An interactive discussion on MOOCs, online learning, and the goal of 100 million learners by 2022
The Future Trends Forum welcomes
Anant Agarwal , the founder and CEO of edX, a non-profit venture created by Harvard University and the Massachusetts Institute of Technology, focused on transforming online and on-campus learning through groundbreaking methodologies.
He aims to help bring quality education to everyone, everywhere. Anant has also been a Professor of Electrical Engineering and Computer Science at MIT for 30 years.
Overview of the programmatic standards for general and special education, how these standards are integrated in special education curriculum, and e-portfolio requirements for documenting acquisition of the above standards.
Gaming and Gamification.
why Gaming and Gamification? Vygotsky and ZPD (immersive storytelling is a form of creative play)
from: https://cpb-us-e1.wpmucdn.com/blog.stcloudstate.edu/dist/d/10/files/2015/03/Gaming-and-Gamification-in-academic-and-library-settings-final-draft-1digudu.pdf
play >>> games >>> serious games >>> Game Based learning >>>>+ Digital Game Based learning
“Games are type of cooperative learning. Games embody the essence of constructivism, which for students/gamers means constructing their own knowledge while they interact (learn cooperatively). Learning can happen without games, yet games accelerate the process. Games engage. Games, specifically digital ones, relate to the digital natives, those born after 1976 – 80, who are also known as Generation Y, or Millennials”
is it generational? Is it a fad? is it counter-pedagogical?
what is the difference between GBL (Game Based Learning) and DGBL (Digital GBL): share examples, opinions. Is one better / preferable then the other? Why?
Kahoot game (Yahoo): https://play.kahoot.it/#/k/1412b52c-da28-4507-b658-7dfeedf0864c
hands-on assignment (10 min): split in groups and discuss your experience with games; identify your preferable mode (e.g. GBL vs DGBL) and draft a short plan of transitioning your current curricula to a curricula incorporating games.
What is gamification? Why gamification, if we have games? “Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non – game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences ”
hands-on assignment (10 min): split in groups and use your electronic devices: smartphones, tablets, laptops to experience any of the following gamification tools:
For the most part, twentieth-century politics was defined by economic issues. On the left, politics centered on workers, trade unions, social welfare programs, and redistributive policies. The right, by contrast, was primarily interested in reducing the size of government and promoting the private sector. Politics today, however, is defined less by economic or ideological concerns than by questions of identity. Now, in many democracies, the left focuses less on creating broad economic equality and more on promoting the interests of a wide variety of marginalized groups, such as ethnic minorities, immigrants and refugees, women, and lgbt people. The right, meanwhile, has redefined its core mission as the patriotic protection of traditional national identity, which is often explicitly connected to race, ethnicity,
or religion.
Again and again, groups have come to believe that their identities—whether national, religious, ethnic, sexual, gender, or otherwise—are not receiving adequate recognition. Identity politics is no longer a minor phenomenon, playing out only in the rarified confines of university campuses or providing a backdrop to low-stakes skirmishes in “culture wars” promoted by the mass media. Instead, identity politics has become a master concept that explains much of what is going on in global affairs.
Democratic societies are fracturing into segments based on ever-narrower identities,
threatening the possibility of deliberation and collective action by society as a whole. This is a road that leads only to state breakdown and, ultimately, failure. Unless such liberal democracies can work their way back to more universal understandings of human dignity,
they will doom themselves—and the world—to continuing conflict.
But in liberal democracies, equality under the law does not result in economic or social equality. Discrimination continues to exist against a wide variety of groups, and market economies produce large inequalities of outcome.
And the proportion of white working-class children growing up in single-parent families rose from 22 percent in 2000 to 36 percent in 2017.
Nationalists tell the disaffected that they have always been core members of a great
nation and that foreigners, immigrants, and elites have been conspiring to hold them down.
Encyclopedia of Criminal Activities and the Deep Web
Countries all over the world are seeing significant increases in criminal activity through the use of technological tools. Such crimes as identity theft, cyberattacks, drug trafficking, and human trafficking are conducted through the deep and dark web, while social media is utilized by murderers, sex offenders, and pedophiles to elicit information and contact their victims. As criminals continue to harness technology to their advantage, law enforcement and government officials are left to devise alternative strategies to learn more about all aspects of these modern criminal patterns and behavior, to preserve the safety of society, and to ensure that proper justice is served. Regrettably, the lack of adequate research findings on these modern criminal activities is limiting everyone’s abilities to devise effective strategies and programs to combat these modern technology-related criminal activities.
In an effort to compile the most current research on this topic, a new major reference work titled Encyclopedia of Criminal Activities and the Deep Web is currently being developed. This comprehensive Encyclopedia is projected to encompass expert insights about the nature of these criminal activities, how they are conducted, and societal and technological limitations. It will also explore new methods and processes for monitoring and regulating the use of these tools, such as social media, online forums, and online ads, as well as hidden areas of the internet including the deep and dark web. Additionally, this Encyclopedia seeks to offer strategies for predicting and preventing criminals from using technology as a means to track, stalk, and lure their victims.
You are cordially invited to share your research to be featured in this Encyclopedia by submitting a chapter proposal/abstract using the link on the formal call for papers page here. If your chapter proposal is accepted, guidelines for preparing your full chapter submission (which should be between 5,000-7,500 total words in length) can be accessed at: http://www.igi-global.com/publish/contributor-resources/ (under the “For Authors” heading – “Encyclopedia Chapter Organization and Formatting”).
Recommended topics for papers include, but are not limited to:
Bitcoin and Crime
Botnets and Crime
Child Exploitation
Contract Killing
Criminology
Cryptocurrency
Cyber Espionage
Cyber Stalking
Cybercrime
Cybercriminals
Cybersecurity Legislation
Cyberterrorism Fraud
Dark Web
Dark Web Vendors
Darknets
Data Privacy
Dating Websites and Crime
Deep Web
Drug Trafficking
E-Banking Fraud
Email Scams
Fraud and Internet
Gaming and Crime
Government Regulations of the Dark Web
Hacking and Crime
Hacktivism
Human Trafficking
Identity Theft
International Regulations of the Dark Web
Internet Privacy
Internet Regulations
Internet Safety & Crime
Online Advertisement Websites and Crime
Online Blackmail
Online Forums and Crime
Online Hate Crimes
Online Predators
Online Privacy
Social Media Deception
Social Networking Traps
Undercover Dark Web Busts
Undercover Operations
Vigilante Justice
Virtual Currencies & Crime
Whistleblowing
IMPORTANT DATES: Chapter Proposal Submission Deadline: October 15, 2018; Full Chapters Due: December 15, 2018
Note: There are no publication fees, however, contributors will be requested to provide a courtesy to their fellow colleagues by serving as a peer reviewer for this project for at least 2-3 articles. This will ensure the highest level of integrity and quality for the publication.
Should you have any questions regarding this publication, or this invitation, please do not hesitate to contact: EncyclopediaCADW@igi-global.com
Mehdi Khosrow-Pour, DBA Editor-in-Chief Encyclopedia of Criminal Activities and the Deep Web EncyclopediaCADW@igi-global.com
When: Friday, September 28, 8:30am-3:00pm Where: Wilson Research Collaboration Studio, Wilson Library Cost: Free; advanced registration is required
1968 was one of the most turbulent years of the 20th century. 2018 marks the 50th anniversary of that year’s landmark political, social and cultural events–events that continue to influence our world today.
Focusing on the importance of this 50 year anniversary we are calling out to all faculty, staff, students, and community partners to participate the workshop ‘Mapping 1968, Conflict and Change’. This all-day event is designed to bring people together into working groups based on common themes. Bring your talent and curiosity to apply an interdisciplinary approach to further explore the spatial context of these historic and/or current events. Learn new skills on mapping techniques that can be applied to any time in history. To compliment the expertise that you bring to the workshop, working groups will also have the support of library, mapping, and data science experts to help gather, create, and organize the spatial components of a given topic.
Workshop sponsors: Institute for Advanced Studies (IAS), U-Spatial, Liberal Arts Technologies & Innovation Services (LATIS), Digital Arts, Science & Humanities (DASH), and UMN Libraries.
Henneping County scanned the deeds, OCR, Python script to search. Data in an open source. covenant data. Local historian found microfishes, the language from the initial data. e.g. eugenics flavor: arian, truncate.
storymaps.arcgis.com/en/gallery https://storymaps.arcgis.com/en/gallery/#s=0 cloud-based mapping software. ArcGIS Online. organizational account for the U, 600 users. over 700 storymaps creates within the U, some of them are not active, share all kind of data: archive data on spreadsheet, but also a whole set of data within the software; so add the data or use the ArcGIS data and use templates. web maps into the storymap app, Living Atlas: curated set of data: hunderd sets of data, from sat images, to different contents. 846 layers of data, imagery, besides org account, one can create maps within the free account with limited access. data browser to use my own data – Data Enrichment to characterized my data. census data from 2018 and before,
make plan, create a storyboard, writing for the web, short and precise (not as writing for a journal), cartographic style, copyright, citing the materials, choosing the right map scale for each page. online learning materials, some only thru org account ESRI academy has course catalogue. Mapping 101, Dekstop GIS 101, Collector 101, Imagery 101, SQL 101, Story Maps 101,
The “Mapping 1968, Conflict and Change” planning committee is very pleased with the amount of interest and the wonderful attendance at Friday’s gathering. Thank you for attending and actively participating in this interdisciplinary workshop!
To re-cap and learn more on your thoughts and expectations of the workshop we would be grateful if you can take a few moments to complete the workshop evaluation. Please complete the evaluation even if you were unable to attend last Friday, there are questions regarding continued communication and the possibility for future events of this kind.
below is the link and phone numbers for the September 21st webinar, “Student Device Preferences for Online Course Access and Multimedia Learning.”
Remember, you don’t have to register in advance. Simply join the presentation by clicking on the below link or dialing the relevant number. The webinar begins at 11am ET (UTC -5) on the 21st.
We’ll post a recording of the session here in Canvas after the fact.
Thank you.
Join from a PC, Mac, iPad, iPhone or Android device:
My note: Email is for old people (https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169) compare with Trello + Slack
“The idea behind us using Slack [last fall] was to kill internal email,” says Green. That’s a common refrain in pro-Slack headlines, with good reason. Users can drop links and files into any Slack conversation.
documented here how educators use Trello to manage project-based learning activities that involve group work and peer review.
Slack has been described as “ a private Twitter on steroids.” At first glance, the tool looks like a chat room—but it’s got more going on inside.
Like Twitter, Slack features hashtags that denote specific “channels” dedicated to topics, but each channel operates like its own chat room. Users can send messages to a channel or directly to one another (one-to-one), and also create private groups for focused discussions (one-to-few).
connected Trello to Slack so that he receives a notification whenever his students make edits on a Trello card. He turns to Slack to communicate directly with students and groups, often leaving feedback on assignments. “It hasn’t been effective as a way to broadcast information to the entire class,” Green admits. “But it’s become a very important tool for us to share resources for kids, and have 1-on-1 conversations with students.”
Other educators are exploring how to use Slack as a professional learning network.
Artificial intelligence (AI) and machine learning are no longer fantastical prospects seen only in science fiction. Products like Amazon Echo and Siri have brought AI into many homes,
Kelly Calhoun Williams, an education analyst for the technology research firm Gartner Inc., cautions there is a clear gap between the promise of AI and the reality of AI.
Artificial intelligence is a broad term used to describe any technology that emulates human intelligence, such as by understanding complex information, drawing its own conclusions and engaging in natural dialog with people.
Machine learning is a subset of AI in which the software can learn or adapt like a human can. Essentially, it analyzes huge amounts of data and looks for patterns in order to classify information or make predictions. The addition of a feedback loop allows the software to “learn” as it goes by modifying its approach based on whether the conclusions it draws are right or wrong.
AI can process far more information than a human can, and it can perform tasks much faster and with more accuracy. Some curriculum software developers have begun harnessing these capabilities to create programs that can adapt to each student’s unique circumstances.
For instance, a Seattle-based nonprofit company calledEnlearn has developed an adaptive learning platform that uses machine learning technology to create highly individualized learning paths that can accelerate learning for every student. (My note: about learning and technology, Alfie Kohn in https://blog.stcloudstate.edu/ims/2018/09/11/educational-technology/)
GoGuardian, a Los Angeles company, uses machine learning technology to improve the accuracy of its cloud-based Internet filtering and monitoring software for Chromebooks. (My note: that smells Big Brother).Instead of blocking students’ access to questionable material based on a website’s address or domain name, GoGuardian’s software uses AI to analyze the actual content of a page in real time to determine whether it’s appropriate for students. (my note: privacy)
serious privacy concerns. It requires an increased focus not only on data quality and accuracy, but also on the responsible stewardship of this information. “School leaders need to get ready for AI from a policy standpoint,” Calhoun Williams said. For instance: What steps will administrators take to secure student data and ensure the privacy of this information?
This class will start with simple ways librarians may embed their skills remotely starting with the LMS especially through the use of portal tabs, blocks, eReserves, knowledge bases, and student/faculty orientations. We’ll then move on to discussing how to bring the traditional face-to-face BI session (which librarians know so well) into the online class through the use of team teaching, guest lecturing, and conducting synchronous workshops. We’ll explore in the 3rd week how the librarian can become more influential in online course design and development. The session concludes with an examination of the ways librarians can evaluate whether or not their virtual efforts are impacting student access to library resources as well as possible learning outcomes.
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more on embedded librarianship in this iMS blog