Digital Literacy for St. Cloud State University
tomorrow, August 20, from 9 AM to 3PM
for more details, pls visit the CETL Web page:
http://www.stcloudstate.edu/teaching/technology/2013AugustProgram.asp
You are invited to participate in the “First Annual SCSU Technology in Teaching and Learning Summer Institute” co-sponsored by the Center for Continuing Studies, InfoMedia Services and the Center for Excellence in Teaching and Learning.
When? Monday, May 13 – Tuesday, May 14, 2013
Where? Miller Center
Space is limited to 75 participants. Registration is required and can be completed at this link: http://www.eventbrite.com/org/3606333855
The Institute program is available here: http://web.stcloudstate.edu/informedia/cetl/tech_institute_schedule.docx
Participants are eligible for incentive awards to support their teaching with technology. Please see the attachment, “participant incentives.”
The goal of the SCSU Technology in Teaching and Learning Summer Institute and its follow-up sessions is to provide high quality and effective pedagogical strategies, skills and discussions around the use of technology for teaching and learning in online, face-to-face and blended courses. This Institute is part of our on-going varied and collaborative efforts to foster a professional peer learning climate around teaching and learning with technology.
Participants who attend all sessions on both days including the follow-ups and complete all evaluations will have the opportunity to use their self-assessment of current skills and knowledge of technology and select sessions in order to:
• Acquire basic and advanced skills in using the current Learning Management System, i.e. D2L
• Distinguish the appropriate use of pedagogical strategies with technology in online, face-to-face and blended settings
• Explore opportunities to improve student learning through application of e-conferencing tools (e.g. Adobe Connect), and Web 2.0 tools such as social media, etc.
• Meet and interact with faculty and staff experts and mentors and learn the processes by which they can get additional and on-going support for each of the above areas.
Please register no later than Wednesday May 8.
“Full-time faculty and full-time professional staff with teaching responsibilities who participate in both days of the “Summer Institute” and complete the evaluations will be rewarded with a $300 coupon for a one-time purchase of material that directly supports teaching with technology at the SCSU Computer Store in the Miller Center. Faculty who participate in one of the two days will receive a $150 coupon for the same purpose. Coupons are not transferable.
Please remember that the items purchased remain the property of SCSU but may be used by the purchaser to support their teaching and related academic activities.
Upon completion of the “Summer Institute” participants will be contacted by the SCSU Online Office to verify level of participation in the institute and verify eligibility for funds. These funds must be spent by June 15, 2013.”
Clarification on Presenters Registration
https://www.dhakacourier.com.bd/news/Essays/Using-social-media-platforms-in-teaching-learning/1051
Dr. Jon Dron and Professor Terry Anderson of Athabasca University, Canada attempt to introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies. Recognizing the E-learning/ online education as new model of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections.
In chapter 9 ‘Issues and Challenges in Educational Uses of Social Software’ , the writers accordingly examine the dark side of social software—the ways in which it can undermine or even jeopardize, rather than deepen and extend, the experience of learning. They present a series of over-arching issues that warrant consideration by anyone who plans to use social software for learning. These include issues surrounding privacy, disclosure, and trust, cross-cultural dissonances, problems posed by the complexities of technology and by the digital divide, unpredictable systemic effects, and risks such as mob stupidity and filter bubbles.
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more on social media in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media
A new study out of MIT‘s Sloan School of Management explores the use of ideas and tools from the gaming community to improve online teaching and student learning outcomes.
four key elements for maximizing student engagement in online learning:
The full study, “The World of EdCraft: Challenges and Opportunities in Synchronous Online Teaching,” is openly available online
serious gamers and gamification experts on that panel. More here on the initiative: https://tinyurl.com/IABOL2021
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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification
UKSG webinar – The importance and use of digital primary sources in teaching and research
#UKSGWebinar
poll: do scholars in your institution have access to internal support or training for digital primary source research and teaching
Peter Foster with Wiley, facilitatorwhat is a primary source.
Functionality (ability to access)
U collections as part of a larger U ecosystem. Conceptional change for Special Collections
Teaching Learning and Research: “digitally-enabled and technology-supported learning” – strategic planning
Research: digital humanties dhlag.yale.edu/project/vogue
Open Access (publishers ARE business). For a small country (university), how much will a publisher pay attention? Will a standard pay attention to OCR a 16th century document.
Sarah Evans, Research and Collections Engagement Manager, Royal Geographical Society with IBG
https://www.rgs.org/about/our-collections/
Collaborative Doctoral Program
WDA Research Fellowships
digital environment is not just a PDF, but a whole new environment.
record open and accessible by these docs from Africa
Q&A: does the access to primary sources demand different approach to critical thinking.
https://www.facebook.com/groups/onlinelearningcollective/permalink/599387467358622/
Hi everyone- my mom has been teaching Bio 101 with a lab for 39 years. I’m working with her to get ready for the fall semester online but Science isn’t my field. Any recommendations for online bio labs?
Stephanie Edelmann I’m still working on my lab, but here is an extensive list of online resources that was shared with faculty at our school.
https://docs.google.com/…/1Mv0EyCw2QeFIpW5P5qNR5EW…/edit
Rebecca Westphal Carolina has kits…. but they are mostly on back order and hard to get for fall (in US?). You could think of putting together your own kits for students to pick up. There are also many labs using “household” materials such as this spinach photosynthesis lab http://www2.nau.edu/…/photosynthesis/photosynthesis.html.
For introducing basic chemistry I really like the “Build an Atom” simulation on the PhET website, although it’s more of an activity than a “lab”. HHMI biointeractive has lots of free resources and data sets that you could build on, including lots for natural selection — try searching “rock pocket mouse natural selection” on the biointeractive website.
Rachel Scherer https://phet.colorado.edu/_m/ is one of my go to favorites. I have some instructors testing labster out this summer. I haven’t heard anything back so I am guessing it is working well for them. Also
Cheryl DeWyer Lindeman https://www.biointeractive.org
Cheryl DeWyer Lindeman https://www.shapeoflife.org/
Sondra LoRe https://qubeshub.org/community/groups/quant_bio_online
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more on emergency teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=emergency+teaching
Most students do not want an online education, and many are calling for reductions in tuition fees to compensate for what they perceive might be a lower-quality education and experience. Some might choose to wait for a return to on-campus delivery.
Most professors do not want to teach in an online environment because they value engaging with students in discussions, debates, and laboratory demonstrations. There are many good pedagogical reasons why most post-secondary education continues to take place in a face-to-face, on-campus delivery mode despite the longstanding availability of technology to support online teaching.
Professor and student preferences aside, there is a more pressing problem looming.
There is precious little time for professors to change all of their courses to an online mode of delivery.
Nova Scotia Universities and Colleges need a significant and urgent infusion of funding from the provincial government to cover the increased costs of converting post-secondary education into an entirely different mode of operation over the next three months. Universities cannot be expected to cover those costs alone, and neither should students.
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more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching
https://www.facebook.com/groups/onlinelearningcollective/permalink/576092676354768/
By Beth McMurtrie May 05, 2020
https://www.chronicle.com/article/Are-Colleges-Ready-for-a/248710
Skeptical students and their parents don’t seem willing to pay full price for an experience similar to what they lived through this semester. If virtual learning is mandatory this fall, one survey found, two-thirds of students will expect discounts on tuition and fees. Some may avoid enrolling altogether.
Education experts who have been following higher education’s transition to remote learning say that colleges need to act now if they want to be fully prepared for the fall.
Colleges should start by evaluating what went well, and poorly, this spring, so they can start identifying gaps in training, planning, and technology, he says. They should also assess their campus resources to begin preparing instructors for the fall. They may find that instructional designers, academic-technology experts, and faculty members familiar with online tools and teaching are less effective because they are spread thinly across campus, not centrally deployed.
Effective online teaching, Wade says, depends more on building engagement than on mastering complicated technology.
At the University of Central Florida, Thomas B. Cavanagh, vice provost for digital learning, estimates that more than 80 percent of its 1,600 faculty members had received some form of professional development for teaching online before the coronavirus hit, ranging from self-paced training on how to use the learning-management system to the university’s 10-week online-course-design program. Given the need to rapidly prepare hundreds of instructors, says Cavanagh, the university is in the process of developing a streamlined three-week course, “essentials of online teaching,” through which it expects to train around 200 instructors. About 350 instructors will also take a short course called “teaching through lecture capture — Zoom edition,” he says.
Rhea Kelly 04/22/20
56 percent of faculty who moved courses online were using teaching methods they had never used before. That’s according to “Digital Learning Pulse Survey: Immediate Priorities,” a study conducted by Bay View Analytics
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Dian Schaffhauser 03/16/20
here some examples from a long list of free services:
Addigy, a cloud-based Apple device management platform, has announced free 60-day access for colleges and universities. The program helps organizations deploy, manage, and track new and existing Apple devices from a single console; automate IT tasks and implement IT policies related to deploying software, updating security settings, running scripts, managing groups of users, and distributing and updating software; and troubleshoot problems for users remotely and in real-time. https://addigy.com/covid-19-addigy-60/?utm_content=covid-19-addigy-60
Arizona State University’s EdPlus is working with Complexly’s Crash Course on a series of entry-level course videos, starting with English composition. (Complexly and Crash Course are an initiative of the Green brothers, hosts of a popular vlog and best-selling fiction.) The new content in “Study Hall,” won’t offer credit or replace any degree programs, but rather will serve as a supplement for high school or college learners. Each subject will be the focus of about 15 videos 15 minutes long, covering major points in the topic. Those are being hosted on YouTube. https://www.youtube.com/playlist?list=PLNrrxHpJhC8mNXjrAL3Ey1Q6iI35cymzl
Babbel is offering three months of free language learning to U.S. students through mid-June 2020 in any of its languages: Spanish, French, German, Italian, Portuguese, Polish, Russian, Dutch, Turkish, Danish, Norwegian, Swedish, Indonesian, and English. https://welcome.babbel.com/en/student-discount/
Gale is offering educators and librarians free access to digital content and resources to enhance instruction and learning. Resources include: interdisciplinary, curriculum-aligned resources to support online learning; live and on-demand training materials; e-books on virtual learning; and more. https://www.gale.com/covid19support.
Through July 1, Google is allowing G Suite for Education customers to use the Hangouts Meet premium functionality for free. People can host virtual meetings with up to 250 people and live streams with up to 100,000 viewers. Additionally, they’ll be able to save recordings of their meetings to Google Drive. https://support.google.com/meet/answer/9760270?hl=en
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more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching