These scenarios omit two critical components of the campus: the many men and women who can’t work from home and extracurricular activities.
Layoffs and furloughs must be the last option; pay cuts/freezes and other cost-saving opportunities must be exhausted before even one person is laid off this fall.
Extracurricular activities must be undertaken with an abundance of caution. Only those activities that are essential and can’t take place virtually must be held. Social distancing must be practiced, no matter the health conditions that exist at the particular time.
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How the Coronavirus Will Change Faculty Life Forever
As the pandemic wears on, expect heavier teaching loads, more service requirements, and more time online
Moving instruction online can enable the flexibility of teaching and learning anywhere, anytime, but the speed with which this move to online instruction is expected to happen is unprecedented and staggering.
“Online learning” will become a politicized term that can take on any number of meanings depending on the argument someone wants to advance.
Online learning carries a stigma of being lower quality than face-to-face learning, despite research showing otherwise. These hurried moves online by so many institutions at once could seal the perception of online learning as a weak option
Researchers in educational technology, specifically in the subdiscipline of online and distance learning, have carefully defined terms over the years to distinguish between the highly variable design solutions that have been developed and implemented: distance learning, distributed learning, blended learning, online learning, mobile learning, and others. Yet an understanding of the important differences has mostly not diffused beyond the insular world of educational technology and instructional design researchers and professionals.
Typical planning, preparation, and development time for a fully online university course is six to nine months before the course is delivered. Faculty are usually more comfortable teaching online by the second or third iteration of their online courses.
In contrast to experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses and that will return to that format once the crisis or emergency has abated.
A full-course development project can take months when done properly. The need to “just get it online” is in direct contradiction to the time and effort normally dedicated to developing a quality course. Online courses created in this way should not be mistaken for long-term solutions but accepted as a temporary solution to an immediate problem.
breaking up synchronous sessions with hands-on. This requires strong skills for virtual presenting. A nice little simple book on this: https://www.amazon.com/Exceptional-Presenter-Goes-Virtual-Person/dp/1608320464:
Koegel, T. (2010). The exceptional presenter goes virtual (1st ed.). Austin, Tex: Greenleaf Book Group Press.
The book, unfortunately, is available through ILL and ILL is suspended.
The event requires no registration, and is virtual only, free, and open to the public. Platform access is required, so please install one of the above platforms to attend the International Summit. You may attend in 2D on a desktop or laptop computer with a headphone and microphone (USB gaming headphone recommended), or with a virtual device such as the Oculus Go, Quest, and Rift, Vive, and other mobile and tethered devices. Please note the specifications and requirements of each platform.
Charlie Fink, author, columnist for Forbes magazine, and Adjunct Faculty member of Chapman University, will be presenting “Setting the Table for the Next Decade in XR,” discussing the future of this innovative and immersive technology, at the 2020 Educators in VR International Summit. He will be speaking in AltspaceVR on Tuesday, February 18 at 1:00 PM EST /
This workshop with Dr. Sarah Jones will focus on developing a relevant and new literacy for virtual reality, including the core competencies and skills needed to develop and understand how to become an engaged user of the technology in a meaningful way. The workshop will develop into research for a forthcoming book on Uncovering a Literacy for VR due to be published in 2020.
Sarah is listed as one of the top 15 global influencers within virtual reality. After nearly a decade in television news, Sarah began working in universities focusing on future media, future technology and future education. Sarah holds a PhD in Immersive Storytelling and has published extensively on virtual and augmented reality, whilst continuing to make and create immersive experiences. She has advised the UK Government on Immersive Technologies and delivers keynotes and speaks at conferences across the world on imagining future technology. Sarah is committed to diversifying the media and technology industries and regularly champions initiatives to support this agenda.
Currently there are limited ways to connect 3D VR environments to physical objects in the real-world whilst simultaneously conducting communication and collaboration between remote users. Within the context of a solar power plant, the performance metrics of the site are invaluable for environmental engineers who are remotely located. Often two or more remotely located engineers need to communicate and collaborate on solving a problem. If a solar panel component is damaged, the repair often needs to be undertaken on-site thereby incurring additional expenses. This triage of communication is known as inter-cognitive communication and intra-cognitive communication: inter-cognitive communication where information transfer occurs between two cognitive entities with different cognitive capabilities (e.g., between a human and an artificially cognitive system); intra-cognitive communication where information transfer occurs between two cognitive entities with equivalent cognitive capabilities (e.g., between two humans) [Baranyi and Csapo, 2010]. Currently, non-VR solutions offer a comprehensive analysis of solar plant data. A regular PC with a monitor currently have advantages over 3D VR. For example, sensors can be monitored using dedicated software such as EPEVER or via a web browser; as exemplified by the comprehensive service provided by Elseta. But when multiple users are able to collaborate remotely within a three-dimensional virtual simulation, the opportunities for communication, training and academic education will be profound.
Michael Vallance Ed.D. is a researcher in the Department of Media Architecture, Future University Hakodate, Japan. He has been involved in educational technology design, implementation, research and consultancy for over twenty years, working closely with Higher Education Institutes, schools and media companies in UK, Singapore, Malaysia and Japan. His 3D virtual world design and tele-robotics research has been recognized and funded by the UK Prime Minister’s Initiative (PMI2) and the Japan Advanced Institute of Science and Technology (JAIST). He has been awarded by the United States Army for his research in collaborating the programming of robots in a 3D Virtual World.
Augmented Reality Lens is popular among young people thanks to Snapchat’s invention. Business is losing money without fully using of social media targeting young people (14-25). In my presentation, Dominique Wu will show how businesses can generate more leads through Spark AR (Facebook AR/Instagram AR) & Snapchat AR Lens, and how to create a strategic Snapchat & Instagram AR campaigns.
Domnique Wu is an XR social media strategist and expert in UX/UI design.She has her own YouTube and Apple Podcast show called “XReality: Digital Transformation,” covering the technology and techniques of incorporating XR and AR into social media, marketing, and integration into enterprise solutions.
Mark Christian, EVP, Strategy and Corporate Development, GIGXR
Mixed Reality devices like the HoloLens are transforming education now. Mark Christian will discuss how the technology is not about edge use cases or POCs, but real usable products that are at Universities transforming the way we teach and learn. Christian will talk about the products of GIGXR, the story of how they were developed and what the research is saying about their efficacy. It is time to move to adoption of XR technology in education. Learn how one team has made this a reality.
As CEO of forward-thinking virtual reality and software companies, Mark Christian employs asymmetric approaches to rapid, global market adoption, hiring, diversity and revenue. He prides himself on unconventional approaches to building technology companies.
Virtual Reality is an effective medium to impart education to the student only if it is done right.The way VR is considered gimmick or not is by the way the software application are designed/developed by the developers not the hardware limitation.I will be giving insight about the VR development for educational content specifically designed for students of lower secondary school.I will also provide insights about the development of game in unity3D game engine.
Game Developer and VR developer with over 3 years of experience in Game Development.Developer of Zombie Shooter, winner of various national awards in the gaming and entertainment category, Avinash Gyawali is the developer of EDVR, an immersive voice controlled VR experience specially designed for children of age 10-18 years.
Virtual Reality Technologies for Learning Designers
Margherita Berti
Virtual Reality (VR) is a computer-generated experience that simulates presence in real or imagined environments (Kerrebrock, Brengman, & Willems, 2017). VR promotes contextualized learning, authentic experiences, critical thinking, and problem-solving opportunities. Despite the great potential and popularity of this technology, the latest two installations of the Educause Horizon Report (2018, 2019) have argued that VR remains “elusive” in terms of mainstream adoption. The reasons are varied, including the expense and the lack of empirical evidence for its effectiveness in education. More importantly, examples of successful VR implementations for those instructors who lack technical skills are still scarce. Margherita Berti will discuss a range of easy-to-use educational VR tools and examples of VR-based activity examples and the learning theories and instructional design principles utilized for their development.
Margherita Berti is a doctoral candidate in Second Language Acquisition and Teaching (SLAT) and Educational Technology at the University of Arizona. Her research specialization resides at the intersection of virtual reality, the teaching of culture, and curriculum and content development for foreign language education.
Amanda Fox, Creative Director of STEAMPunks/MetaInk Publishing, MetaInk Publishing
There is a barrier between an author and readers of his/her books. The author’s journey ends, and the reader’s begins. But what if as an author/trainer, you could use gamification and augmented reality(AR) to interact and coach your readers as part of their learning journey? Attend this session with Amanda Fox to learn how the book Teachingland leverages augmented reality tools such as Metaverse to connect with readers beyond the text.
Amanda Fox, Creative Director of STEAMPunksEdu, and author of Teachingland: A Teacher’s Survival Guide to the Classroom Apolcalypse and Zom-Be A Design Thinker. Check her out on the Virtual Reality Podcast, or connect with her on twitter @AmandaFoxSTEM.
Christian Jonathan Angel Rueda specializaes in didactic activity of the use of virtual reality/virtual worlds to learn the fundamentals of design. He shares the development of a course including recreating in the three-dimensional environment using the fundamentals learned in class, a demonstration of all the works developed throughout the semester using the knowledge of design foundation to show them creatively, and a final project class scenario that connected with the scenes of the students who showed their work throughout the semester.
Christian Jonathan Angel Rueda is a research professor at the Autonomous University of Queretaro in Mexico. With a PhD in educational technology, Christian has published several papers on the intersection of education, pedagogy, and three-dimensional immersive digital environments. He is also an edtech, virtual reality, and social media consultant at Eco Onis.
How we can bridge the gap between eLearning and XR. Richard Van Tilborg discusses combining brain insights enabled with new technologies. Training and education cases realised with the CoVince platform: journeys which start on you mobile and continue in VR. The possibilities to earn from your creations and have a central distribution place for learning and data.
Richard Van Tilborg works with the CoVince platform, a VR platform offering training and educational programs for central distribution of learning and data. He is an author and speaker focusing on computers and education in virtual reality-based tasks for delivering feedback.
New findings from the EDUCAUSE 2019 Study of Faculty and Information Technology based on nearly 10,000 faculty from 120 institutions. EDUCAUSE https://t.co/4GdYW6TpVY
Among student respondents, 70 percent said they prefer mostly or completely face-to-face learning environments. The professors surveyed were even more partial to face-to-face classes, with 73 percent preferring them.
Blended Reality, a cross-curricular applied research program through which they create interactive experiences using virtual reality, augmented reality and 3D printing tools. Yale is one of about 20 colleges participating in the HP/Educause Campus of the Future project investigating the use of this technology in higher education.
Interdisciplinary student and professor teams at Yale have developed projects that include using motion capture and artificial intelligence to generate dance choreography, converting museum exhibits into detailed digital replicas, and making an app that uses augmented reality to simulate injuries on the mannequins medical students use for training.
The perspectives and skills of art and humanities students have been critical to the success of these efforts, says Justin Berry, faculty member at the Yale Center for Collaborative Arts and Media and principal investigator for the HP Blended Reality grant.
Arizona State University used a grant to obtain 140 Mirage Solo headsets from Lenovo. Just over one third of students have elected to receive one, at no cost, since the program piloted their use in 2018. Alternately, students can view simulations on a computer or a Google Daydream device
A lot of people wear corrective lenses. Designers may need to start thinking about how the devices accommodate glasses.”
For some disciplines and pedagogical objectives, VR experiences may not be readily available, says Dr. Matthew Bramlet, pediatric cardiologist and physician at OSF Children’s Hospital of Illinois, assistant professor of pediatrics at the University of Illinois College of Medicine at Peoria,
my note: Mark Gill, it seems similar to the WYSWYG interface you want to create:
To address that, U of I’s medical college developed its own content. Approximately 40 faculty members have created more than 250 VR lectures. The college provides access to Enduvo, a VR authoring tool Bramlet helped create, and lab space, featuring ceiling-mounted workstations equipped with HTC VIVE headsets powered by a variety of Dell, HP and other computers. Martina, do you want to approach them and ask how willing they would be to share their learning objects for our nursing programs?
my note: Martina, do same – approach this program
Alice Butzlaff, an assistant professor with The Valley Foundation School of Nursing at San Jose State University, created original teaching exercises through a program sponsored by eCampus, a university resource that offers design and training assistance to help faculty integrate AR/VR technology, including workshops and demos of its HTC VIVE, Samsung Gear VR and other equipment.
My note: Martina
Reality Check
Keep these factors in mind when designing a campus VR lab.
Connectivity: On-campus and online students may have different considerations in order to stream VR content smoothly, so plan accordingly to ensure everyone has high-quality access.
Staff oversight: A program manager or faculty member can manage access to equipment, particularly if limited headsets are available.
Alternative options: Some users experience vertigo or “VR sickness,” says EDUCAUSE’s D. Christopher Brooks, so instructors should consider other ways they can participate in VR-based projects.
Flower Darby, from Northern Arizona University, and Heather Garcia, from Foothill College, presented an eye-catching poster at the Educause Learning Initiative conference this year with the title, “Multiple-choice quizzes don’t work.”
One solution, says Garcia, is for professors to give “more authentic” assignments, like project-based work and other things that students would be more likely to see in a professional environment.
she and her colleague argue that there is a way to assign project-based or other rich assessments without spending late nights holding a red pen
One approach they recommend is called “specification grading,” where professors set a clear rubric for what students need to achieve to complete the assignment, and then score each entry as either meeting those rubrics or not. “It allows faculty to really streamline their grading time,
Linda B. Nilson, who wrote an entire book about the approach and regularly gives workshops on it. The book’s subtitle lays out the approach’s promise: “Restoring Rigor, Motivating Students and Saving Faculty Time.”
For instance, in a math problem involving adding large numbers, a professor could make one of the choices the number that the student would get if they forgot to carry. If professors notice that several students mark that answer, it may be time to go over that concept again. “Even if I’ve got a class of 275, I can learn a lot about what they know and don’t know, and let that guide what I do the next day,” he says.
Many librarians have shied away from ICT literacy, concerned that they may be asked how to format a digital document or show students how to create a formula in a spreadsheet. These technical skills focus more on a specific tool than on the underlying nature of information.
librarians have begun to use an embedded model as a way to deepen their connection with instructors and offer more systematic collection development and instruction. That is, librarians focus more on their partnerships with course instructors than on a separate library entity.
If TPACK is applied to instruction within a course, theoretically several people could be contributing this knowledge to the course. A good exercise is for librarians to map their knowledge onto TPACK.
ICT reflects the learner side of a course. However, ICT literacy can be difficult to integrate because it does not constitute a core element of any academic domain. Whereas many academic disciplines deal with key resources in their field, such as vocabulary, critical thinking, and research methodologies, they tend not to address issues of information seeking or collaboration strategies, let alone technological tools for organizing and managing information.
Instructional design for online education provides an optimal opportunity for librarians to fully collaborate with instructors.
The outcomes can include identifying the level of ICT literacy needed to achieve those learning outcomes, a task that typically requires collaboration between the librarian and the program’s faculty member. Librarians can also help faculty identify appropriate resources that students need to build their knowledge and skills. As education administrators encourage faculty to use open educational resources (OERs) to save students money, librarians can facilitate locating and evaluating relevant resources. These OERs not only include digital textbooks but also learning objects such as simulations, case studies, tutorials, and videos.
Reading online text differs from reading print both physically and cognitively. For example, students scroll down rather than turn online pages. And online text often includes hyperlinks, which can lead to deeper coverage—as well as distraction or loss of continuity of thought. Also, most online text does not allow for marginalia that can help students reflect on the content. Teachers and students often do not realize that these differences can impact learning and retention. To address this issue, librarians can suggest resources to include in the course that provide guidance on reading online.
My note – why specialist like Tom Hergert and the entire IMS is crucial for the SCSU library and librarians and how neglecting the IMS role hurts the SCSU library –
Similarly, other types of media need to be evaluated, comprehended, and interpreted in light of their critical features or “grammar.” For example, camera angles can suggest a person’s status (as in looking up to someone), music can set the metaphorical tone of a movie, and color choices can be associated with specific genres (e.g., pastels for romances or children’s literature, dark hues for thrillers). Librarians can explain these media literacy concepts to students (and even faculty) or at least suggest including resources that describe these features
My note – on years-long repetition of the disconnect between SCSU ATT, SCSU library and IMS –
instructors need to make sure that students have the technical skills to produce these products. Although librarians might understand how media impacts the representation of knowledge, they aren’t necessarily technology specialists. However, instructors and librarians can collaborate with technology specialists to provide that expertise. While librarians can locate online resources—general ones such as Lynda.com or tool-specific guidance—technology specialists can quickly identify digital resources that teach technical skills (my note: in this case IMS). My note: we do not have IDs, another years-long reminder to middle and upper management. Many instructors and librarians have not had formal courses on instructional design, so collaborations can provide an authentic means to gain competency in this process.
My note: Tom and I for years have tried to make aware SCSU about this combo –
Instructors likely have high content knowledge (CK) and satisfactory technological content knowledge (TCK) and technological knowledge (TK) for personal use. But even though newer instructors acquire pedagogical knowledge (PK), pedagogical content knowledge (PCK), and technological pedagogical knowledge (TPK) early in their careers, veteran instructors may not have received this training. The same limitations can apply to librarians, but technology has become more central in their professional lives. Librarians usually have strong one-to-one instruction skills (an aspect of PK), but until recently they were less likely to have instructional design knowledge. ICT literacy constitutes part of their CK, at least for newly minted professionals. Instructional designers are strong in TK, PK, and TPK, and the level of their CK (and TCK and TPK) will depend on their academic background. And technology specialists have the corner on TK and TCK (and hopefully TPK if they are working in educational settings), but they may not have deep knowledge about ICT literacy.
Therefore, an ideal team for ICT literacy integration consists of the instructor, the librarian, the instructional designer, and the technology specialist. Each member can contribute expertise and cross-train the teammates. Eventually, the instructor can carry the load of ICT literacy, with the benefit of specific just-in-time support from the librarian and instructional designer.
My note: I have been working for more then six years as embedded librarian in the doctoral cohort and had made aware the current library administrator (without any response) about my work, as well as providing lengthy bibliography (e.g.https://blog.stcloudstate.edu/ims/2017/08/24/embedded-librarian-qualifications/ and have had meeting with the current SOE administrator and the library administrator (without any response).
I also have delivered discussions to other institutions (https://blog.stcloudstate.edu/ims/2018/04/12/embedded-librarian-and-gamification-in-libraries/) Librarians should seriously consider TPACK as a way to embed themselves into the classroom to incorporate information and ICT literacy.
