Recorded on February 25, 2016
Presenter
Dr. Cynthia Calongne
CTU Doctoral Program | ccalongne@ctuonline.edu
Twitter and Skype: @lyrlobo
Digital Literacy for St. Cloud State University
TCC 2016 cordially invites you to join a FREE special pre-conference webinar on competency-based education (CBE).
Unpack CBE
During this session, Diane Singer from Bandman University, and Susan Manning from the University of Wisconsin at Stout, discuss the meaning and processes behind CBE, with a specific eye to how the assessment and recognition of competencies benefit various stakeholders, including business and industry.
Date & time:
March 16, 2:00 PM Hawaii; 6:00 PM Mountain; 8:00 PM Eastern
March 17, 9:00 AM Tokyo & Seoul; 11:00 AM Sydney, Feb. 26
Other timezones:
http://bit.ly/tcc16precon2-unpackCBE
Full information:
http://2016.tcconlineconference.org/unpacking-cbe/
RSVP for this FREE session!
If you wish to participate, please RSVP. A reminder will be sent a few days prior along with instructions to sign-in.
http://bit.ly/tcc2016precon2-rsvp
The 21st Annual TCC Worldwide Online Conference: April 19-21, 2016
TCC, Technology, Colleges and Community, is a worldwide online conference attended by university and college personnel including faculty, academic support staff, counselors, student services personnel, students, and administrators.
More on competency-based learning in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=competency+based+learning&submit=Search
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webinar archived recording:
http://2016.tcconlineconference.org/make-the-future/
Recorded on February 25, 2016
Dr. Cynthia Calongne
CTU Doctoral Program | ccalongne@ctuonline.edu
Twitter and Skype: @lyrlobo
http://www.slj.com/2015/10/technology/a-librarians-guide-to-oer-in-the-maker-space
OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits sharing, accessing, repurposing—including for commercial purposes—and collaborating with others. They include educational materials, such as lesson plans, games, textbooks, tests, audio, and video. In addition to being free, these no-cost teaching and learning materials are available online for anyone to use, modify or share with others.This use, reuse, and remixing of instructional materials is a powerful way to gain and share knowledge. Because OER are customizable and flexible, they can be used very effectively to support students to achieve their learning goals.
OER Commons is a digital library where educators can find resources to develop, support and amplify their maker space practices. The site is searchable by subject, grade level or standard. Users can also filter results to include topics, such as activities and labs, games, videos, lesson plans, and interactive tools.
Related blog entry:
https://blog.stcloudstate.edu/ims/2016/02/22/libraries-and-learning/
Keeping your learners engaged is a key to success in online learning. This webinar focuses on the tools and strategies that can be used to create an engaging learner experience and increase student success. We’ll share the components of course design that will help you to improve your courses and provide examples of what an engaging course looks like. Conestoga College will be joining us to share their recent experience using the Creative Services team at D2L to improve their online courses, and the benefits that they’ve seen.
221 HONORS.
The Honor System:
A Comparison Between the U.S. South and the Mediterranean World
Plamen Miltenoff, MLIS, Ph.D.
5:00 pm – 7:30 pm Wednesdays Miller Center 206
Contact Information |
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The best way to contact me is through email, but you can use any of the options below.
Email: | pmiltenoff@stcloudstate.edu |
Phone: | 320-308-3072 |
Web Site: | http://web.stcloudstate.edu/pmiltenoff/faculty |
Office Location: | Miller Center, 204-J |
The Honor system is a phenomenon well known in many cultures across the globe and strongly presented in cultures since Ancient Greece and Rome. The concepts of honor and shame have long been associated with cultures in the Mediterranean region mostly because the first scholars to study the social impact of these concepts did so in Southern Europe. Honor has two fundamental components: birth and morality. People could gain or lose their honor by the morality of their conduct. Despite the scholarly emphasis on the Mediterranean, the concept of honor influenced social systems all over the world, and historians are beginning to detect its traces in places as different as China and Africa. The Southern Honor system can firmly be traced back in the European roots and determined to a great degree the American history of the 19th century.
This course will study the geography, history, sociology and religions, cultural and political systems of two worlds and learn to compare the findings. Based on those comparisons, lessons in gender, culture and politics will be drawn.
Students in this course will
Attendance/Discussion Requirements
Course Policies |
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Late Assignment Policy |
All assignments should be submitted by midnight of the date on which they are due. Ten percent of an assignment’s point value will be removed for each day an assignment is late. This policy will be adjusted on a case-by-case basis if emergencies prevent you from submitting an assignment on time. In these situations, contact me as soon as is reasonable to determine how this policy can be adjusted in a way that meets your needs and is still fair to other students.
Grading |
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The grade book in D2L will be used to show detailed information about grades in this course. The table below shows the value of each assignment and the total number of points available.
Overall Grade | |
94% – 100% = A | |
90 % – 93.99% = A- | |
86% – 89.99% = B+ | |
83% – 85.99% = B | |
80% – 82.99% = B- | |
70% – 79.99% = C | |
60% – 69.99% = D | |
59.99% or lower = F |
Assignments Schedule
WEEK 1. August 28 Reading[s]: Peruse through all articles in the D2L content area. Choose one article to your liking and be ready to reflect on it.Assignment[s]: 1. complete entry survey. 2. Prepare to present in coherent and concise manner your understanding of Honors and Shame and discuss the goals for this course. 3. Enter a short essay in the D2L discussion on how do you see applying the knowledge from this course in your future studies, research and work |
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Introduction. Orientation, class parameters and familiarizing with the syllabus. Questions and issues. Course goals | What is an/the Honor System? Entry Interview (D2L survey is completed and analyzed). Why explore this topic and these vastly different geographic entities (US South and the Mediterranean). Define interest in this class and interest for a project; how this class can help your studies? Your career? All over as a human being? | |
WEEK 2.Sept 4
Reading[s]: Assignment[s]: 1. Find an article on Honor and Shame. 2. Outline in two paragraphs the content of one of the three articles and in a third paragraph compare to your findings; use academic style to log your responses. If you have hesitation about your style, please check with the Write Place, your peers and me. |
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Why research? Work on the reading material for class
Find articles for the course. |
What is academic research? What is a peer-review article? When and how research the Internet. How do I access and keep track of resources. RefWorks versus Zotero and Mendeley What is an academic paper. How do I write an academic paper. The Write place. Making plans: final project |
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WEEK 3. Sept 11
Reading[s]: Assignment[s]: |
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Honors and Shame from a historical perspective | Do we have a robust theory/notion about the Honor/Shame system through the centuries? Do you think tracking that model through centuries helps in the 21st century? If yes, how and if no, why? | |
WEEK 4. Sept 18
Reading[s]: Fernand Braudel (http://en.wikipedia.org/wiki/Fernand_Braudel) and the Annales School Assignment[s]: |
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Honors and Shame from a geographic perspective | Is there a “southern” connection (Mediterranean is the European South)? Can be Annale School be right (geography and relief determines history)? To what degree geography and geographical conditions determine such models (Honor/Shame)? | |
WEEK 5. Sept 25
Reading[s]: Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611. Assignment[s]: |
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Honors and Shame from a cultural perspective. Gender roles, Masculinity | Does the Honor/Shame model help understand gender roles, social status, masculinity etc.? | |
WEEK 6. Oct 2
Reading[s]: Assignment[s]: |
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Honors and Shame from a political and social perspective | Can Honor/Shame be connected with the current political situation in Egypt, Syria, Turkey? Did Honor/Shame system influence decision in American history? | |
WEEK 7. Wednesday Oct 9
Assignment[s]: final project details |
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Start working on the final project | Present and discuss your final project: 1. Finalized title 2. Outline 3. Plan 4. Clear work distribution among group members 5. Clear way for peer assessment. | |
WEEK 8. Wednesday Oct 16 Assignment[s]: details on final project |
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Final brainstorming and start working on the project | Meeting as a whole: 1. Present group’s plan to class. 2. Share group’s ideas with class. 3. Share technology 4. Share sources 5. Share means for peer assessment | |
WEEK 9. Wednesday Oct 23
Assignment[s]: draft of bibliography |
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Class as a whole: peer review and brainstorming | Meeting as a whole: 1. Are sources reliable? 2. Are sources of academic origin (peer-reviewed)? 3. Is the bibliography adhering correctly to the formats (APA, Chicago, ALA) | |
WEEK 10. Wednesday Oct 30
Assignment[s]: details on presentation |
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Work on the final project | Meeting as a whole: 1. Presentation format 2. Share technology 3. Share ideas | |
WEEK 11. Wednesday Nov 6 Assignment[s]: paper draft due in D2L dropbox |
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Work on final project | Meeting as a whole: share group’s progress and seek other group’s feedback | |
WEEK 12. Wednesday Nov 13 Assignment[s]: paper draft and presentation |
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Work on project | Meeting as a whole: share group’s progress and seek other group’s feedback | |
WEEK 13. Wednesday Nov 20 Assignment[s]: paper draft due in D2L dropbox |
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Work on project | Meeting as a whole: share group’s progress and seek other group’s feedback | |
WEEK 13. Wednesday Nov 27 | ||
Work on project | Meeting as a whole: share group’s progress and seek other group’s feedback | |
WEEK 13. Wednesday Dec 4 Assignment[s]: paper final draft due in D2L dropbox |
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presentations | Class presentations of the final projects | |
WEEK 13. Wednesday Dec 11 | ||
presentations | Class presentations of the final projects |
BIBLIOGRAPHY:
Bertram Wyatt-Brown. (n.d.). Retrieved from http://personal.tcu.edu/swoodworth/Wyatt-Brown.htm
Brayford, S. A. (1999). TO SHAME OR NOT TO SHAME: SEXUALITY IN THE MEDITERRANEAN DIASPORA. Semeia, (87), 163.
BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Culture of honor (Southern United States). (n.d.). Retrieved from http://en.wikipedia.org/wiki/Culture_of_honor_(Southern_United_States)
Dussere, E. (2001). The Debts of History: Southern Honor, Affirmative Action, and Faulkner’s Intruder in the Dust. Faulkner Journal, 17(1), 37–57.
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551
Family, Patronage, and Social Contests.pdf. (n.d.).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707
Hellerman. (n.d.). Reconstructing Honor in Roman Philippi. Cambridge University Press.
Herzfeld, M. (1980). Honour and Shame: Problems in the Comparative Analysis of Moral Systems. Man, 15(2), 339–351. doi:10.2307/2801675
Honor, Shame, and Social Status.pdf. (n.d.).
honor-04-Antrocom_Honour and Shame in the Mediterranean_S.pdf. (n.d.).
Honors and Shame and the Unity of the Mediterranean. (n.d.). Retrieved from http://www.jstor.org/stable/3317790
Honour and shame (Anthropology). (n.d.). Retrieved from http://what-when-how.com/social-and-cultural-anthropology/honour-and-shame-anthropology/
Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305
Manly Honor Part V: Honor in the American South. (n.d.). The Art of Manliness. Retrieved August 15, 2013, from http://www.artofmanliness.com/2012/11/26/manly-honor-part-v-honor-in-the-american-south/
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499
Murder in Jerba_ Honour, Shame and.pdf. (n.d.).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Peoples and Cultures of the Mediterranean. (n.d.). Retrieved March 19, 2013, from http://www.academia.edu/2437701/Peoples_and_Cultures_of_the_Mediterranean
Rabichev, R. (n.d.). The Mediterranean concepts of honour and shame as seen in the depiction of the biblical women. Retrieved from http://prophetess.lstc.edu/~rklein/Doc6/renata.htm
Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2).
Slavery and Southern Honor. (n.d.). StudyMode. Education. Retrieved from http://www.studymode.com/essays/Slavery-Southern-Honor-72644.html
Smith, A. (2004). Murder in Jerba: Honour, Shame and Hospitality among Maltese in Ottoman Tunisia. History and Anthropology Routledge, 15(2), 107–132.
Stewart,, Y. (n.d.). Mursi: A Study in Honor-Shame dynamics. CATEGORY ARCHIVES: HONOR-SHAME CULTURE. Retrieved from http://www.theaugeanstables.com/category/honor-shame-culture/
TO SHAME OR NOT TO SHAME_ SEXUALITY IN THE MEDITERRANEAN DIASPORA..pdf. (n.d.).
Weir, D. (n.d.). Honour and Shame. Islam Watch. Retrieved from http://www.islam-watch.org/Others/Honour-and-Shame-in-Islam.htm
Women, honor, and context in Mediterranean antiquity.pdf. (n.d.).
Wyatt-Brown, B. & Milbauer, Richard J. (2004). Honor, Shame, and Iraq in American Foreign Policy. In Note prepared for the Workshop on Humiliation and Violent Conflict, Columbia University, New York, November 18-19, 2004. Presented at the Workshop on Humiliation and Violent Conflict, Columbia University, New York,. Retrieved from http://www.humiliationstudies.org/documents/WyattBrownNY04meeting.pdf
Class ED 610 Introduction to Curriculum and Instruction Summer 2018
Instructor: Hsuehi(Martin) Lo
short link to this session: http://bit.ly/edad829
for online participation, please use the following Zoom or Adobe Connect session (your instructor will direct you which one:
My name is Plamen Miltenoff and I will be leading your digital literacy instruction today: Here is more about me: http://web.stcloudstate.edu/pmiltenoff/faculty/ and more about the issues we will be discussing today: https://blog.stcloudstate.edu/ims/
As well as my email address for further contacts: pmiltenoff@stcloudstate.edu
Here is a preliminary plan. We will not follow it strictly; it is just an idea about the topics we would like to cover. Shall there be points of interest, please feel free to contribute prior and during the session.
Keeping in mind the ED 610 Learning Goals and Objectives, namely:
lets review our search and research skills:
https://www.semanticscholar.org/
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PICO framework to structure a question:
Population, Patient, Problem
Intervention
Comparison
Outcome
What is a DOI? A Digital Object Identifier (DOI) is assigned to electronic journal articles (and selected other online content) to specifically and permanently identify and access that article. Most of the standard academic citation formats now require the inclusion of DOIs within a citation when available.
How to find a DOI: Most current academic journal articles include a DOI (usually listed on the first page of the article). Most library databases list a DOI with the record for recent academic journal articles. Most non-academic articles (including magazine and newspaper articles) as well as many older academic journal articles do not have a DOI. Crossref.org provides a DOI Lookup service that will search for a DOI based on citation information (author’s last name, journal name, article title, etc.).
How to access an article via a DOI: Use the CSU Stanislaus Library DOI Look-up for options provided by the library, including access to the full-text via the publisher’s site or a library database service when available. Other, general DOI look-up systems (CrossRef & DOI.org) usually link to the article’s “homepage” on the publisher’s site (which usually include a free abstract but full-text access is restricted to subscribers).
shall more info be needed and or “proper” session with a reference librarian be requested. http://stcloud.lib.mnscu.edu/subjects/guide.php?subject=EDAD-D
-Strategies for conducting advanced searches (setting up filters and search criteria)
Filters
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Search criteria
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Social media and its importance for the topic research and the dissertation research:
Small business owners use social media primarily as a marketing and search engine optimization tool. However, more and more small businesses are using social media to get answers for business related questions. Specific industry related articles, and statistics are found useful for small business owners in 80% of the cases.
https://www.linkedin.com/today/post/article/20140331225132-25026422-small-business-owners-turning-to-social-media
Altmetrics: https://blog.stcloudstate.edu/ims/2017/10/23/altmetrics-library-lily-troia/
Other sources for information:
https://blog.stcloudstate.edu/ims/2017/01/27/research-how-to/
Blogs – use tags
learn how to use Zotero and/or Refworks in Microsoft Word
and/or
Refworks and/or Mendeley in Google Docs
Login into ProQuest Refworks AddOn for Google Doc:
Zotero, Mendeley, Refworks
Evernote, Diigo
If Twitter, Facebook or LinkedIn, use hashtags
—————-
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
pedagogues under a minute: http://www.pinterest.com/pin/178173728981990450/
please have a link to a PDF copy print out instruction sessions spring 2016
Dreamweaver: 4 Mondays – 10-10:45AM . Jan 18, 25, Feb 1, 8 ; location MC 205. attendees cap is 5
Keywords: web development, web design, Adobe Dreamweaver
Description: Adobe Dreamweaver CC is the default web development tool on campus. In four consecutive weeks, learn the basics of Dreamweaver, web development, web design and maintaining web pages on the Web. Site map and site structure. HTML and HTML5 basics, basics of CSS, page properties, text editing, hyperlinks and images, tables, forms.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Photoshop: 4 Tuesdays – – 10-10:45AM . Jan 19, 26, Feb 2, 9 ; location MC 205. attendees cap is 5
Keywords: image processing, image editing, visual literacy, Adobe Photoshop
Description: In four 45 min sessions, learn the basics of image editing. A comprehensive understanding of Adobe Photoshop and its essential tools. Design and edit, adjusting images for the Internet and print outs. Learn image formats, compressions, layers. Retouching, repairing and correcting photos
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Social Media in Education 9:30-10:15 AM. Feb 3, 10, 17, 24. location MC 205. attendees cap is 15
Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text
Description: In four 45 min sessions, structure your approach to social media and assess how to use in teaching and learning. What is social media and how to use it. How to discriminate between personal and professional use of social media. Amidst 180 most popular social media tools, acquire a robust structure to cluster them and orient yourself quick and easy, which tools fit best your teaching materials and methods to enable learning and communication with your students. Visuals versus text and how to combine them for effective communication and teaching. Policies, engagement of students. Expanding and improving research and organization of your research through social media and networking toward your research through social media.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Cheating: what, why and how to avoid: Jan 28, 10-10:45AM . location MC 205. attendees cap is 15
Keywords: cheating, academic dishonesty, academic integrity, plagiarism.
Description: in 45 minutes we can start a conversation about identification of cheating practices and determination of what plagiarism is, considering generational differences, the evolution of the Internet. Identifying of “cheating” can provide robust boundaries for understanding students’ behavior and identifying practices and methods to alleviate such behavior, including change of teaching methods and practices.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
10 basics steps to start social media. March 16, 11-11:45AM location MC 205. attendees cap is 15
Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text
Description: introduction to social media and its use for personal and professional purposes. Ideas and scenarios of using different social media tools in education. Hands-on exercises for using social media in teaching.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Games and Gamification in Education. Feb 24 2-2:45PM, March 25, 10-10:45AM, April 14, 2-2:45PM MC 205, attendees cap is 5
Keywords: play, games, serious games, game-based learning, gaming, gamification.
Description: Gaming and Gamification is one of the most pronounced trends in education as per the New Horizon Report. Besides the increase of participation and enthusiasm, it increases learning. Introduction to gaming and gamification by establishing definitions, learning to distinguish gaming and gamification and learning the basics of gaming and gamification in the teaching process. Hands-on exercises for introducing gaming practices in the teaching and learning process and gamifying the existing syllabi.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Teaching Online. Jan. 29. 10-10:45AM. Feb 18, 2-2:45PM, March 30, 3-3:45 PM MC 205. attendees cap is 5.
Keywords: online teaching, mobile teaching, distance education, distributive learning, hybrid learning, hybrid teaching, blended learning
Description: this 45 min session is aimed to help you transition your F2F teaching to hybrid and online teaching. Learn about synchronous and asynchronous modes of teaching and communication to structure and organize your class materials and methods for better delivery. Hands-on exercises for improving content delivery, class discussions and communications among instructor and students.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Effective Presentations. Jan 28, 2-2:45PM. MC 205. attendees cap is 10
Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Prezi, SlideShare, LodeStar, Zentation, Zoho, Powtoon, Zaption, Thinglink, Haiku, Kahoot, Storify, EdPuzzle, PollDaddy, Evernote, Mammoth, SideVibe, Paddlet, Remind, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . These four 45 minute sessions are aimed to introduce and orient faculty, staff and students to the opulence of alternatives to PowerPoint and revisit the basics of well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Death by PowerPoint. Feb 26, 10-10:45PM. MC 205. attendees cap is 10
Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals.
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . This 45 minute session is aimed to introduce and orient faculty, staff and students to the basics of PowerPoint and revisit the basics of a well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Contemplative Computing or Disconnect: How to Bring Balance in Your Life by Managing well Your Technology. Feb 17. 2-2:45PM. MC 205. attendees cap is 10
Keywords: disconnect, Sherry Turkle, contemplative computing, mediation, contemplative practices, balance, technology stress
Description: this 45 min session introduces faculty, staff and students to the idea of regulating the use of technology in a meaningful way. Hands-on exercises and sharing good practices on balancing the use of technology in daily life.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Videos in the classroom: fast and easy. Jan 28, 10-10:45PM. MC 205. attendees cap is 5.
Keywords: video, video editing, video manipulation, visual literacy, digital literacy, MovieMaker, iMovie, Instagram, Vine, YouTube, Kaltura
Description: this 45 min session is an orientation to the resources available for delivery of visual materials in the classroom. Hands-on experience of different basics tools on different computer platforms.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Voice Over presentations: solutions. Feb 4, 10-10:45PM. MC 205. attendees cap is 5.
Keywords: PowerPoint, VoiceThread, LodeStar, MediaSpace (Kaltura), audio editing, narration
Description: https://blog.stcloudstate.edu/ims/2015/04/28/voice-over-presentation-solutions/ . This 45 min session is a short hands-on introduction to the tools available at MnSCU intuitions and free third-party applications for delivery of narrative attached to presentations.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Infographics: make your projects, presentations and research credible through presentable data. Feb 10, 2-2:45PM. March 29, 10-10:45AM, MC 205. attendees cap is 10
Keywords: Piktochart, Infogr, Visualy, statistics, visual literacy, digital literacy
Description: https://blog.stcloudstate.edu/ims/2014/04/09/infographics-how-to-create-them/. This 45 min session is an orientation to the world of infographics. Short introduction to the basics of statistics and their importance in presenting a research and idea. Hands-on exercise using one of the 3 popular infographic tools.
Short link the information below on the IMS blog: https://blog.stcloudstate.edu/ims/?p=4441 and even shorter one: http://scsu.mn/1RsQErr
Weds 6th–
Plamen Miltenoff and Emil Towner
Join us online via Adobe Connect: http://scsuconnect.stcloudstate.edu/ims (please login as a “guest” and use your real name)
Outline
In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.
Audience:
beginners to advanced
Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine
Outcomes:
By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine
By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L
By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study
By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L
Useful links to contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims
IMS Facebook: https://www.facebook.com/InforMediaServices?ref=hl
IMS Twitter: https://twitter.com/SCSUtechinstruc
IMS Pinterest: http://www.pinterest.com/scsutechnology/
IMS Instagram: http://instagram.com/scsutechinstruct
IMS YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
IMS Google+: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
IMS LinkedIn: http://www.linkedin.com/in/scsuinstructionaltechnology
Plan – Plamen Miltenoff:
Please consider the following survey about your opinion regarding social media in education:
*http://aidemoreto.polldaddy.com/s/social-media-in-education*
please have the short link: http://scsu.mn/1Z8EFFx
most recent contemplations about blogs and social media in general:
https://blog.stcloudstate.edu/ims/2016/01/01/4507/
Plan – Emil Towner:
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Outline
As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re
Audience:
beginners to advanced
Outcomes:
By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)
By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.
By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study
Plan:
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Friday 8th
Outline
Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.
Audience:
beginners to advanced
Outcomes:
By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint
By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.
By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study
By the end of the session, the participants will be able to discriminate between technology integration and blended learning.
Plan:
http://www.nmc.org/blog/the-visualization-gap/
The bigger problem, however, is our mental limitations in both teaching and thinking visually. Most classes that “teach” PowerPoint gloss over the narrative changes that it imposes on us through its transition from a linear textual narrative to a nonlinear visual one. They also fail to examine the information transfer capacities of various media. PowerPoint is software that complements a performance and often fails as a container for information. It needs to be augmented by more persistent visual and textual media. I’ve worked around this by creating websites as a mechanism to gloss my presentation; provide background linkages; and to create a persistent, living complement to what happens live. Slideshare fails to do this because it only gives you half of the presentation, the visual part, which may or may not stand on its own. Part of visual literacy is understanding how visual media complements other media, such as audio and text.
Finally, we need to start embedding design thinking into our processes. Design thinking is, by its very nature, closely tied to the visual.
More on presentation design and tools in this blog:
https://blog.stcloudstate.edu/ims/?s=presentation&submit=Search