Open Discussion: Instruments and Methods for Formative Assessment: by invitation of teachers from Plovdiv region | Тема: Инструменти и методи за актуални училищни занятия
Where | Къде: СУ „Димитър Матевски“ https://goo.gl/maps/rojNjE3dk4s and online ( виртуално) When | Кога: 2. май, 2018, 14 часа | May 2, 2018, 2PM local time (Bulgaria) Who | Кой: преподаватели и педагози | teachers and faculty How | Как: използвайте “обратна връзка” за споделяне на вашите идеи | use the following hashtag for backchanneling#BGtechEd
Intro | Представяне – 5мин. Who are we (please share short intro about your professional interests) | Кои сме ние: споделете накратко професионалните си интереси (използвайте “comment” section под този блог) http://web.stcloudstate.edu/pmiltenoff/faculty/
Reality Check (before we do tech) | минута за откровение (преди да започнем с технологии):
who is our audience | кого учим/обучаваме? https://blog.stcloudstate.edu/ims/2018/04/21/in-memoriam-avicii/ https://blog.stcloudstate.edu/ims/2018/04/17/edtech-implementation-fails/
why technology application fails | защо се проваля използването на технологии в обучението?
Understanding Purpose | какъв е смисълът
Insufficient Modeling of Best Practices | недостатъчен или несподелен опит
Bad First Impressions | лоши първи впечатления
Real-World Usability Challenges | ежедневни проблеми
The Right Data to Track Progress | кои данни определят успеха
Share your thoughts for the fails | Сподели твоите мисли за провала
Тема1. Сравняване на Kahoot, Edpuzzle и Apester – 1-1, 1/2 час продължителност Topic 1: A comparison of Kahoot, Apester and EdPuzzle
Дискусия, относно методиката на използване. Споделяне на опит кога и как го използват колегите от България и САЩ (други страни?).
Short demonstration and discussion regarding methodology of use. Sharing experience of use.
Споделяне на опит | ideas and experience exchange.
Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с ЕдПъзил и тн)
Създаване на акаунт | account creation and building of learning objects
Comparison to other tools (e.g. flipped classroom advantage to Kahoot; difference from EdPuzzle, similarities to EdPuzzle) | съпоставяне с други инструменти: например, обърната класна стая – предимство пред Кахут; разлики и прилики с Еиптстър и тн)
Тема 2. Виртуална реалност в учебния процес – теория и практика- 1-1, 1/2 час продължителност Topic 2. Virtual reality in teaching and learning – theory and hands-on
When a student is brilliant on the street corner but falling asleep in class, something is wrong with the schooling system Ако учащ се е страхотен на ъгъла на улицата, но се проваля или заспива в клас, тогава нещо е грешно с учебната система https://blog.stcloudstate.edu/ims/2018/04/17/education-teched-frenemies/
Apps like WhatsApp, Facebook, Snapchat, Instagram, Twitter, LinkedIn, Viber
Felix Krause described in 2017 that when a user grants an app access to their camera and microphone, the app could do the following:
Access both the front and the back camera.
Record you at any time the app is in the foreground.
Take pictures and videos without telling you.
Upload the pictures and videos without telling you.
Upload the pictures/videos it takes immediately.
Run real-time face recognition to detect facial features or expressions.
Livestream the camera on to the internet.
Detect if the user is on their phone alone, or watching together with a second person.
Upload random frames of the video stream to your web service and run a proper face recognition software which can find existing photos of you on the internet and create a 3D model based on your face.
For instance, here’s a Find my Phone application which a documentary maker installed on a phone, then let someone steal it. After the person stole it, the original owner spied on every moment of the thief’s life through the phone’s camera and microphone.
The government
Edward Snowden revealed an NSA program called Optic Nerves. The operation was a bulk surveillance program under which they captured webcam images every five minutes from Yahoo users’ video chats and then stored them for future use. It is estimated that between 3% and 11% of the images captured contained “undesirable nudity”.
Hackers can also gain access to your device with extraordinary ease via apps, PDF files, multimedia messages and even emojis.
An application called Metasploit on the ethical hacking platform Kali uses an Adobe Reader 9 (which over 60% of users still use) exploit to open a listener (rootkit) on the user’s computer. You alter the PDF with the program, send the user the malicious file, they open it, and hey presto – you have total control over their device remotely.
Once a user opens this PDF file, the hacker can then:
Install whatever software/app they like on the user’s device.
Use a keylogger to grab all of their passwords.
Steal all documents from the device.
Take pictures and stream videos from their camera.
Capture past or live audio from the microphone.
Upload incriminating images/documents to their PC, and notify the police.
And, if it’s not enough that your phone is tracking you – surveillance cameras in shops and streets are tracking you, too
You might even be on this website, InSeCam, which allows ordinary people online to watch surveillance cameras free of charge. It even allows you to search cameras by location, city, time zone, device manufacturer, and specify whether you want to see a kitchen, bar, restaurant or bedroom.
Rumours of the switch contributed to a 6% drop in Intel’s share price over the course of Monday, adding specific pain to a general collapse in tech stocks caused by fears of oncoming regulation in the wake of the Cambridge Analytica scandalat Facebook.
As Apple has grown into the largest company in the world, it has been able to unlock economies of scale that are not reliant on third-parties.
The key campus tech issues are no longer about IT (in the past e.g.: MS versus Apple). IT is the “easy part” of technology on campus. The challenges: people, planning policy, programs, priorities, silos, egos, and IT entitlements
How do we make Digital Learning compelling and safe for the faculty? provide evidence of impact, support, recognition and reward for faculty; communicate about effectiveness of and need for IT resources.
technology is not capital cost, it is operational cost. reoccurring.
Visualization:
underlying issues; can i do this? why should i do this? evidence of benefit?
the more things change, the more things stay the same. new equilibrium.
change: from what did you do wrong to how do we do better. Use data as a resources, not as a weapon. there is a fear of trying, because there is no recognition or reward
Machiavelli: 1. concentrate your efforts 2. pick your issues carefully, know when to fight 3. know the history 4. build coalitions 5. set modest goals – and realistic 6. leverage the value of data (use it as resource not weapon) 7. anticipate personnel turnover 8. set deadlines for decisions
Colleagues,
We apologize for the short notice, but wanted to make you aware of the following opportunity: provide
From Ken Graetz at Winona State University:
As part of our Digital Faculty Fellows Program at WSU, Dr. Kenneth C. Green will be speaking this Thursday, March 22nd in Stark 103 Miller Auditorium from 11:30 to 12:30 on “Innovation, Infrastructure, and Digital Learning.” We will be streaming Casey’s talk using Skype Meeting Broadcast and you can join as a guest using the following link: Join the presentation. This will allow you to see and hear his presentation, as well as post moderated questions. By way of a teaser, here is a recent quote from Dr. Green’s blog, DigitalTweed, published by Inside Higher Ed:
“If trustees, presidents, provosts, deans, and department chairs really want to address the fear of trying and foster innovation in instruction, then they have to recognize that infrastructure fosters innovation. And infrastructure, in the context of technology and instruction, involves more than just computer hardware, software, digital projectors in classrooms, learning management systems, and campus web sites. The technology is actually the easy part. The real challenges involve a commitment to research about the impact of innovation in instruction, and recognition and reward for those faculty who would like to pursue innovation in their instructional activities.”
Dr. Green is the founding director of The Campus Computing Project, the largest continuing study of the role of digital learning and information technology in American colleges and universities. Campus Computing is widely cited as a definitive source for data, information, and insight about IT planning and policy issues affecting higher education. Dr. Green also serves as the director, moderator, and co-producer of TO A DEGREE, the postsecondary success podcast of the Bill & Melinda Gates Foundation. He is the author or editor of some 20 books and published research reports and more than 100 articles and commentaries that have appeared in academic journals and professional publications. In 2002, Dr. Green received the first EDUCAUSE Award for Leadership in Public Policy and Practice. The EDUCAUSE award cites his work in creating The Campus Computing Project and recognizes his, “prominence in the arena of national and international technology agendas, and the linking of higher education to those agendas.”
special guest Steven Bell, Associate Librarian at Temple University Libraries
Tuesday, February 27 when the #DLNchatcommunity got together to discuss: What Is the Role of Libraries in Digital Learning Innovation?
“it will definitely be a more sustainable initiative if it is collaborative—-whether it’s OER, open access journals, etc…if the library wants to go alone it will go fast but if it goes with others it will go much further.”
The #DLNchat community concurred there are ample opportunities for library-led collaborations in digital learning across campus. “Curation is key
OER = “Faculty + Librarians + Digital Media Experts = Engaging Content 4 learners.”
considering exactly that-how to create “librarians on demand” to meet students and faculty in dining halls, coffee shops, study lounges or wherever they may be conducting their scholarly work.
says David Greenfield, a psychologist and assistant clinical professor of psychiatry at the University of Connecticut:When we hear a ding or little ditty alerting us to a new text, email or Facebook post, cells in our brains likely release dopamine — one of the chemical transmitters in the brain’s reward circuitry. That dopamine makes us feel pleasure
“It’s a spectrum disorder,” says Dr. Anna Lembke, a psychiatrist at Stanford University, who studies addiction. “There are mild, moderate and extreme forms.” And for many people, there’s no problem at all.
Signs you might be experiencing problematic use, Lembke says, include these:
Interacting with the device keeps you up late or otherwise interferes with your sleep.
It reduces the time you have to be with friends or family.
It interferes with your ability to finish work or homework.
It causes you to be rude, even subconsciously. “For instance,” Lembke asks, “are you in the middle of having a conversation with someone and just dropping down and scrolling through your phone?” That’s a bad sign.
It’s squelching your creativity. “I think that’s really what people don’t realize with their smartphone usage,” Lembke says. “It can really deprive you of a kind of seamless flow of creative thought that generates from your own brain.”
Consider a digital detox one day a week
Tiffany Shlain, a San Francisco Bay Area filmmaker, and her family power down all their devices every Friday evening, for a 24-hour period.
“It’s something we look forward to each week,” Shlain says. She and her husband, Ken Goldberg, a professor in the field of robotics at the University of California, Berkeley, are very tech savvy.
A recent study of high school students, published in the journal Emotion, found that too much time spent on digital devices is linked to lower self-esteem and a decrease in well-being.
In a consortium blockchain, the consensus process is controlled by a pre-selected group – a group of corporations, for example. The right to read the blockchain and submit transactions to it may be public or restricted to participants. Consortium blockchains are considered to be “permissioned blockchains” and are best suited for use in business.
Semi-private blockchains
Semi-private blockchains are run by a single company that grants access to any user who satisfies pre-established criteria. Although not truly decentralized, this type of permissioned blockchain is appealing for business-to-business use cases and government applications.
Private blockchains are controlled by a single organization that determines who can read it, submit transactions to it, and participate in the consensus process. Since they are 100% centralized, private blockchains are useful as sandbox environments, but not for actual production.
Public blockchains
Anyone can read a public blockchain, send transactions to it, or participate in the consensus process. They are considered to be “permissionless.” Every transaction is public, and users can remain anonymous. Bitcoin and Ethereum are prominent examples of public blockchains.
The Stanford Women in Data Science conference (WiDS) is a one day global conference that will bring data scientists together to share cutting edge research. The conference aim is to inspire and encourage data scientists worldwide and exclusively support women in the field.
We will proudly host WiDS at The Alan Turing Institute. The conference will feature eminent female speakers through technical talks, lunchtime discussions on data science (topics to be announced shortly), a panel discussion and networking event.
The conference programme and speaker information will be soon available through the conference website. The event will be available worldwide via live streaming and the conference talks will be broadcast online.
The event will provide great opportunities to connect with potential mentors, collaborators and peers; hear about recent advancements in data science and explore new research dimensions.
Speakers:
Cecilia Lindgren
Mihaela van der Schaar
Jil Matheson
Codina Cotar
Emma McCoy
Cecilia Mascolo
Kathy Whaler
Mariana Damova
We welcome all regardless of gender to join us on Friday 6 April 2018 for an excellent learning experience.
ALLISON AUBREY