Searching for "teach"

Learning in Metaverse

https://www.edsurge.com/news/2022-04-29-can-the-metaverse-improve-learning-new-research-finds-some-promise

new study co-authored by Richard Mayer,

The study took place with about 100 middle school students taking a brief “virtual field trip” to learn about climate science. Some students experienced the field trip while wearing a VR headset, while others watched the same material in standard video on a computer screen.

“higher ratings of presence, interest, and enjoyment,”

The paper noted an obvious logistical benefit to virtual field trips over getting on a bus for an in-person outing. “Virtual field trips make it possible to experience things that are too expensive, dangerous, or impossible in the real world,” it says. The experiment did not address the difference in educational value between a real-world field trip and a virtual one.

for programs like nursing, pharmacy and medicine, VR seems promising for teaching some skills, as a piece of a broader curriculum that includes in-person hands-on learning as well.

personalized learning and achievement gap

https://www.edsurge.com/news/2022-03-28-can-personalized-learning-be-scaled-to-ease-teacher-burdens-and-close-achievement-gaps

McGraw Hill Plus, a new tool, Focusing first on math and then expanding to ELA and science, its objective is to make personalized learning scalable.

Smith: The modern classroom sits at the intersection of blended learning, competency-based learning and personalized learning.

reimagine instructional time and use technology to scale personalized learning.

First, pulling data into one place is the key fundamental driver that will change the teacher workflow. Second, we need to manipulate that data into some advanced data visualization tools, so it’s easy for teachers to understand and use. Third, we need to be able to visualize student performance and take action on it.
Using these data analytics, we can drive personalized learning based on student performance. And the last thing is the automation of teacher workflow.

eachers get data visualization from different sources, such as an adaptive software solution like our ALEKS program, our Redbird Mathematics, or our recently acquired Achieve3000 Literacy.

critical news literacy session

Critical news literacy session for social policy analysis course

Katie Querna, Thursday, 11AM, Stewart Hall

post Higher Ed Learning Collective

https://www.theguardian.com/world/2022/feb/21/dumb-and-lazy-the-flawed-films-of-ukrainian-attacks-made-by-russias-fake-factory

https://english.elpais.com/science-tech/2022-02-24/the-war-in-ukraine-via-tiktok-how-ordinary-citizens-are-recording-russian-troops.html

+++ please cover this information at home and bring your ideas and questions to class +++++

Most students can’t tell fake news from real news, study shows
Read more: https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/

Module 1 (video to introduce students to the readings and expected tasks)

  1. Fake News / Misinformation / Disinformation
    1. Definitions
      1. Fake news, alternative facts
        https://blog.stcloudstate.edu/ims?s=fake+news
        https://blog.stcloudstate.edu/ims?s=alternative+facts
      2. Misinformation vs disinformation
        https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/

        1. Propaganda
        2. Conspiracy theories
          1. Bots, trolls
            https://blog.stcloudstate.edu/ims/2017/11/22/bots-trolls-and-fake-news/
            https://blog.stcloudstate.edu/ims/2020/04/30/fake-social-media-accounts-and-politicians/
            https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
        3. Clickbait
          Filter bubbles, echo chambers
          (8 min) video explains filter bubbles
          https://www.ted.com/talks/eli_pariser_beware_online_filter

+++++ thank you for covering this information at home. Pls don’t forget to bring your q/s and ideas to class +++++

Why we are here today?
We need to look deeper in the current 21stcentury state of information and disinformation and determine how such awareness can help policy analysis. 
How do we make up our mind about news and information; where from we get our info; who do we believe, who do we mistrust. 

What do you understand under the following three items and their place in our efforts to analyze policies?
“critical thinking,” https://blog.stcloudstate.edu/ims/2014/05/11/the-5-step-model-to-teach-students-critical-thinking-skills/

“media literacy,” “Media Literacy now considers digital citizenship as part of media literacy — not the other way around”
https://blog.stcloudstate.edu/ims/2020/01/07/k12-media-literacy/

“critical [news] literacy”
https://youtu.be/i2WyIkK9IOg

how do these three items assist a better analysis of policies?

Class assignment:
Share a topic which is very much to your heart.
Please feel welcome to use the following resources and/or contribute with your own resources to determine the sources and potential bias

library spot fake news

fake news resources

fake news and video

Feel free also to use the following guidelines when establishing the veracity of information:

Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4

  1. ACCURACY
    1. Does the author cite reliable sources?
    2. How does the information compare with that in other works on the topic?
    3. Can you determine if the information has gone through peer-review?
    4. Are there factual, spelling, typographical, or grammatical errors?
  2. AUDIENCE
    1. Who do you think the authors are trying to reach?
    2. Is the language, vocabulary, style and tone appropriate for intended audience?
    3. What are the audience demographics? (age, educational level, etc.)
    4. Are the authors targeting a particular group or segment of society?
  3. AUTHORITY
    1. Who wrote the information found in the article or on the site?
    2. What are the author’s credentials/qualifications for this particular topic?
    3. Is the author affiliated with a particular organization or institution?
    4. What does that affiliation suggest about the author?
  4. CURRENCY
    1. Is the content current?
    2. Does the date of the information directly affect the accuracy or usefulness of the information?
  5. OBJECTIVITY/BIAS
    1. What is the author’s or website’s point of view?
    2. Is the point of view subtle or explicit?
    3. Is the information presented as fact or opinion?
    4. If opinion, is the opinion supported by credible data or informed argument?
    5. Is the information one-sided?
    6. Are alternate views represented?
    7. Does the point of view affect how you view the information?
  6. PURPOSE
    1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
    2. Does the purpose affect how you view the information presented?

In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.

++++++++++++++++++++
Aditional topics and ideas for exploring at home:
civil disobedience

https://blog.stcloudstate.edu/ims/2014/09/30/disruptive-technologies-from-swarming-to-mesh-networking/
https://blog.stcloudstate.edu/ims/2019/08/30/tik-tok-students-and-teachers/
https://news.softpedia.com/news/Venezuela-Blocks-Walkie-Talkie-App-Zello-Amid-Protests-428583.shtml
http://www.businessinsider.com/yo-updates-on-israel-missile-attacks-2014-7

https://blog.stcloudstate.edu/ims/2016/11/14/internet-freedom/
https://blog.stcloudstate.edu/ims/2016/08/31/police-to-block-social-media/
https://blog.stcloudstate.edu/ims/2016/04/04/technology-and-activism/

higher ed predictors for 2022

14 Predictions for Higher Education in 2022

https://campustechnology.com/articles/2022/01/04/14-predictions-for-higher-education-in-2022.aspx

Forget Hyflex

our faculty will discover that effectively teaching in a hyflex environment without adequate support is extremely difficult and truly exhausting.

Adapt Hyflex — and Be Ready for Anything (security)

Move Beyond Zoom into the Metaverse

Reap the Rewards of 2 Years of Strategic Decision-Making

campus leaders who have intentionally put students at the center of organization and system design will reap a great reward.

Expect More Disruption and More Innovation

look for movement in the augmented and virtual reality space.

Online Ed Becomes the Norm

online education will become the norm rather than the step-sister of “traditional” education

Build Off the Threads that Are Here to Stay

Alternatives Will Continue Gaining Ground

The cultures within institutions may prevent these significant changes from occurring. If that occurs, alternatives will continue to build momentum.

Emphasize Choice and Support

Alumni will be looking for upskilling opportunities via microcredentials, to navigate growth and career change during the “Great Resignation.” Recent high school grads will expect a variety of online, hybrid and in-person courses to choose from, many bringing with them years of experience with virtual learning.

Students Need Faster Routes to Completion

Climate Change Ed Gets Embedded

Hybrid Learning Tech Will Step Up

many lecture theaters might come to look like professional TV studios, to meet growing quality and usability expectations. Also, technologies will likely be expected to make classrooms environments more “peer-learning friendly” and inclusive

Blockchain Will Gain Ed Pickup

The (Arizon State) university announced that in 2022 it would release Pocket, a digital wallet for students as a comprehensive learner record.

mini conference on virtual reality in education

Our first Library 2.022 mini-conference: “Virtual Reality and Learning: Leading the Way,” will be held online (and for free) on Tuesday, March 29th, 2022.

Virtual Reality was identified by the American Library Association as one of the 10 top library technology trends for the future. The use of this technology is equally trending in the education, museum, and professional learning spheres. Virtual Reality is a social and digital technology that uniquely promises to transform learning, build empathy, and make personal and professional training more effective and economical.

Through the leadership of the state libraries in California, Nevada, and Washington, Virtual Reality projects have been deployed in over 120 libraries in the three states in both economically and geographically diverse service areas. This example, as well as other effective approaches, can help us to begin a national conversation about the use of XR/immersive learning technology in libraries, schools, and museums; and about making content available to all users, creating spaces where digital inclusion and digital literacy serves those who need it the most

This is a free event, being held live online and also recorded.
REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.

Everyone is invited to participate in our Library 2.0 conference events, which are designed to foster collaboration and knowledge sharing among information professionals worldwide. Each three-hour event consists of a keynote panel, 10-15 crowd-sourced thirty-minute presentations, and a closing keynote.

Participants are encouraged to use #library2022 and #virtualrealitylearning on their social media posts about the event.

CALL FOR PROPOSALS:The call for proposals is now open. We encourage proposals that showcase effective uses of Virtual Reality in libraries, schools, and museums. We encourage proposals that also address visions or examples of Virtual Reality impacting adult education, STEM learning, the acquisition of marketable skills, workforce development, and unique learning environments.. Proposals can be submitted HERE.

KEYNOTE SPEAKERS, SPECIAL GUESTS, AND ORGANIZERS:

Sara Jones
State Librarian, Washington State Library

Sara Jones previously served as the director of the Marin County Free Library since July 2013. Prior to her time in California, Jones held positions in Nevada libraries for 25 years, including serving as the Carson City Library Director, the Elko-LanderEureka County Library System Director and Youth Services Coordinator, and Nevada State Librarian and Administrator of the State Library and Archives from 2000-2007. Jones was named the Nevada Library Association’s Librarian of the Year in 2012; served as Nevada’s American Library Association (ALA) Council Delegate for four years; coordinated ALA National Library Legislative Day for Nevada for 12 years; served as the Nevada Library Association president; was an active member of the Western Council of State Libraries serving as both vice president and president; and served on the University of North Texas Department of Library and Information Sciences Board of Advisors for over 10 years. She was awarded the ALA Sullivan award for services to children in 2018. She is a member and past-president of CALIFA, a nonprofit library membership consortium.

 

Tammy Westergard
Senior Workforce Development Leader, Project Coordinator – U.S. Department of Education Reimagine Workforce Preparation Grant Program – Supporting and Advancing Nevada’s Dislocated Individuals – Project SANDI

As Nevada State Librarian (2020 – 2021), Tammy Douglass Westergard was a leader in envisioning the dynamic roles of libraries in the future of learning and democracy in America. Tammy was also named the Nevada Library Association’s 2020 Librarian of the Year. She deployed the first certification program within any public library in America where individuals can earn a Manufacturing Technician 1 (MT1), a nationally recognized industry credential necessary to get many of the high paying careers in advanced manufacturing. In parallel with California public libraries, Westergard launched in Nevada the first State-wide learning program in American public libraries delivering augmented reality and virtual reality STEM content and equipment, resulting in immersive learning experiences for thousands of learners. Westergard imagined and then became the project design leader for the first-ever initiative deploying 3D learning tools for the College of Southern Nevada’s (CSN) allied health programs. As a result, CSN is the first dialysis technician training program in the world to use a virtual reality simulation for instruction and CSN was able to accept remote, online learners into its program for students who were previously unable to access the program.Tammy received her bachelor’s degree from the University of Nevada, Reno, a Master of Library Science from the University of North Texas and is a member of Beta Phi Mu, the international library and information studies honor society. She is a member of the International Advisory Board of the Vaclav Havel Library Foundation. The Library Journal named Westergard an “Agent of Change Mover and Shaker.” Tammy’s great passion is advancing educational opportunities through the library. She believes there is dignity in work, which is why she is expanding first-in-the-country programs she created that help displaced workers reskill and upskill so they can step into living wage jobs.

 

Greg Lucas
California State Librarian

Greg Lucas was appointed California’s 25th State Librarian by Governor Jerry Brown on March 25, 2014. Prior to his appointment, Greg was the Capitol Bureau Chief for the San Francisco Chronicle where he covered politics and policy at the State Capitol for nearly 20 years. During Greg’s tenure as State Librarian, the State Library’s priorities have been to improve reading skills throughout the state, put library cards into the hands of every school kid and provide all Californians the information they need – no matter what community they live in. The State Library invests $10 million annually in local libraries to help them develop more innovative and efficient ways to serve their communities. Since 2015, the State Library has improved access for millions of Californians by helping connect more than half of the state’s 1,100 libraries to a high-speed Internet network that links universities, colleges, schools, and libraries around the world. Greg holds a Master’s in Library and Information Science from California State University San Jose, a Master’s in Professional Writing from the University of Southern California, and a degree in communications from Stanford University.

 

Milton Chen
Independent Speaker, Author, Board Member

Milton says that he has had a very fortunate and fulfilling career on both coasts, working with passionate innovators to transform education in creative ways. His first job out of college was at Sesame Workshop in New York, working with founder Joan Cooney and some amazingly talented colleagues in TV production and educational research. From 1976 to 1980, he worked in the research department, creating science curricula for Sesame Street and testing segments for The Electric Company, the reading series. He then served as director of research for the development of 3-2-1 Contact, a science series for 8- to 12-year-olds. Eventually, Sesame Street circled the globe, with broadcasts in more than 100 countries and versions in Spanish, Chinese, Arabic, and many other languages. He then came to the Bay Area to pursue doctoral studies in communication at Stanford. His dissertation looked at gender differences in high school computer use, including new desktop computers we called “microcomputers.” After two years as an assistant professor at the Harvard Graduate School of Education, he joined KQED-San Francisco (PBS) in 1987 as director of education. They worked with teachers to incorporate video into their lessons, using VCRs! He wrote my first book, The Smart Parent’s Guide to Kids’ TV (1994) and hosted a program on the topic with special guest, First Lady Hillary Clinton. In 1998, he joined The George Lucas Educational Foundation as executive director. During his 12 years there, thjey produced documentaries and other media on schools embracing innovations such as project-based learning, social/emotional learning, digital technologies, and community engagement. They created the Edutopia brand to represent more ideal environments for learning. Today, the Edutopia.org website attracts more than 5 million monthly users.

 

Karsten Heise
Director of Strategic Programs, Nevada Governor’s Office of Economic Development (GOED) i

Karsten Heise joined the Nevada Governor’s Office of Economic Development (GOED) in April 2012 initially as Technology Commercialization Director and then continued as Director of Strategic Programs. He leads Innovation Based Economic Development (IBED) in Nevada. As part of IBED, he created and manages Nevada’s State Small Business Credit Initiative (SSBCI) Venture Capital Program. He also leads and overseas the ‘Nevada Knowledge Fund’ to spur commercialization at the state’s research institutions and to foster Research & Development engagements with the private sector as well as supporting local entrepreneurial ecosystems and individual startups. In addition, Karsten is deeply familiar with the European vocational training system having completed his banking-apprenticeship in Germany. This experience inspired the development of the ‘Learn and Earn Advanced career Pathway’ (LEAP) framework in Nevada, which progressed to becoming the standard template for developing career pathway models in the state. He is deeply passionate about continuously developing new workforce development approaches dealing with the consequences of the Fourth Industrial Revolution. Prior to joining the GOED, Karsten spent five years in China working as an external consultant to Baron Group Beijing and as member of the senior management team at Asia Assets Limited, Beijing. Before relocating to Beijing, Karsten worked for 10 years in the international equity divisions of London-based leading Wall Street investment banks Morgan Stanley, Donaldson, Lufkin & Jenrette (DLJ), and most recently Credit Suisse First Boston (CSFB). As Vice President at CSFB, he specialized in alternative investments, structured products, and international equities. His clients were entrepreneurs, ultra-high net worth individuals and family offices as well as insurance companies, pension funds, asset managers and banks. Karsten speaks German and Mandarin Chinese. Karsten completed his university education in the United Kingdom with a Bachelor of Science with First Class Honours in Economics from the University of Buckingham, a Master of Science with Distinction in International Business & Finance from the University of Reading, and a Master of Philosophy with Merit in Modern Chinese Studies, Chinese Economy from the University of Cambridge – Wolfson College. He is also an alumnus of the Investment Management Evening Program at London Business School and completed graduate research studies at Peking University, China.

 

Dana Ryan, PhD 
Special Assistant to the President, Truckee Meadows Community College

With a doctorate in educational leadership from the University of Nevada, Reno, Dana has decades advancing education and training solutions to meaningfully link, scale, enhance and further develop digital components in healthcare, advanced manufacturing, logistics, IT and construction trades. She understands the WIOA one-stop-operating-system programs and processes and can communicate how delivery of services to clients through local offices, regional centers and libraries is achieved. Skill with analysis of a variety of labor market and other demographic information creates excellence in explaining the relevance of labor market data and local, state, and national labor market trends. Dana interfaces with labor and management groups/leaders, and others.

This is a free event, being held live online and also recorded.
REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.

The School of Information at San José State University is the founding conference sponsor. Please register as a member of the Library 2.0 network to be kept informed of future events. Recordings from previous years are available under the Archives tab at Library 2.0 and at the Library 2.0 YouTube channel.

Remote Learning Power and Privilege

How Remote Learning Subverts Power and Privilege in Higher Education

https://www-edsurge-com.cdn.ampproject.org/c/s/www.edsurge.com/amp/news/2021-09-06-how-remote-learning-subverts-power-and-privilege-in-higher-education

It is important to use the lessons of this transition to challenge what Paulo Freire calls “the banking system” of education—where professors aim to simply deposit knowledge into students—and instead create inclusive pedagogies that acknowledge the diversity of our students and provide a safe space that invites them to speak up. Decolonization is not just about removing a few dead white men from our syllabi, or adding more women of color. It’s about making sure that everyone’s experience is represented. It’s about decentering the traditional power hierarchy in the classroom, so that the professor is not the sole transmitter of knowledge who imposes a singular (and often Western) view. It’s about ensuring equitable participation among students, so that they don’t remain silent and passive receivers whose varied life experiences are dismissed.

In a Zoom classroom, the teacher is no longer the central authority. Chat offers real-time parallel participation. The ability to enter and exit at will equalizes power.

Even before the pandemic, many educators knew that the traditional methods of teaching and research would have to be overhauled at some point. As a professor of humanities, I had been aware of the need to employ hybrid pedagogies more in tune with the digital age and shortened, over-stimulated attention spans. Advantages to joining students in their digital space far outweigh dated arguments railing against the medium; if anything, the pandemic’s isolating effects already prompted students to seek refuge there.

At this moment, the modern university stands at a turning point. Instead of wanting to go back to how things were, we should be looking at radical pedagogical interventions that make the most of remote learning as an accompaniment to the traditional classroom experience. This is the time to put “interdisciplinary” ideas into practice by experimenting with new methodologies.

 

57 Jobs of the Future

https://futuristspeaker.com/future-of-work/57-jobs-of-the-future/

Metaverse Jobs

  1. Metaverse World Designers
  2. Avatar Designers
  3. Metaverse Storefront Creators, Developers, and Operators
  4. Metaverse Law Enforcement
  5. DAO Attorneys

Cryptocurrency

  1. Crypto Coaches and Advisors
  2. Crypto Mortgage Specialists
  3. Decentralization Managers

Healthcare

  1. Amnesia Surgeons – Doctors who are skilled in removing bad memories or destructive behavior.
  2. Memory Augmentation Therapists – Entertainment is all about the great memories it creates. Creating a better grade of memories can dramatically change who we are and pave the way for an entirely new class of humans.
  3. Digital Implant Architects
  4. Genetic Troubleshooters
  5. Body Part Fabricators
  6. AI Health Managers

Big Data

  1. Privacy Strategists
  2. Personal Data Managers, Archivists, and Protectors
  3. Blockchain Designers
  4. Vulnerabilities Analyst

Future Education

  1. AI Memory Assessment Engineers
  2. AI Coach-Bot Designers
  3. AI Teacher-Bot Developers

 

Universal Design for Learning (UDL)

Universal Design for Learning (UDL) is the new Learning Styles

https://fillingthepail.substack.com/p/universal-design-for-learning-udl

UDL is a complicated way to teach. It involves giving multiple representations of the same information to students which they then choose from. Students also choose to work collaboratively or individually. And they decide how to demonstrate their learning through written work, a video, a poster or some other means.

UDL as a form of classroom differentiation. Differentiation – the process of giving different students in the same classroom different forms of instruction

a new paper by Dr. Guy A. Boysen of McKendree University in the U.S. Boysen claims that this lack of evidence is one of the five ways in which UDL parallels debunked learning styles theories.

Learning styles theories are still remarkably popular despite most serious researchers classing them as a ‘neuromyth’.
++++++++++++++++++++++
https://blog.stcloudstate.edu/ims?s=udl
https://blog.stcloudstate.edu/ims?s=learning+styles

lifelong learning

Why lifelong learning is the international passport to success

The university model needs to evolve.

https://bigthink.com/smart-skills/lifelong-learning/#Echobox=1640581247

universities and curricula are designed along the three unities of French classical tragedy: time, action, and place. Students meet at the university campus (unity of place) for classes (unity of action) during their 20s (unity of time). This classical model has traditionally produced prestigious universities, but it is now challenged by the digitalisation of society – which allows everybody who is connected to the internet to access learning – and by the need to acquire skills in step with a fast-changing world. Universities must realise that learning in your 20s won’t be enough. If technological diffusion and implementation develop faster, workers will have to constantly refresh their skills.

By teaching foundational knowledge and up-to-date skills, universities will provide students with the future-proof skills of lifelong learning, not just get them ‘job-ready’.

+++++++++++++++++++++
https://blog.stcloudstate.edu/ims?s=upskilling
https://blog.stcloudstate.edu/ims?s=lifelong+learning

generation Alpha

https://en.wikipedia.org/wiki/Generation_Alpha

Home

Education

https://interestingengineering.com/generation-alpha-the-children-of-the-millennial

https://www.academia.edu/24526330/Educating_generation_alpha_What_are_the_demands_of_the_21st_century_workforce

https://www.skillsportal.co.za/content/generation-alpha-requires-new-approach-education

Meet Generation Alpha: Teaching the Newest Generation of Students

 

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