Oct
2016
brain and learning
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more on brain and learning in this IMS blog:
Digital Literacy for St. Cloud State University
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more on brain and learning in this IMS blog:
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more on learning spaces in this IMS blog
The cross-institutional FLEXspace team created a global forum for sharing examples of technology-enhanced learning environments and their impact on teaching and learning.
By Meg Lloyd 10/12/16
https://campustechnology.com/articles/2016/10/12/an-open-repository-of-learning-space-design.aspx
The Flexible Learning Environments eXchange (FLEXspace) a highly searchable, peer-reviewed repository of technology-enhanced learning spaces, freely available to the higher ed community.
FLEXspace uses the Artstor Shared Shelf platform to create its open education resource and share it with the higher education community.
A user begins by accessing the public facing FLEXspace website, which describes each project.
Ultimately, FLEXspace, used in conjunction with other resources like the Learning Space Rating System, will not only promote understanding of other institutions’ efforts, but also assist individual campus stakeholders in creating master learning space plans.
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more on learning spaces in this IMS blog
a new paper published on gaming habits and education:
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more on gaming in this IMS blog:
By Dian Schaffhauser 09/22/16
a new report from the Online Learning Consortium, a non-profit professional organization that aims to help educators integrate best practices into their online instruction. The OLC researchers involved in developing “What Can We Learn From Our Colleagues? A Framework for Virtual Classroom Training” solicited online responses from 733 people with “substantial” experience in teaching and “significant” experience in online.
Among the instructors who had taught using a synchronous classroom, two thirds (66 percent) had received training specifically on how to do that. A quarter (27 percent) received a month or more of training; a third (32 percent) received less than a day. A remarkable 55 percent took their training before going into a virtual classroom.
Half of the respondents were primarily self-taught; only 24 percent received formal training; and the remaining 26 percent did their learning through informal conversations with peers who teach synchronously. The training included lots of reading, video tutorials and listening to lectures — in other words, as the report’s authors noted, “sage on the stage” activities that are “antithetical to effective virtual classroom pedagogy.” Forty-one percent of people said synchronous activities “played little or no role in their virtual classroom training”; only 30 percent found that synchronous activities did play a substantial role.
What didn’t exist in training for almost four in five respondents were any of the following:
Also helpful, the survey found:
my note: another glaring proof that faculty IS needed in the process.
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more on synchronous online instruction in this IMS blog
https://campustechnology.com/articles/2016/09/01/global-elearning-market-in-steep-decline.aspx
a recent report released by Ambient Insight Research, a Washington state-based market research firm.
Revenues for self-paced e-learning in 2016 are heavily concentrated in two countries — the United States and China. The growth rate in the U.S. is at -5.3 percent, representing a $4.9 billion drop in revenues by 2021, while in China, the rate is at -8.8 percent, representing a $1.9 billion drop by 2021. The e-learning market in China has deteriorated rapidly in just the last 18 months, the report said.
Self-paced e-learning products include online courses, managed education services, managed training, e-books and learning management systems, according to the report. The author does not consider mobile and game-based learning, which are growing, to be in the self-paced e-learning category.
The news on the self-paced e-learning industry is so bad, Ambient Insight will no longer publish commercial syndicated reports on the industry, the firm says on its website and in the report.
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more on elearning in this IMS blog
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more on mlearning
https://blog.stcloudstate.edu/ims?s=mlearning
and
elearning
https://blog.stcloudstate.edu/ims?s=elearning
in this IMS blog
Call for Papers
The Journal of Emerging Learning Design special issue: The Digital Humanities
Submissions due date
On/before November 14, 2016.
Editors
Jerry Alan Fails (Boise State University) and AJ Kelton (Montclair State University)
Introduction
The Journal of Emerging Learning Design is pleased to announce the Call for Papers for its first Special Issue: The Digital Humanities.
With roots reaching back as far as 1940, the term Digital Humanities came into wide usage in late 2012 and has slowly risen in popularity since then. A Google Scholar search for “digital humanities” yields just under 30 results during the year 2000 and over 4,700 during 2015. The increase in the number of published articles in 15 years is second only to the diversity of the research that is included.
About the ELDj
The Journal of Emerging Learning Design (ELDj) is an open access, peer-reviewed, online journal that provides a platform for academics and practitioners to explore emerging learning design theories, concepts, and issues and their implications at national and international levels.
An outgrowth of the annual Emerging Learning Design Conference, which makes its home at Montclair State University (MSU), the ELDj invites scholarly communication in the emerging learning design field and will present best practices in design and implementation by offering articles that present, propose, or review engaging and dynamic approaches to pedagogy and how technology can better enhance it.
More details can be found at http://eldj.montclair.edu/about/
About the Special Issue
The ELDj has purposefully kept the focus of the theme for this special issue broad. The intent is to continue to break down traditional academic silos and allow for an open dialogue and sharing with respect to what is considered the Digital Humanities. ELDj is intentionally taking a broad consideration for what is included in the digital humanities with the clear understanding that this issue, and the articles within, will contribute to this growing field and provide a groundwork for further reflection and research.
Timeline
Deadline for Submission: November 14, 2016
Notification of Acceptance: March 1st, 2017
Final Revised Submission: April 21, 2017
Publication: June 2, 2017
Publication and Presentation
The issue will be published prior to, and featured at, the 7th Annual Emerging Learning Design Conference (ELDc17) on June 2nd, 2017.
Based on when a submission is accepted, authors may be offered the opportunity to present their research at the 7th Annual Emerging Learning Design Conference in June, 2017. Presentations must be given in an appropriate presentation format for the conference: panel (full conference audience), workshop (120 minutes), concurrent (45 minutes), or Sparks! (5 minutes to full conference audience).
Submission Details
Manuscripts should be the appropriate length for the material being presented.
A description of each type of submission and guidelines can be found at http://eldj.montclair.edu/submission-guidelines/ ELDj uses a double-blind, peer-review process. Submissions should not have been published previously or be under consideration for publication elsewhere. Authors should review the above linked guidelines for important and relevant information.
Submissions should be sent to eldj@mail.montclair.edu: questions and information requests may be sent to the Editors at the same address.
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more on digital humanities and publications for digital humanities in this IMS blog
https://elearningindustry.com/augmented-reality-for-special-needs-learning
Augmented reality is a variation of virtual environments, but has a few added advantages for special needs learning. With virtual environments the user is completely immersed in a virtual world and cannot see the real environment around him or her. This may cause some confusion for special needs learners and can hinder learning. In contrast, augmented reality allows the user to see the real world with virtual objects superimposed upon or composited with the real world. This provides the greatest benefit as learners remain part of the world around them and learn easily.
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more on the topic
Muñoz, Silvia Baldiris Navarro and Ramón, “Gremlings in My Mirror: An Inclusive AR-Enriched Videogame for Logical Math Skills Learning”, Advanced Learning Technologies (ICALT) 2014 IEEE 14th International Conference on, pp. 576-578, 2014.
This year we’d like to involve a wider segment of the teaching and learning community to help us design the survey. Please join us online for one of two 30-minute discussion sessions:
Sept 14 at 12pm ET OR Sept 15 at 2pm ET
To join, just go to https://educause.acms.com/eliweb on the date and time of the session and join as a guest. No registration or login needed.
http://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning
1. Academic Transformation
3. Assessment of Learning
4. Online and Blended Learning
5. Learning Analytics
6. Learning Space Design
8. Open Educational Resources & Content
9. Working with Emerging Technology
10. Next Gen Digital Learning Environments (NGDLE) & Services
11. Digital & Informational Literacies
12. Adaptive Learning
13. Mobile Learning
14. Evaluating Tech-Based Instructional Innovations
15. Evolution of the Profession