Searching for "instructional design and education"

05
Nov
2015

Active Learning Classrooms

categories: announcement, Digital literacy, instructional technology, mobile learning, student-centered learning, technology literacy

Join us next Tuesday, November 10th from 12:00 PM to 1:00 PM, for a special SIG Series webinar: Tales from the National Forum on Active Learning Classrooms

The WSU Learning Spaces Team attended the National Forum on Active Learning Classrooms at the University of Minnesota – Twin Cities this summer and learned a lot. With topics ranging from picking whiteboards to better integrating classroom design into your campus strategic planning efforts, the conference was a treasure trove of good practices, pictures of cool new classrooms, links to useful information, and pro tips. Join us as we share what we learned at this amazing gathering. If you didn’t get a chance to go, this session will be a great opportunity to zoom in on the highlights. If you went, we would love to compare notes!

Ken Graetz, Tom Hill, Stephanie Stango, Dave Burman, and Eric Wright are all part of the Winona State University Learning Spaces Team and members of the Teaching, Learning, and Technology Services unit of Information Technology Services. They attended the National Forum as a team this summer and were able to cover almost all of the sessions. Each brings a unique perspective to the discussion, from under-the-hood classroom systems design and configuration to instructional design and pedagogical strategies.

Register for the webinar at http://www.eventbrite.com/o/minnesota-online-quality-initiative-7290950883. Please forward this on to anyone on your campus who might be interested.

Link to the Virtual Room:

https://moqi.zoom.us/j/672493176

Or join by phone:

+1 646 568 7788 (US Toll) or +1 415 762 9988 (US Toll)

Meeting ID: 672 493 176

FlexSpace. flexspace.org

CCUMC Leadership in Media and Academic Technology. http://www.ccumc.org

EduCause learning space rating system.
http://www.educause.edu/eli/initiatives/learning-space-rating-system

McGill Principles for Designing of Teaching and Learning Spaces has rubric

most useful technology in an ALC appears to be the whiteboard.

Whiteboards are also very glitchy. Projecting my tablet or laptop is just as effective–with less glitches

evidence that students are reluctant to engage in active learning.

the U has done work, but the “Canadians have the process”

the support faculty gets from technicians: two week in the beginning of the semester in a new classroom.

what is the most important goal of your college education and therefore of this course: a. inquiring information b. learning how to sue information and knowledge in  anew situation c. developing skills to continue learning after college

  1. creativity
  2. computer skills
  3. GPA cutoff above 3.0
  4. problem solving skills
  5. teamwork skills
  6. verbal communication
  7. written communication skills

GigaPan.com  instructor will have students use in classes to identify problems engaging in a virtual field trip. student engagement

design thinking

wikispaces as GOogle docs, MS Word 16, work collaboratively

not group, but team. team work very important

take what we learned in ALCs to traditional large lecture halls

blending the formal with the informal (including outdoors)

connecting ALCs together across distance

thinking about gear (raised floors, smart kapp boards) http://smartkapp.com/

02
Nov
2015

Educause 2015

categories: gamification, gaming

Gamify! Play! Learn! Turn Campus Resources into Exciting Learning Experiences

Thursday
Oct 29th, 2015
4:30 PM – 5:20 PM
Eastern Time
Sagamore Ballroom 3
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Gamify! Play! Learn!  https://docs.google.com/presentation/d/1ybAjj3jQNDOOdJJX_7I5eKf8fflPnvW62g_BG0ow04I/edit#slide=id.p4 https://gamification.delta.ncsu.edu
slide 6
  • Gamification is the use of game mechanics and
    game design techniques in non-game contexts.
  • Gamification uses the natural desire for competition, achievement, status, altruism and/or collaboration (depending on the personality type).
slide 8 Gamification Mechanic Types
  • Objectives: A behavioral mechanic type, requiring the user to take action for the reward.
  • Progression: Move the user through the content.
  • Feedback: Informing the user of their status

Gamification Mechanic Benefits       Each gamification mechanic result in one or more benefits.

Gamification Personality Types

People are motivated to play games differently.

Explorers: Pride themselves in exploring all facets of a game or the context surrounding it.

Killers: Driven by player vs player competition. Always comparing themselves to others.

Socializer: Prefers to chat, play cooperatively, and share game experiences with others.

Achievers: Look to achieve all objectives available in a game. Desires to beat the game itself.

==========================

Adaptive Learning in Online Learning: Results from an Ongoing Evaluation

Wednesday
Oct 28th, 2015
11:40 AM – 12:30 PM
Eastern Time
Wabash Ballroom 2
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.
http://www.educause.edu/sites/default/files/library/presentations/E15/SESS015/EDUCAUSE%2BAdaptive%2BLearning%2BRealizeIT%2B10.28.15.pptx

Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
==============================================

Badges: A New Mode for Faculty Development

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Poster Session
Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement.
Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development
http://www.educause.edu/annual-conference/2015/badges-new-mode-faculty-development
http://badges.iu.edu/
http://www.educause.edu/sites/default/files/library/presentations/E15/PS18/Educause2015.pptx

=============================

Open Digital Badges: Microcredentials and the Higher Ed Landscape

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Poster Session
Because they contain claims and evidence and circulate in networks, open digital badges are transforming credentialing. We will highlight the findings from a two-year study of 29 badge development projects, introduce a new project supporting badge innovation in major learning management systems, and interactively discuss the future of badges in higher education.
Outcomes: Understand the open badge ecosystem and how it benefits learning in higher education * Review digital developments in badge delivery * Discover contexts for the future of badges. Daniel Hickeyhttp://www.educause.edu/library/resources/where-badges-work-betterA Framework for Interactivity in Competency-Based Courses: http://er.educause.edu/articles/2015/8/a-framework-for-interactivity-in-competency-based-coursesBadging in a Learner-Centered Context  http://er.educause.edu/multimedia/2015/8/badging-in-a-learner-centered-context



Mozilla Open Badges 101: Digging into Badges (a webinar)

personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags

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Data Visualization: The What, the Who, and the How

(overlaps with infographics)
Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 231-232
Domain: Analytics, Business Intelligence, and Data Management for Planning
Session Type: Concurrent Session
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it.
OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.

  • Data Wrapper
  • Raw
  • Infogram
  • Tableau
    • Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
    • Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
    • D3 (For Data Driven Documents)
    • Fusion Charts
    • Chart js
    • Google Charts

slide 11: Two primary design goals supported through Data Visualization:

  • Discovery and Exploration

–What story is the data telling you

–Identify patterns and exceptions

  • Decision-making

–Compare, contrast, choose

–Explain, make a point, decide

slide 15:

qTo communicate

qPresent more clearly or more forcefully than would be accomplished with text or tables

qReports, dashboards, infographics, etc.

qTo discover

qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization

qRealm of research but moving into the mainstream

qCan same visualization serve both purposes?

======================

iPad, You Pad, We All Pad: Transforming Teaching and Learning

Wednesday
Oct 28th, 2015
2:30 PM – 3:20 PM
Eastern Time
Meeting Room 237-238
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned.
Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================

The Avalon Video and Audio Repository for Libraries and Beyond

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Domain: Digital Scholarship, Libraries, Publishing, Curation, and Open Access
Session Type: Poster Session
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases.
Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================

 Karuta: Design Your Own Portfolio Process

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Poster Session
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
=======================

Supporting the Discovery and Adoption of Open E-Textbooks

Wednesday
Oct 28th, 2015
1:30 PM – 2:30 PM
Eastern Time
Poster Sessions, Exhibit Hall H-K
Domain: Digital Scholarship, Libraries, Publishing, Curation, and Open Access
Session Type: Poster Session
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library.
Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
====================

Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)

Tuesday
Oct 27th, 2015
12:30 PM – 4:00 PM
Eastern Time
Meeting Room 241-242
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Afternoon Seminar
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus.
OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required

10 Handout – Forms and Resources
3 MB, PDF
http://www.educause.edu/sites/default/files/library/presentations/E15/SEM12P/10%2BForms%2Band%2BResources.pdf
09 Handout – The Institutional Life Cycle
224 KB, PDF
08 Handout – Ten Principles Operationalized
355 KB, PDF
07 Handout – Checklist for Campus Readiness
140 KB, PDF
06 Handout – Institutional Audit
305 KB, PDF
05 Handout – The Three I’s
188 KB, PDF
04 Handout – Penn State Faculty Online …
87 KB, PDF
03 Handout – Online Teaching Competency …
173 KB, PDF
http://www.educause.edu/sites/default/files/library/presentations/E15/SEM12P/03%2BChecklist%2Bof%2BCore%2BCompetencies%2Bfor%2BOnline%2Band%2BBlended%2BTeaching.pdf
02 Handout – Sample Course B
229 KB, PDF
http://www.educause.edu/sites/default/files/library/presentations/E15/SEM12P/02%2BSample%2BCourse%2BB.pdf
01 Handout – Sample Course A
241 KB, PDF
http://www.educause.edu/sites/default/files/library/presentations/E15/SEM12P/01%2BSample%2BCourse%2BA.pdf
00 Workshop Presentation File
12 MB, Powerpoint Slides
00 Book – Evaluating Online Teaching: …
http://www.educause.edu/sites/default/files/library/presentations/E15/SEM12P/20151027%2BSix%2BSecrets%2Bfor%2BEvaluating%2BOnline%2BTeaching%2B-%2BEDUCAUSE.pptx
80 KB, Off-site resource

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Reimagining Learning Space Design across the Disciplines

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 235-236
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines.
Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines

==============================

Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Wabash Ballroom 2
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation.
Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============

What’s That Droning Overhead?

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 201-202
Domain: Risk Management
Session Type: Concurrent Session
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions.
Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead

https://drive.google.com/file/d/0B4vcm8Bg5pkcWFlaQ1J3b3duc2M/view

5. Using small unmanned aerial vehicles  today is similar to the “fair use” of media

http://www.dronesurvivalguide.org

Resources – Higher Ed Drone Policies
The Ohio State University
Iowa State University
Indiana University
University of Kansas
Penn State University
University of New Mexico

The Association of College and University Policy
Administrators (ACUPA, acupa.org)

===================

Mobile Computing

Thursday
Oct 29th, 2015
8:00 AM – 8:50 AM
Eastern Time
Meeting Room 239
Session Type: Discussion Session
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.
http://www.educause.edu/annual-conference/2015/mobile-computing
26
Oct
2015

educause 2015

categories: Digital literacy

what is worth at this year’s Educause

Seminar 02A – Unbadgelievable! Incorporating Outcomes-Based Digital Badges in a Traditional Course (separate registration is required)
Meeting Room 140-141
Kevin O’Shea, Casey Wright
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Morning Seminar
8:00 AM11:30 AM

Seminar 03A – It Begins with a Dream: Game Storming and Game Design (separate registration is required)
Meeting Room 231-232
Kirk Campbell, David Harris, Flint Johnston
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Morning Seminar
Seminar 02P – Augmented Minds, Smart Bodies: Wearable Tech Enters the Academy (separate registration is required)
Meeting Room 140-141
Emory Craig, Maya Georgieva
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Afternoon Seminar
Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)
Meeting Room 241-242
Ann H. Taylor, Thomas J. Tobin
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Afternoon Seminar
Using Digital Badges in Competency-Based Education Programs
Sagamore Ballroom 6
Jonathan Finkelstein, Susan Manning, Diane Singer
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Multicampus Perspective Session
Blended and Online Learning
Meeting Room 132-133
Michael DeBlasi, Rose A. Rocchio
Session Type: Discussion Session
Inside Mobile Learning: User Stories, App Policies, and Governance
Sagamore Ballroom 4
Deepika Chalemela, Jason Fish, Christina Gitsaki, Bradley Johnson, Rose A. Rocchio
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Facilitated Content (e.g., EDUCAUSE Connect) session
Badges: A New Mode for Faculty Development
Poster Sessions, Exhibit Hall H-K
Kate Ellis, James R. Newbrough, Zihang Shao
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Poster Session
Karuta: Design Your Own Portfolio Process
Poster Sessions, Exhibit Hall H-K
Shoji Kajita
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Poster Session
Open Access, Closed Minds? Educating Faculty about Changing Scholarly Communication
Poster Sessions, Exhibit Hall H-K
Elizabeth Price
Domain: Digital Scholarship, Libraries, Publishing, Curation, and Open Access
Session Type: Poster Session
Open Digital Badges: Microcredentials and the Higher Ed Landscape
Poster Sessions, Exhibit Hall H-K
Daniel Hickey, James E. Willis, III
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Poster Session
Supporting the Discovery and Adoption of Open E-Textbooks
Poster Sessions, Exhibit Hall H-K
Leslie Kennedy
Domain: Digital Scholarship, Libraries, Publishing, Curation, and Open Access
Session Type: Poster Session
The Avalon Video and Audio Repository for Libraries and Beyond
Poster Sessions, Exhibit Hall H-K
Jon W. Dunn
Domain: Digital Scholarship, Libraries, Publishing, Curation, and Open Access
Session Type: Poster Session
Large-Scale BYOD Wireless LMS Midterm and Final Exams
Sagamore Ballroom 4
Rob Peregoodoff
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Facilitated Content (e.g., EDUCAUSE Connect) session
iPad, You Pad, We All Pad: Transforming Teaching and Learning
Meeting Room 237-238
Hilary J. Baker, Robert Blaine, III, Christian Boniforti
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
Data Visualization: The What, the Who, and the How
Meeting Room 231-232
Henry Childers, Abraham George, John Rome, Kamalika Sandell
Domain: Analytics, Business Intelligence, and Data Management for Planning
Session Type: Concurrent Session
E-Texts
Meeting Room 132-133
Anastasia Morrone, Donnie Sendelbach
Session Type: Discussion Session
Microcredentials and Badges Panel Discussion: Coordinating Standards, Platforms, IT, and Faculty Needs
Meeting Room 130-131
Daniel Hickey, Kevin O’Shea
Session Type: Discussion Session
Hallmarks of Excellence in Online Learning
Wabash Ballroom 3
Malcolm Brown, Thomas Cavanagh, Vickie S. Cook, Raymond E. Schroeder
Domain: Leading and Partnering Strategically Across the Academy
Session Type: Concurrent Session
Five Online Course Design Tricks to Maximize Learning, Creativity, Engagement
Meeting Room 243-245
Jessica Phillips
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Facilitated Content (e.g., EDUCAUSE Connect) session
Reimagining Learning Space Design across the Disciplines
Meeting Room 235-236
Michael J. Arenth, Kristen Gusten, Edward Gyurisin, Loretta Jo Killeen
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
The Impact of Personalized Learning Platforms on Institutional Transformation
Meeting Room 203-204
Robert Hasel, Constance Johnson, Manoj Kulkarni, Robert Manzer
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Corporate and Campus Hot Topic Panel
Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools
Wabash Ballroom 2
Julian O. Allen, George L. Pullman, Phillip Ventimiglia
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
What’s That Droning Overhead?
Meeting Room 201-202
David Stack
Domain: Risk Management
Session Type: Concurrent Session
Mobile Computing
Meeting Room 239
Rose A. Rocchio
Session Type: Discussion Session
The Digitally Native Generation Z Is Going to College: Are You Ready?
Sagamore Ballroom 5
Jaime Casap
Domain: Leading and Partnering Strategically Across the Academy
Session Type: Featured Session
Simple, Sustainable Video Production through Collaboration
Meeting Room 201-202
Jeff Ello, Adam B Hagen, David Huckleberry, Adam W. Lawson
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
Empowering BYOD Learning Spaces: Lessons Learned from Three Universities
Meeting Room 203-204
Craig Froehlich, Jason Hair, Jameson Johnston, Nicole Nesrsta, Walter J. Peters
Domain: Enterprise Service Delivery
Session Type: Corporate and Campus Hot Topic Panel
Social Media
Meeting Room 134-135
Tanya Joosten
Session Type: Discussion Session
Wearable Tech and Augmented Vision: Pedagogy in the Future
Meeting Room 237-238
Emory Craig, Maya Georgieva, Michael Griffith
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
Gamify! Play! Learn! Turn Campus Resources into Exciting Learning Experiences
Sagamore Ballroom 3
Steve Bader, Edwin K. Lindsay, Amanda Robertson
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
Virtual Worlds
Meeting Room 132-133
Scott Diener
Session Type: Discussion Session
Online Pedagogy and Design: A Crash Course for Faculty
Sagamore Ballroom 4
Jamie Edwards, Lisa Hughes, Zakaria Jouaibi, Samantha Penney
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Facilitated Content (e.g., EDUCAUSE Connect) session
Games and Learning
Meeting Room 132-133
Victoria Mondelli
Session Type: Discussion Session
Gamestorming, Business Model Canvas, and Collaborative Development of Online/Hybrid Offerings
Wabash Ballroom 1
Christopher S. Rice
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
9:10 AM10:00 AM

Mobile Frontiers in Higher Education Teaching and Learning
Meeting Room 231-232
Chris Dede, Julie Evans, Vicki Mealer-Burke
Domain: Advancing the Academic Mission (includes Teaching and Learning)
Session Type: Concurrent Session
Instructional Technologies
Meeting Room 134-135
Session Type: Discussion Session
30
Sep
2015

e-conferencing tools

categories: Bring Your Own Device BYOD, distance learning, distributive learning, e-learning, educational technology, instructional technology, mobile learning

LITA and The EDUCAUSE Blended and Online Learning Constituent Group have a discussion regarding e-conferencing tools (online meeting tools) and browser problems related to them:

BlackBoard Collaborate: https://youtu.be/UWX2kRazC-s has difficulties working on Google Chrome and Windows 10 Edge browser, since they not support Java.

WebEx, Canva. Adobe Connect, Zoom, Ultra

From: lita-l-request@lists.ala.org [mailto:lita-l-request@lists.ala.org] On Behalf Of Tyckoson, Mary Ellen
Sent: Friday, October 02, 2015 9:51 AM
To: lita-l@lists.ala.org
Subject: RE: [lita-l] Free teleconferencing options?

We’ve been using https://www.freeconferencecall.com/ for years.  It offers a record feature that allows you to download the call later as well as a report of the numbers that called in and the duration of their connection to the conference.  Generally the call clarity is pretty good.  The only time we had a problem seemed to be on the end user’s side.  I think they also offer some free online meeting services, but we’ve never used those.  The down side if that they are able to offer it for free because they are toll calls (usually to some number in a sparsely populated area – at least one of the numbers we use is out in the Mojave desert.)

Regards,

Mary Ellen

*~*~*~*~*~*~*~*~*~*~*~*

Mary Ellen Tyckoson

Library Program Manager

San Joaquin Valley Library System

2420 Mariposa St, Fresno, CA 93721

559-600-6285

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of J. Patrick Whitaker
Sent: Wednesday, September 30, 2015 2:09 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

 

We have Ultra available – albeit in a “not quite ready for prime time” format (i.e. no recording, polling, etc.). We can assign it by course so some faculty are using Ultra for office hours. It’s much easier for students in particular.

  1. Patrick Whitaker, PhD

Associate Professor, Assistant Coordinator,

Center for Distance Learning

  1. Sargeant Reynolds Community College

PO BOX 85622

Richmond, Virginia 23285-5622

804-523-5612

“Education is what people do to you; Learning is what you do to yourself” – Joi Ito

From: The EDUCAUSE Bended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Doug Kahn
Sent: Wednesday, September 30, 2015 3:06 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

We were told the release will come mid-semester and because we are in a system-wide environment shared by over 50 campuses, we will go at that time.  I would much prefer to do it in January.

From: Scott Robison <sarobison@MAIL.PLYMOUTH.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Wednesday, September 30, 2015 at 3:01 PM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

I have seen Collaborate Ultra (briefly) and agree it is completely different (in a good way). Last spring I was told by our account exec that it would be available to us beginning of fall. Haven’t heard anything yet and I’m not holding my breath…  😉

Scott  Scott Robison, Ph.D.
Director, Learning Technologies and Online Education

Co-Director, Center for Excellence in Teaching and Learning
Plymouth State University

Plymouth, NH
603.535.2262

“All courses are online courses; it’s just a matter of
how much time you meet face-to-face.”

 

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Covello, Steve
Sent: Wednesday, September 30, 2015 2:42 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

 

One thing to consider with Bb Collaborate is that, since it is Java driven, there may be problems for users whose browsers no long support Java (Chrome, for one, and I think Windows 10 Edge browser too?).

 

https://java.com/en/download/faq/chrome.xml

 

“Java applications are offered though web browsers as either a web start application (which do not interact with the browser once they are launched) or as a Java applet (which might interact with the browser). This change does not affect Web Start applications, it only impacts applets.”

This is not a deal breaker because BbC doesn’t run in a browser (it just downloads the starter app). But the subsequent error message could throw some participants off.

There is a an HTML5 version in the works, I hear (haven’t seen it yet). But keep the Java aspect in mind, as it appears to me at least (FWIW) that Java is the new Flash — moving towards disfavor due to potential security issues.

Thx – Steve — Steve Covello

Rich Media Specialist/Instructional Designer/Online Instructor

Chalk & Wire e-Portfolio Administrator

Granite State College

603-513-1346

Skype: steve.granitestate

Scheduling: http://meetme.so/stevecovello

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of Doug Kahn <kahnd@SUNYSUFFOLK.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Wednesday, September 30, 2015 2:29 PM
To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

At SCCC we have gone with Collaborate – largely due to integration to Blackboard Learn and the excellent pricing the SUNY system received.  The interface isn’t the most intuitive for presenters, but works well enough.  We recently saw Collaborate Ultra which will be launched this fall.  The interface was ‘zoomed’ for lack of a better term.  It is a huge improvement, extremely intuitive and performs significantly better.  That with the Blackboard Learn integration makes any thought of looking elsewhere a non-starter for us.

Regards, Doug —— Doug Kahn

College Assistant Dean for Instructional Technology

Huntington Library – L10

Suffolk County Community College

533 College Road

Selden, NY 11784

631-451-4575

kahnd@sunysuffolk.edu

 

 

From: <Liu>, Christie – liujc <liujc@JMU.EDU>
Reply-To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Wednesday, September 30, 2015 at 2:08 PM
To: EDUCAUSE Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

Hello,

We are providing a sandbox type of immersive program for faculty here to explore features of different web conferencing tools. Any information about integration of Training Center in WebEx to Canvas will be greatly appreciated.

Christie

========================
Juhong Christie Liu, Ph.D.

Senior Instructional Designer
Center for Instructional Technology
James Madison University
540.568.2381

********************************************************

“We become ourselves through others.” —Vygotsky

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of “Akter, Nafiza” <nafiza@NJIT.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Tuesday, August 18, 2015 at 8:59 AM
To: “BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU” <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

Currently, NJIT uses WebEx and I used Adobe Connect at a different institution; we have WebEx set up so that instructors can create their own sessions as they find the need. They are both robust but have their own quirks to them. Adobe Connect had a big learning curve for instructors. WebEx seems a bit simpler just to start but I feel like it has more audio issues when you do VOIP; it’s also very confusing for our users because you have to click on a button after you log into WebEx to turn audio on. That goes for everyone–presenter and participant, no one can hear or be heard until this is done. Even users that have done this for a while sometimes forget this part–I’d say that’s the biggest quirk about it.

I have seen a lot of use of Zoom recently, but I don’t know if it is quite as robust or permits you to do as long or large of a session as WebEx would.

On Mon, Aug 17, 2015 at 3:41 PM, Barbara Anderson <banderson17@roosevelt.edu> wrote:

Our university is trying to determine which would be the best online meeting/class tool. We have narrowed our search down to Webex and Zoom. I was wondering if anyone, who is currently using these two tools, could give me some pros and cons for their use.

Thanks,

Barbara Anderson Ed.D.

Sr. Academic Technology Specialist

Roosevelt University

430 S. Michigan Ave, Room 380

Chicago, IL 60605

312-341-2061

Join.me is another great, free option, which also can be used for web conferencing in case you need to share a presentation.

See: https://www.join.me, https://www.join.me/solutions/free-conference-call.

Thanks,

Darlene Davis
Digital Asset Coordinator
Alliance Life Sciences Consulting Group

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Rob Abel
Sent: Thursday, October 15, 2015 7:23 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

Ed, et al-

We recently learned about an LTI integration for Connect from eSyncTraining.  It is not yet certified LTI – but quite slick – and eSyncTraining recently joined IMS to get it certified.

https://www.esynctraining.com

 

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Ed Garay
Sent: Thursday, October 15, 2015 7:12 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

 

The feedback has been mixed. Some faculty like it, others hate it. Personally, I am disappointed that the java-less version is still elusive, that the LMS integration, albeit certified LTI, is not smart enough for my demanding taste, and that UIC was never able to really effectively and easily use it for non-Teaching & Learning applications. Elluminate Live! and Blackboard Inc. both knew we needed it also as a GoToMeeting-kind of solution, and they never delivered on that. (We had run Saba Centra Web Conferencing for many years before most of these tools ever existed)

My personal recommendation, today, would be to seriously evaluate Adobe Connect (again) and Zoom, …as long as they have an IMS Global-certified LTI integration.

—
— Ed Garay
University of Illinois at Chicago
UIC School of Public Health
http://www.twitter.com/garay

Academic Technologies Twitter stream by a curated list of 1,200+ HigherEd IT, e-Learning & EdTech colleagues and selected vendors: http://twitter.com/garay/academic-technologies

From: Scott Robison
Sent: ‎10/‎15/‎2015 3:35 PM
To: Edward Garay
Subject: RE: [BLEND-ONLINE] Online meeting tools

Ed,

How has the feedback been with Collaborate? We started using it a couple years ago too. There was more excitement for it then than there is now. There have been browser and Java issues and some find it too clunky, quality lacking (audio/video), and for many it is more than they need (or think they need). We are working on getting Collaborate Ultra integrated into Moodle. It is pretty sharp (web-based, clean, but fewer features at the moment). Are you using that, and if so, what do folks think?

Thanks,  Scott Scott Robison, Ph.D.
Director, Learning Technologies and Online Education

Co-Director, Center for Excellence in Teaching and Learning
Plymouth State University

Plymouth, NH
603.535.2262

“All courses are online courses; it’s just a matter of
how much time you meet face-to-face.”

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Edward Garay
Sent: Thursday, October 15, 2015 4:03 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

I always liked Adobe Connect and thought it was easy to use by faculty, staff and students. We almost got it, a few years ago, but the committee picked up Blackboard Collaborate because it was more Teaching & Learning-friendly, which it was/is.

It would have helped if Adobe had invested in developing an LTI-compliant  LMS integration for Connect.  They still haven’t, unfortunately, certified or otherwise, I am afraid.
—
— Ed Garay
University of Illinois at Chicago
UIC School of Public Health
http://www.twitter.com/garay

Academic Technologies Twitter stream by a curated list of 1,200+ HigherEd IT, e-Learning & EdTech colleagues and selected vendors: http://twitter.com/garay/academic-technologies

On Thu, Oct 15, 2015 at 11:25 AM -0700, “Snyder, Matthew” <matthew.snyder@yale.edu> wrote:

Our primary online meeting tool is Adobe Connect, but we have been using Zoom for a year as well. The feedback we receive is that Adobe Connect is very “feature rich” and somewhat difficult to use at times, especially for individuals who simply want an easy web collaboration tool. Although some have become very comfortable with Adobe Connect and utilize many of the features and pods, it may be a bit complicated and confusing to use at times.

We have been using Zoom and although it does not have as many of the features as Adobe Connect, the quality is great and it’s easy to use. Zoom offers basic and pro accounts, as well as different meeting room options, SIP, VoIP, etc..

Best,

Matthew Snyder

Collaboration Technology Specialist

Yale Center For Teaching and Learning

w: 203.436.8427

m: 203.687.5819

http://ctl.yale.edu

http://zoom.us/my/matthewsnyder

http://greet.yale.edu/msmtg

From: “Curbeam, Dionne” <DCurbeam@COPPIN.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Thu, 1 Oct 2015 18:35:47 +0000
To: <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

Hello.  I am curious how many are using Microsoft Lync online meeting/class tool.  If so, what has been your experience?

Thanks!Dionne N. Curbeam, Director

Instructional Technology & Training

Coppin State University

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Liu, Christie – liujc
Sent: Wednesday, September 30, 2015 2:08 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

Hello,

We are providing a sandbox type of immersive program for faculty here to explore features of different web conferencing tools. Any information about integration of Training Center in

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv [mailto:BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU] On Behalf Of Ed Garay
Sent: Wednesday, September 30, 2015 2:55 PM
To: BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU
Subject: Re: [BLEND-ONLINE] Online meeting tools

 

Please note that there are IMS-certified LTI tools and other “rogue” LTI tools that are not certified. The certified LTI tools go through a rigorous IMS process to ensure they are fully LTI-compliant. We should strive to use certified LTI LMS add-one, exclusively, and require/demand that vendors and individual developers  of tools not certified be reprogram to meet full IMS LTI certification.

The IMS Certified LTI Tools catalog currently lists only Blackboard Collaborate and BigBlueButton, i.e. not Zoom, Adobe Connect, WebEX, GoToMeeting, etc. – http://developers.imsglobal.org/catalog.html

The Edu App Center, maintained by Instructure, purports to list certified and uncertified LTI tools. Adobe Connect (for Canvas, I believe) is listed (sans the LMS certification); I cannot find any listing of Zoom, however. – https://www.eduappcenter.com/

I am CCing Rob Abel, CEO at IMS Global, in case he’d like to chime in on the LTI certification or lack thereof.

— Ed Garay
University of Illinois at Chicago
UIC School of Public Health
twitter.com/garay

 

“We become ourselves through others.” —Vygotsky

 

From: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU> on behalf of “Akter, Nafiza” <nafiza@NJIT.EDU>
Reply-To: The EDUCAUSE Blended and Online Learning Constituent Group Listserv <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Date: Tuesday, August 18, 2015 at 8:59 AM
To: “BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU” <BLEND-ONLINE@LISTSERV.EDUCAUSE.EDU>
Subject: Re: [BLEND-ONLINE] Online meeting tools

 

Currently, NJIT uses WebEx and I used Adobe Connect at a different institution; we have WebEx set up so that instructors can create their own sessions as they find the need. They are both robust but have their own quirks to them. Adobe Connect had a big learning curve for instructors. WebEx seems a bit simpler just to start but I feel like it has more audio issues when you do VOIP; it’s also very confusing for our users because you have to click on a button after you log into WebEx to turn audio on. That goes for everyone–presenter and participant, no one can hear or be heard until this is done. Even users that have done this for a while sometimes forget this part–I’d say that’s the biggest quirk about it.

 

I have seen a lot of use of Zoom recently, but I don’t know if it is quite as robust or permits you to do as long or large of a session as WebEx would.

On Mon, Aug 17, 2015 at 3:41 PM, Barbara Anderson <banderson17@roosevelt.edu> wrote:

Our university is trying to determine which would be the best online meeting/class tool. We have narrowed our search down to Webex and Zoom. I was wondering if anyone, who is currently using these two tools, could give me some pros and cons for their use.

Thanks,

Barbara Anderson Ed.D.

Sr. Academic Technology Specialist

Roosevelt University

430 S. Michigan Ave, Room 380

Chicago, IL 60605

312-341-2061

 

********** Participation and subscription information for this EDUCAUSE Constituent Group discussion list can be found at http://www.educause.edu/groups/.

—

Nafiza Akter

Instructional Designer

Instructional Technology & Media Services (ITMS)
New Jersey Institute of Technology

e-mail: nafiza@njit.edu

phone: 973-596-7050

 

 

 

 

08
Apr
2015

Academy of distinguished teachers

categories: announcement, gamification, gaming, video editing

Academy of distinguished teachers, Innovation

University of Minnesota, McNamara Alumni Center – Twin Cities Campus. April 8, 2015

Full program available here: https://guidebook.com/g/adt/

Randy Bass

Randy Bass

Randy Bass
https://www.linkedin.com/pub/randall-bass/14/94/77

flipping disruption into Design

there are two type of universities: the ones that are in control of change and the ones, which are pressed to change.

what kind of education is needed at this moment of history.
Assumptions: 5-10 years will be for a first time outcompeted in terms of delivering information and degrees. What is that the university can do distinctively well that WWW cannot do: mentored learning and the arc of learning (beyond collection of granular separate learning)

book: The New Division of Labor. http://www.amazon.com/The-New-Division-Labor-Computers/dp/0691124027
External forces of potential disruption: 1. MOOCs, nearly free education, 2. skilled-based learning (Codeacademy, Udacity), 3. data analytic 4. public pressure on access, metrics of impact.

Gartner group (http://www.gartner.com/technology/home.jsp) hype cycle : overvalued in a short term and undervalued in a long term. MOOC is excellent example.
NMC: competing models of education.

learning analytics. adaptive learning, intelligent tutoring etc. Open Learning Initative. http://oli.cmu.edu/

In the 19th century, railroads companies which were in the business of railroad companies went under; the ones which were in the business of transportation survived. Parallel, universities, which are in the business of delivering information will die out; the ones, which will survive must look to a very different picture.

formative wider outcomes

formative wider outcomes

integration and dis-integration

integration and dis-integration

the white light

high impact integrative curriculum

high impact integrative curriculum

what makes high inpact practices high impact

what makes high inpact practices high impact

formal versus informal

formal versus informal

integrative versus disintegrative

Selected sessions:

 

The Value of Assessing Outcomes of Teaching Methodologies to guide instructional design

https://guidebook.com/guide/33541/event/10594685/

game-based learning:

Upping your Game – Best Practices in Using Game-Based Learning

https://guidebook.com/guide/33541/event/10594684/

Implementing Game Dynamics in Moodle

https://guidebook.com/guide/33541/event/10693434/

visuals:

Engaging Students through Video Integration

https://guidebook.com/guide/33541/event/10676389/

Innovative Options for Recording Your Own Course Videos

https://guidebook.com/guide/33541/event/10676375/

Using Flipgrid Video Commentary to Share Student Learning

https://guidebook.com/guide/33541/event/10676361/

————

Enhancing learning with online narrated presentations using VoiceThread

https://guidebook.com/guide/33541/event/10676372/

flipped:

Essential Technology & Tools for Flipping Your Classroom

https://guidebook.com/guide/33541/event/10676385/

Improving Delivery of Technical Course Content through Incremental Use of Classroom “Flipping”

https://guidebook.com/guide/33541/event/10676376/

Flipping our classrooms: Faculty from UMD’s Flipped Classroom Community of Practice sharing their experiences.

https://guidebook.com/guide/33541/event/10594850/

The Pros and Cons of Flipping the Classroom

https://guidebook.com/guide/33541/event/10676323/

Using Google Forms for Student Group Evaluations

https://guidebook.com/guide/33541/event/10734863/

Library:

The University Libraries Partnership for Affordable Content – Enhance Student Learning and Save Them Money!

https://guidebook.com/guide/33541/event/10676358/

CRS Tophat:

Using Classroom Debates as an Interactive Learning Tool in a Course on Companion Animal Ethical Issues

https://guidebook.com/guide/33541/event/10676369/

 

online:

Adapting the Harvard Case Method for Online Courses

https://guidebook.com/guide/33541/event/10595018/

Readiness Assessment for Online Courses

https://guidebook.com/guide/33541/event/10595040/

 

technology showcase

technology showcase general view

5 4 3 2 1

13
Mar
2015

Midwest AV Summit

categories: announcement, technology

Midwest AV Summit

av summit 2015  2
 av summit  7
 3  4

5

 

Matthew Clay : Active Learning Spaces

partners across campus for IT/AV: CETL
What is the most important key for creating active learning spaces (ALS).

Mathew shared his work with CETL and his understanding of the importance of faculty being brought to the table. Faculty as equal stakeholder in the process.

In a conversation with him after the presentation, he agreed that faculty must be the leading force in in generating ideas what new technology and how to implement technology in the classroom. He agreed that at the present IT/AV staff is the leading force and this is a corrupt statuquo

 

key partnerships:
faculty and academic affairs, students, facilities, architects, engineers, contractors, furniture vendors, IT (networking, support instructional design)

challanges: ITS mindset (conservative), Administration must be on board (money), Funding.

MnSCU is not Google friendly. 60% of the staff is not doing the same tasks as 3 years ago.

Open about challenges, sharing more with faculty. Nice to hear this, but the communication must be much larger, to the point when faculty are equal partners in a relationship, which is not far from equal decision making. 

If faculty is not considered a REAL stakeholder (versus intimated body in a meeting which is controlled by IT people), the entire technology use goes down the drain. Faculty is much stronger relationship with students then IT is with students. The presentation put weight on IT staff and its connection with students’ needs. It is questionable how IT staff can make stronger connection then faculty, who are in a daily contact with students.
The issue is how to assist faculty to catch up with the technology, not how IT staff to rival faculty in their connection with students. What faculty lacks in understanding of technology cannot be replaced by IT staff increasing interaction with students, but rather assisting faculty with coming to terms with technology.

maintaining innovation: fail fast and fail forward; keep up to date with technology (blank statement); always look for new furniture; focus on space design instead of just A/V; Challenge yourself with new ideas; always learn from your mistakes; always get feedback from students and faculty (again, the PERIPHERAL role of faculty. Is feedback all expected from faculty? It faculty and IT staff must be equal partners at the decision table. not faculty being consulted at decision made by IT staff)

Google Glass mentioned, Pebble watches. supposedly to understand students habits. Big data used to profiling students is very fashionable, but is it the egg in the basket?

they have 3d printer, Inoculus. Makerspace mentioned

examples how to use 3d printing for education (LRS archive collections, MN digital library).

the presenter kept asking if there are questions. it makes me wonder how far back (pedagogically or androgogically) IT staff must be to NOT consider backchanneling. Social media is not a novelty and harvesting opinions and questions using social media should not be neglected

 

digital classroom breakdown session

digital classroom breakdown session

Break down session: Digital Classroom

technical, very IT. I am not versed enough to draw impression on how it projects over real faculty work. HDMI cables.
relating to the previous presentation: I really appreciate the IT / AV staff handling all this information, which is complex and important; but during my 15 years tenure at SCSU I learned to be suspicious of when the complexity and the importance of the techy matter starts asserting itself as leading when the pedagogy in the classroom is determined.

HD flow and other hardware and software solutions

VLAN 3. lecture capture.

BYOD support in the classroom: about half of the room raised their hands.

14
Sep
2014

Library; what should be…

categories: Blog, Library and information science

Amidst discussions at LRS and forthcoming strategic planning –

The LinkedIn Higher Education Teaching and Learning group has a discussion started:

“The library as space is becoming more important, even as students are able to log on to databases from wherever.”

based on the the article

Spikes, Stacks, and Spaces

from Inside Higher Ed blog: https://www.insidehighered.com/blogs/confessions-community-college-dean/spikes-stacks-and-spaces


  • Julie Steward    Julie

    Julie Steward

    Instructional Designer

    University libraries are increasingly the ONLY place on campus that has quiet spaces, since cell-phone conversations are ubiquitous. I think a professional shushher would be a nice touch to any library. Either that, or zero-talking floors and okay-with-some-noise-floors alternating.

  • Andrea KiralyAndrea

    Andrea Kiraly

    Information Specialist, Visiting Lecturer at University of Szeged

    Today university/academic libraries have “all-inclusive services” and they are places for social life, too. In my point of view it is very important for libraries to be always ready for changes, to be regenerative, and to find new ways including the needs of next (Y, Z?) generation. A library is a third place, “a place to be”. And study. With librarians behind the scenes.

    Russ B. likes this

  • Russ BarclayRuss

    Russ Barclay

    Visiting Professor at Campbellsville University

    I note many university libraries have become bistros complete with internet access and quiet rooms for students and student teams to meet and work.

    …And, of course, there are books and databases. Whether students attend to those assets is an open question for me.

  • Sharon BlantonSharon

    Sharon Blanton

    Vice President and Chief Information Officer at Hawaii Pacific University

    I had the opportunity to spend some time in a local high school library yesterday. It was a hub of activity with a class in session, students browsing stacks, small group activities, and numerous meetings. I thought it was great to see so many students collaborating and having fun. The students were very engaged.

    Stephen L. likes this

  • Laura GabigerLaura

    Laura Gabiger

    Professor at Johnson & Wales University

    Top Contributor

    It seems important that Matt Reed mentions both the group study areas and the individual quiet spaces in a library. In the past, university libraries tended to be places for individual quiet work. But as Russ and Sharon mention, students have meetings in libraries to work on group activities. If we pay attention to developments in higher education, student work will be increasingly collaborative rather than individual, interdisciplinary rather than narrowly focused in one disciplinary area. In the USA we can find these values set forth in places such as the AAC&U list of high-impact practices, where collaborative assignments and projects are recommended:http://www.aacu.org/sites/default/files/files/hip_tables.pdf

    Some experts recommend that the most valuable things students can learn to do is work on problem-solving with other people who come from diverse backgrounds.

    Libraries may need less space for stacks as printed books and periodicals are replaced with digital storage, but the need for meeting rooms and collaborative study areas may increase. And of course a coffee shop on the premises definitely helps.

    Stephen L. likes this

  • Dr..Myrna FernandoDr..Myrna

    Dr..Myrna Fernando

    Professor 1 at Technological University of the Philippines

    What is the bearing of a library as a Learning Resource Center if not significant to the students. I think it speaks so much on the learning impact not only by the students together with the faculty. This is also the reason why the area of Library is included in institutional/programs accreditation.

04
Sep
2014

Gamification: It’s Easier than You Think!

categories: Desire2Learn (D2L), gamification, gaming

Gamification: It’s Easier than You Think!

https://desire2learn.adobeconnect.com/_a707373752/p3mhvdh5gfb/

BONUS: several cool infographics on gamification of education: http://elearninginfographics.com/tag/gamification-infographic/

this is a recording of a webinar, which took place yesterday, September 3, 2014. The presenter is Canadian. Sean Isles
https://www.google.com/?gws_rd=ssl#q=ontario+sociology+gamification+sean

Gamification versus game based education

Gamification is application of typical elements of game play to unconventional areas

Game based is learning that takes place withing a game simulated environment itself

D2L offers options for gamified education

Leveling / Gating: turn off/on content modules by weekly increments.

Bosses/Challenges – simple quiz at the end of each module (training quizzes, open to take unlimited times)

Celebration of successes – emails from intelligent agents, short funny video, etc.

Intelligent agent send an email not only to student, but to an office, where top scoring students can get a gift.

Game-based

simulator. used Unity to create the game

Shaun Iles: shaun.iles@mohawkcollege.ca and Brian Gould: brian.gould@mohawkcollege.ca

Leaderboard – Brightspace.com – Brightspace by D2L. needs to be purchased, but allows modify and customize with HTML and CSS

Badges: meaningless if the entire institution is not on board. google and mozilla badges platforms. D2L is about to roll out badges, only if the entire institution and the business recognize them. otherwise, the badges are dead upon exit from class.

make discussion interactive through upvote: http://www.reddit.com/r/upvote/

Scavenger hunt mentioned. Bluetooth info beacons used across campus to enable scavenger hunt. Across mobile devices.

Librarians and instructional designers mentioned.

His D2L home page has twitter widget and skype widget. He says the Skype widget enormously used. When will my proposal for Adobe Connect Widget will be addressed, am asking I for years?

27
Aug
2014

Horizon Report 2014, Library edition

categories: Uncategorized

http://cdn.nmc.org/media/2014-nmc-horizon-report-library-EN.pdf

p. 4 new and rapidly changing technologies, an abundance of digital information in myriad formats, an increased understanding of how students learn evolving research methods, and changing practices in how scholars communicate and disseminate their research and creative work.

Engagement requires an outward focus

A liaison who understands how scholars in a particular discipline communicate and share
information with one another can inform the design and development of new publishing services, such as
digital institutional repositories.

Liaisons cannot be experts themselves in each new capability, but knowing when to call in a
colleague, or how to describe appropriate expert capabilities to faculty, will be key to the new liaison role.

an increasing focus on what users do (research, teaching, and learning) rather than on what librarians do (collections, reference, library instruction).

hybrid model, where liaisons pair their expertise with that of functional specialists, both within and outside of libraries

p. 6 Trend 1: Develop user-centered library services

Many libraries are challenged to brand such a service point, citing a “hub” or “center” to refer to services that can include circulation, reference, computer support, writing assistance, and more.

For liaisons, time at a reference desk has been replaced by anticipating recurrent needs and developing
easily accessible online materials (e.g., LibGuides, screencasts) available to anyone at any time, and
by providing more advanced one-on-one consultations with students, instructors, and researchers who
need expert help. Liaisons not only answer questions using library resources, but they also advise and
collaborate on issues of copyright, scholarly communication, data management, knowledge management,
and information literacy. The base level of knowledge that a liaison must possess is much broader than
familiarity with a reference collection or facility with online searching; instead, they must constantly keep up
with evolving pedagogies and research methods, rapidly developing tools, technologies, and ever-changing
policies that facilitate and inform teaching, learning, and research in their assigned disciplines.

Librarians at many institutions are now focusing on collaborating with faculty to develop thoughtful assignments
and provide online instructional materials that are built into key courses within a curriculum and provide
scaffolding to help students develop library research skills over the course of their academic careers

p. 7 Trend 2: A hybrid model of liaison and functional specialist is emerging.

Current specialist areas of expertise include copyright, geographic information systems (GIS), media production and integration, distributed education or e-learning, data management, emerging technologies,
user experience, instructional design, and bioinformatics.

At the University of Guelph, the liaison model was abandoned altogether in favor of a functional specialist
approach

p. 8 Trend 3: Organizational flexibility must meet changing user needs.

p. 9 provide education and consultation services for personal information management. Tools, workshops, websites, and individual consults are offered in areas such as citation management, productivity tools, managing alerts and feeds, personal archiving, and using social networking for teaching and professional development.

p. 11 data management, knowledge management and scholarly communication

digital scholarship

p. 12 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.

p. 13 Liaisons need to be able to provide a general level of knowledge about copyright, data management, the need for metadata and the ontologies available in their disciplines.

p. 16 replacing the traditional tripartite model of collections, reference, and instruction

27
Mar
2014

LMS: how can I search its content

categories: Desire2Learn (D2L)

Q:

Hi all,

Please excuse duplication but I’m trying to get this to as many people as possible.

There are two courses in the M1/M2 years in our medical college that are extraordinarily large. In many schools it’s called the “Doctoring” course. Our university uses Blackboard as our LMS, but as there is no real search mechanism in Blackboard, the content is hard to organize and locate. I’ve been trying to think of good options for this type of course and have come up with iTunesU and Moodle with search installed and turned on.

Do any of you have other options you might recommend?

Thanks,
Max~~~~~~~~~~~~~~~~~~~~~~
Max Anderson, MLIS

Instructional Designer, Undergraduate Medical Education

UIC College of Medicine
150 College of Medicine West
1819 W. Polk St. (M/C 785)
Chicago, IL 60612-7332
Phone: 312-996-5898

Fax: 312-413-3410

UGME Website: http://chicago.medicine.uic.edu/ugme

A:

On Wed, Mar 26, 2014 at 10:57 PM, matinga ragatz <matingaragatz@gmail.com> wrote:

@Max

Google Course Builder is free but you do need a bit of html/coding knowledge to get things looking right.

Post an update when you find your solution!

Cheers!!

==============================

Docebo? It is really daunting for online teaching, got me frustrated, but very good for your needs. Or you could Just put them on GDrive in folders and link them to any website (or LMS) that has an embedded discussion forum (G Groups, any LMS Discussion forum).

———–

Ammar Merhbi
Edtech and TESOL, M.A.
Educational Technology Specialist and Head of English Department
Google Apps and Moodle Administrator (http://www.learn.djis.edu.sa )
PD Specialist

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