting between CS5 and CC reminds me painfully that decisive moment when iMovie changed from its simple layout to the FinalCut Pro layout. I clearly understand the reason why: the software is much more powerful, but the learning curve is also much steeper and does not allow novices (students) to be introduced to web development using Dreamweaver. Surely DW cannot satisfy all its customers, but the move is about to turn off the newbies.
The reason for the change to CSS is important. Pages styled with CSS are much more flexible than pages that use HTML <font> tags, and they can be maintained more easily. For example, when a site is redesigned, every page that uses <font> tags must be individually changed to match the new design. If you have hundreds or thousands of pages in your site, that’s a lot of work. Sites that use CSS to style text only need to change the style sheet document, and the changes automatically ripple through the whole site.
Using Adobe Edge web fonts
http://www.peachpit.com/articles/article.aspx?p=2130937&seqNum=14
Previewing Files and Modifying Existing CSS Layouts Using Adobe Dreamweaver CC
http://www.peachpit.com/articles/article.aspx?p=2044340
This Is Your Brain On Games
http://www.opencolleges.edu.au/informed/features/this-is-your-brain-on-games/
“Action video games have a number of ingredients that are actually really powerful for brain plasticity, learning, attention, and vision,” says brain scientist Daphne Bavelier in her TED Talk on the subject.
In February, Italian researchers found that playing fast-paced video games can improve the reading skills of children with dyslexia.
In 2012, scientists at The University of Texas Medical Branch at Galveston found that high school gamers who played video games two hours a day were better at performing virtual surgery than non-gaming medical residents.
https://medium.com/backchannel/the-deep-mind-of-demis-hassabis-156112890d8a
the only path to developing really powerful AI would be to use this unstructured information. It’s also called unsupervised learning— you just give it data and it learns by itself what to do with it, what the structure is, what the insights are.
One of the people you work with at Google is Geoff Hinton, a pioneer of neural networks. Has his work been crucial to yours?
Sure. He had this big paper in 2006 that rejuvenated this whole area. And he introduced this idea of deep neural networks—Deep Learning. The other big thing that we have here is reinforcement learning, which we think is equally important. A lot of what Deep Mind has done so far is combining those two promising areas of research together in a really fundamental way. And that’s resulted in the Atari game player, which really is the first demonstration of an agent that goes from pixels to action, as we call it.
Use social media sites for audio with learning goals in mind? No problem, contribute to this blog entry…
http://forum.holyculture.net/showthread.php?63700-NOISETRADE-vs-BANDCAMP-vs-SOUNDCLOUD-vs-Whoever
http://doughnutmag.com/tutorials/music-promotion/bandcamp-vs-reverbnation-vs-soundcloud-part-three/
http://readwrite.com/2012/01/03/lessons-learned-from-noisetrad
When it comes to downloading digital music, there is free and then there is legal, but seldom can you have both from the same site, and make money too.
Games in the library
bibliography and research
http://scottnicholson.com/pubs/index.html
Playing in the Past: A History of Games, Toys, and Puzzles in North American Libraries
Author(s): Scott Nicholson
Source: The Library Quarterly, Vol. 83, No. 4 (October 2013), pp. 341-361
Published by: The University of Chicago Press
Stable URL: http://www.jstor.org/stable/10.1086/671913
demonstrate the different ways in which libraries have used games, toys, and puzzles over the last 150 years through bothcollections and services
p, 342 Defining games –
p. 348 Games as the Subject of Collections\
p. 350A significant shift in academic libraries is a focus on providing services to students. Since agrowing number of academic publications both current issues and back volumes
are ac-cessible online through library subscriptions, the physical space of academic libraries is notneeded for collections of periodicals. The concept of the “learning commons”has become
popular on US campuses in the past decade; it combines traditional library resources and
the availability of library staff members with group work spaces, computer access and assis-
tance, and writing assistance to provide one place where students can get assistance with
course work. In addition, many of these learning commons also include cafes, social spaces,
and other support of the social lives of students, and it is in this role that academic libraries
provide access to collections of games.
p. 357 Another upcoming area of gaming in libraries is gamification. Gamification is the application of game design elements to a nongame setting ðDeterding et al. 2011Þ.
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Nicholson, S. (2013, June). Exploring Gamification Techniques for Classroom Management. Paper Presented at Games+Learning+Society 9.0, Madison, WI
The concept of meaningful gamification is that the primary use of game layers is not to provide
external rewards, but rather to help participants find a deeper connection to the underyling topic
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More on games in education in this blog
https://blog.stcloudstate.edu/ims/?s=games
https://blog.stcloudstate.edu/ims/?s=gaming
https://blog.stcloudstate.edu/ims/?s=gamification
http://www.edudemic.com/instagrok-an-education-search-engine-for-students
instaGrok is a next-generation research engine intended for academic settings to allow students to research any subject and see results in an interactive concept map, or “grok.” The grok features key facts, concepts and their relationships, images, videos, quizzes, and a glossary. Students can pin the information that they want to use to their grok and keep a bibliography or research notes in an integrated journal.
What makes instaGrok indispensable to teachers is its ability to facilitate self-directed learning of several critical skills, including researching and integrating discrete concepts.
My note: App for Android and iOS tablets is NOT available for smartphones and iTouch
http://kiddle.co/
If you have a video game collection, how does your institution curate and preserve games that are in collections? Do you have advice for selectors on what kinds of file formats to choose, or what techniques are required to ensure the long term usability of the games?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Simon W. Lee, MLIS
Inquiry Librarian
Lead, Learning Technologies
UCLA College (Powell) Library
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
220 Powell Library Building, Box 951450
Los Angeles, CA, 90095-1450
simonlee83@library.ucla.edu
(310) 825-6726
http://www.pinterest.com/pin/49539664628176539
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/Intersections.pdf
p. 4. digital literacies (including teaching new technologies and rights issues, and the emergence of
multiple types of non-textual content);
p. 7. every librarian has a role in teaching, whether formally or informally, about scholarly
communication issues.
p. 11. Librarians play a unique role in teaching faculty, graduate students, and undergraduate students about
the complete life cycle of information through educational programs geared to different disciplines and
levels of student learning. Undergraduates are now likely to be required to work collaboratively on a
wiki or to write a blog for a class as the first steps in a writing or research assignment or even as the final
product.
p. 12. ALA OITP Digital Literacy Task Force defined digital literacy as, “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills” (2012, p. 1). In its statement of recommendations to governments and organizations, the International Federation of Library Associations and Institutions noted that, “media and information literacy includes all types of information resources: oral, print, and digital” (IFLA 2011). Comprehending all kinds of content, including data, statistical, financial, and visual, as well as text, is a critical outcome intended by media and information literacy programs.
p. 13. Data literacy is an area where the impact of external forces, ranging from the increasing demand on students to find and use data to funder mandates to have data management plans, point to a critical area of intersection between scholarly communication and information literacy.
p. 14. Transliteracy is an emerging concept that challenges the current structures of information literacy and scholarly communication programs alike. The definition indicates that this is a key area where scholarly communication and information literacy intersect:
The essential idea here is that transliteracy is concerned with mapping meaning across different media and not with developing particular literacies about various media. It is not about learning text literacy and visual literacy and digital literacy in isolation from one another but about the interaction among all these literacies. (Ipri, 2010, p. 532)
p. 15. Intersection 3: New Roles for Librarians