Aug
2020
Design For How People Learn
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more on instructional design in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
Digital Literacy for St. Cloud State University
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more on instructional design in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
“This shouldn’t be something that teachers are facing on their own as an individual. This is something that schools should be having conversations about: What are the expectations, and how are they communicating those expectations?” https://t.co/XMhjz0rWnO
— Education Week (@educationweek) August 1, 2020
Even before the pandemic, texting and school communication apps—like Remind or ClassDojo—had given students and families new ways to contact teachers 24/7. But teachers like Davis say that school closures have increased the pressure to be “always on” for students and parents, as remote instruction has blurred the boundaries between work life and home life.
Teachers want to be available to their students, to clarify their questions and calm their fears. But it’s also crucial that teachers set time aside for themselves, and that schools and districts respect—and even help create—these boundaries
Developing systems that protect teacher well-being should be a priority for schools in the fall, …, as the demands of remote learning aren’t likely to disappear.
administration set a policy that teachers didn’t have to respond to messages sent after 5 p.m. until the next day.
or
distributing responsibility. Grade-level teams could take turns having “on” hours
the HyFlex model for the fall… reflects a rift between administrators and professors, who are raising alarms over the health risks of teaching in person, and about the logistical, technical, and pedagogical complications of the model itself. Search HyFlex on Facebook and Twitter and you’ll come across comments like this one: “Whoever the hell thought of this is a bean counter, not an educator, and an idiot.”
Teaching experts and others familiar with hybrid teaching say that HyFlex can work, but it requires effective technology, careful planning, instructional support, and creative course design.
“If HyFlex is part of the plan, it has to be done with will faculty participation,” says Brian Beatty, an associate professor of instructional technologies at San Francisco State, who created the model. “Otherwise, if it’s top down and the administration is saying, We’re doing this, then the faculty are saying, But why are we doing this?”
Much of what bothers professors about the push for HyFlex is that so many details about its mechanics remain ill defined. And assumptions about its value seem rooted in a particular idea of teaching, one where the professor stands at the front of a classroom and lectures.
“We are the ones holding the bag if this does not work, or if it’s chaos,” says Michelle Miller, a psychology professor at Northern Arizona University and author of Minds Online: Teaching Effectively With Technology.
Miller is a fan of the original HyFlex model from San Francisco State, but says that colleges need to be mindful that the conditions under which it’s now being adapted — quickly, at scale, and without giving students much choice — will limit its effectiveness.
To work effectively, she says, hybrid teaching requires a lot of support, such as having teaching assistants help manage the complexities of working simultaneously with two different audiences. Otherwise it risks becoming a “lecture-centric, passive consumption view of learning.” That goes against years of hard work faculty members have been doing to make their classrooms more inclusive, active, and engaged.
To help think through pedagogical challenges, faculty groups are testing out teaching strategies, some departments meet weekly to discuss course design, and a student-leadership team is providing feedback and creating online tools to help their peers learn effectively online. Even so, the process has been challenging and frustrating at times for faculty members. Professors are both looking for templates and wanting to maintain control over their courses, which inevitably creates tension with the administration.
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more on hyflex in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex
Back in the 1960s, an experimental form of teaching made a big splash at colleges. It was called PSI, or the Personalized System of Instruction. https://en.wikipedia.org/wiki/Keller_Plan
http://www.nwlink.com/~donclark/hrd/history/psi.html
the case that colleges should do more to professionalize teaching, which might help reduce the number of fads that emerge. But he also acknowledges that there are risks. “If you start creating elaborate bureaucracies to measure and judge [teaching], might you actually depersonalize it? Might you take some of the charisma, idiosyncrasy and serendipity out of it?”
So far, the why question seems harder for many institutions and their leaders to forthrightly answer, yet it is vitally important.
Presidents have also shared their views through anonymous surveys, highlighting worries about hitting enrollment targets or managing revenue losses. There is an unmistakable sense that they see their responsibility mainly in institutional terms: We must resume in-person instruction to ensure the financial viability of the college or university. Protecting institutions’ budgets is apparently also worth the risk.
Rationales like these have gaping holes. Some problems are obvious, like being silent on the health and safety of faculty, staff, students and community members who aren’t aged 18 to 25. The disregard for people working on and near campuses recalls practices at an Amazon warehouse or meat-packing plant, where the expectation is that workers must show up in the interests of the organization and consumer.
The rationales I’ve seen are problematic for other reasons, too. First, they show little concern for slowing or stopping the spread of COVID-19.
Second, they demonstrate a disregard for serving the public good. I haven’t read a single announcement or plan that anchors an institution’s decisionmaking in shared community interests. Few presidents are willing to say that what the public needs right now is to live in a society free of a deadly virus, and that it is the responsibility of higher education to contribute to that effort by keeping people off campuses that were often
Third, the rationales I’ve seen don’t seriously contend with the differential effects of the pandemic by race and income. Racism means that people of color are more exposed and less protected when it comes to the virus. When a president says returning to campus is worth the risk, who is bearing the burden of that risk-taking?
Finally, the plans I’ve seen have a strained relationship with truth and science. In many states, new virus cases and hospitalizations are rising, with clusters in nursing homes and daycare centers. Yet presidents continue to announce that it is safe for students to return to residence halls.
Katherine Newman, president of the University of Massachusetts Boston, provided an example that other presidents could follow by announcing that the institution would continue to be primarily online in the fall. Explaining this decision, she noted that that Black and Latinx “populations have borne a disproportionate burden of morbidity and mortality in the pandemic, and many students live in multi-generational minority households where exposure to the virus would be particularly problematic.”
https://www.igi-global.com/gateway/book/244559
Chapters:
Holland, B. (2020). Emerging Technology and Today’s Libraries. In Holland, B. (Eds.), Emerging Trends and Impacts of the Internet of Things in Libraries (pp. 1-33). IGI Global. http://doi:10.4018/978-1-7998-4742-7.ch001
The purpose of this chapter is to examine emerging technology and today’s libraries. New technology stands out first and foremost given that they will end up revolutionizing every industry in an age where digital transformation plays a major role. Major trends will define technological disruption. The next-gen of communication, core computing, and integration technologies will adopt new architectures. Major technological, economic, and environmental changes have generated interest in smart cities. Sensing technologies have made IoT possible, but also provide the data required for AI algorithms and models, often in real-time, to make intelligent business and operational decisions. Smart cities consume different types of electronic internet of things (IoT) sensors to collect data and then use these data to manage assets and resources efficiently. This includes data collected from citizens, devices, and assets that are processed and analyzed to monitor and manage, schools, libraries, hospitals, and other community services.
https://www.facebook.com/groups/onlinelearningcollective/permalink/603803423583693/
Anyone in here teach instructional design that can recommend a textbook that teaches ADDIE or SAM but is inclusive and has an emphasis on instruction being culturally responsive or culturally sustaining?
https://community.articulate.com/articles/an-introduction-to-sam-for-instructional-designers
The ADDIE model of instructional design is probably the most well-known approach for crafting learning solutions. ADDIE stands for Analyze, Design, Development, Implement, and Evaluate. But ADDIE isn’t the only game in town these days. One popular alternative to ADDIE is SAM, which stands for Successive Approximation Model.
Created by Allen Interactions, SAM offers an instructional design approach consisting of repeated small steps, or iterations, that are intended to address some of the most common instructional design pain points, like meeting timelines, staying on budget, and collaborating with Subject Matter Experts
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more on ADDIE in this IMS blog
https://blog.stcloudstate.edu/ims?s=addie+model
https://www.facebook.com/groups/onlinelearningcollective/permalink/598838524080183/
Janine Harrison You could also substitute an ice breaker with an introduction that could be both personal and relate to your subject and require a minimum of two participation posts. If students don’t know one another, they can find commonalities that way.
Jorge Ribeiro I ask them to tell us their superpower(s) & kryptonite noting that they can be anything. Superpowers have been: baking bread, doing push-ups daily, Crystal Quest, etc. Kryptonite: math, writing an essay, spinach
SJ Guo online scavenger hunt
Ed Heaberlin Ask them to discuss
1). The movie they were most disappointed by
2) the movie that they most often recommend
3) their favorite food
4) a food they hate
5) their most embarrassing moment
6) their dream vacation
7) if they could throw a dinner with any five famous people (living, dead, or both)who would it be n why
Diana Anson Using the Discussion Board I have each student introduce themselves to the class. I make the first post introducing myself. I usually include a picture of my dogs. This gives everyone a example of what is expected. Many really good ideas for questions are included already posted here. I also assign points for following the instructions. Points are a great motivation .
Traci Schneider Cull Favorite cartoon.. what superhero power would you have and why? If you could only eat 5 foods forever what would they be… would you rather go without technology for a yr or all sweets and desserts for a year…would you give up your tech for a year or your pet
Britt Rodgers Bugby Have them choose an emoji to represent themselves and explain why…and it can’t be 💩
Sharon Kibbe You can have them select a song that they would “enter a room/party to” and have them play it at the start of their introduction
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more on ice breakers in this IMS blog
https://blog.stcloudstate.edu/ims?s=ice+breaker
My note: Consider these SCSU courses:
LIB 490/590 Digital Storytelling and Virtual Reality: https://web.stcloudstate.edu/pmiltenoff/lib490/
and
IM 690 Virtual and Augmented Reality for Instructional Designers
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more on immersive journalism in this IMS blog
https://blog.stcloudstate.edu/ims?s=immersive+journalism
and storytelling
https://blog.stcloudstate.edu/ims?s=storytelling
Greetings to you all! Presently, I am undertaking a masters course in “Instruction Design and Technology” which has two components: Coursework and Research. For my research, I would like to pursue it in the field of Augmented Reality (AR) and Mobile Learning. I am thinking of an idea that could lead to collaboration among students and directly translate into enhanced learning for students while using an AR application. However, I am having a problem with coming up with an application because I don’t have any computing background. This, in turn, is affecting my ability to come up with a good research topic.
I teach gross anatomy and histology to many students of health sciences at Mbarara University, and this is where I feel I could make a contribution to learning anatomy using AR since almost all students own smartphones. I, therefore, kindly request you to let me know which of the freely-available AR app authoring tools could help me in this regard. In addition, I request for your suggestions regarding which research area(s) I should pursue in order to come up with a good research topic.
Hoping to hear from you soon.
Grace Muwanga Department of Anatomy Mbarara University Uganda (East Africa)
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matthew.macvey@journalism.cuny.edu
Dear Grace, a few augmented reality tools which I’ve found are relatively easy to get started with:
For iOS, iPhone, iPad: https://www.torch.app/ or https://www.adobe.com/products/aero.html
To create AR that will work on social platforms like Facebook and Snapchat (and will work on Android, iOS) try https://sparkar.facebook.com/ar-studio/ or https://lensstudio.snapchat.com/ . You’ll want to look at the tutorials for plane tracking or target tracking https://sparkar.facebook.com/ar-studio/learn/documentation/tracking-people-and-places/effects-in-surroundings/
https://lensstudio.snapchat.com/guides/general/tracking/tracking-modes/
One limitation with Spark and Snap is that file sizes need to be small.
If you’re interested in creating AR experiences that work directly in a web browser and are up for writing some markup code, look at A-Frame AR https://aframe.io/blog/webxr-ar-module/.
For finding and hosting 3D models you can look at Sketchfab and Google Poly. I think both have many examples of anatomy.
Best, Matt
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“Beth L. Ritter-Guth” <britter-guth@NORTHAMPTON.EDU>
I’ve been using Roar. They have a 99$ a year license.
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I have recently been experimenting with an AR development tool called Zappar, which I like because the end users do not have to download an app to view the AR content. Codes can be scanned either with the Zappar app or at web.zappar.com.
From a development standpoint, Zappar has an easy to use drag-and-drop interface called ZapWorks Designer that will help you build basic AR experiences quickly, but for a more complicated, more interactive use case such as learning anatomy, you will probably need ZapWorks Studio, which will have much more of a learning curve. The Hobby (non-commercial) license is free if you are interested in trying it out.
You can check out an AR anatomy mini-lesson with models of the human brain, liver, and heart using ZapWorks here: https://www.zappar.com/campaigns/secrets-human-body/. Even if you choose to go with a different development tool, this example might help nail down ideas for your own project.
Hope this helps,
Brighten
Brighten Jelke Academic Assistant for Virtual Technology Lake Forest College bjelke@lakeforest.edu Office: DO 233 | Phone: 847-735-5168
http://www.lakeforest.edu/academics/resources/innovationspaces/virtualspace.php
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more on XR in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=xr+education