Digital Literacy for St. Cloud State University
Four teachers share their favorite online tools to use during this unusual year, including sites for educational games and others for collaborative work. #EWOpinion https://t.co/yihTiS100e
— Education Week (@educationweek) November 14, 2020
Wordwall
Padlet
PearDeck
FlipGrid
Google Slides,
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more on online tools in this ISM blog
https://blog.stcloudstate.edu/ims?s=online+tools
Join us tomorrow for #formativechat with guest moderator @DrKCOrange, always a great chat on Monday nights! #education #edchat #rethink_learning #sunchat #teachpos #PLN365 #cultureed #tlap #bookcamppd @thriveinedu pic.twitter.com/mlzyjcaJ4W
— Rachelle Dené Poth |@ThriveinEDU #ARVR #AI (@Rdene915) November 15, 2020
6:30 Central Time in ASVR
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more on XR in edu in this IMS blog
https://blog.stcloudstate.edu/ims?s=xr+education
Mary Nunaley
Karl Kapp The Gamification of Learning and Instruction
Kevin Werbach, Dan Hunter How Game Thinking Can Revolutionize Your Business
Yu-Kai Chou gamification design. Octalysis. https://www.gish.com/
8 core drives:
Meaning
Accomplishment
Empowerment
Ownership
Social Influence. social media, instagram influencers
Scarcity: scarcity with homework deadlines, coupons at the store
Unpredictability and curiosity. scavenger hunt in courses. careful when teaching.
Avoidance
The Octalysis Framework for Gamification & Behavioral Design
https://www.d2l.com/resources/webinars/
motivation
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https://yukaichou.com/octalysis-tool/
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https://island.octalysisprime.com/
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https://yukaichou.com/
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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification
https://cornellcollege.applicantpro.com/jobs/1568358.html
The Cornell College Center for the Literary Arts seeks a Distinguished Visiting Writer to teach a topics-based course in Writing Difference in a Digital World. Courses that engage race, citizenship, and/or identity through audio, video, or new media writing are especially welcome.
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digital humanities in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+humanities
https://www.facebook.com/groups/elearngdeveloping/permalink/10164385188890542/
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More on TRACK model and SAMR in this blog
https://blog.stcloudstate.edu/ims?s=track+model
The report includes suggestions on tackling problems arising from distance learning, including increasing academic rigor by expanding professional development opportunities, redesigning instruction, and introducing digital learning and content tools.
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more on online education in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
| Short link: http://bit.ly/Weebly4coll150
Who am I, Plamen Miltenoff: |
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By Kevin Gannon OCTOBER 26, 2020
https://www.chronicle.com/article/our-hyflex-experiment-whats-worked-and-what-hasnt
The flexibility afforded to students by HyFlex courses has been evident this semester, but the style of teaching required has proven more difficult to maintain than anticipated. Moreover, that same flexibility has been the proverbial double-edged sword when it comes to student success.
HyFlex courses are hard to build, and even harder to teach.
Designing effective online courses is hard work and differs significantly from in-person teaching. HyFlex courses essentially braid the two together. Moreover, the braiding is even more complicated because the online strand is further divided into synchronous and asynchronous paths.
What seems clear is that institutions using the HyFlex model need to find more and different ways to support faculty members than before. Hire work-study students to wrangle Zoom? Improve the integration and workflow of these various tools? At the very least, we have to acknowledge the significant burden now on classroom instructors, a burden for which very few of us were prepared.
HyFlex’s origin story matters. HyFlex courses were initially developed for graduate students in an educational-technology program.
we needed more in the way of introducing students to HyFlex — more clearly and specifically outlining how the courses work and how to navigate them most successfully.
HyFlex works better for some types of classes than others. It’s no coincidence that faculty members who are finding HyFlex a difficult fit are those whose classes are either completely or mostly discussion-based, perhaps even student-led.
We need to help students learn to become online learners.
Faculty members cannot hide from structural racism and economic inequality any more, because our students were never able to in the first place.
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more on hyflex in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex
Rethinking the recruitment pool.
No. 1: Teaching and Learning Is What Colleges and Universities Do
No. 2: Institutional Resilience and Instructional Continuity
No. 3: The Alignment of Institutional Structures to Learning Science
No. 4: The Integrated CTL Model and Institutional Leadership
No. 5: The Prioritization of Diversity, Equity and Inclusion
No. 6: Relationships With Faculty Colleagues
No. 7: Experience Leading Institutional Change Initiatives
No. 8: The Scholarship of Teaching and Learning
No. 9: The Strategic Shift to Blended and Online Learning
Call for Chapters
Proposals Submission Deadline: November 16, 2020
Full Chapters Due: February 21, 2021
Submission Date: February 21, 2021
How can students learn safely amid the challenges of the global pandemic? Currently, it is not safe to have them crowded in a classroom engaged in face-to-face learning. The challenge has forced K-12 teachers to think differently about teaching. Unexpectedly, and with little warning, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus. The critical questions include: Has this shift assured that students will learn the identified essential content and skills for the 21st century? Will they develop the skills identified through the 4C’s: communication, collaboration, critical thinking, and creativity (Thoughtful Learning Organization, 2016)? The rapid shift of K-12 education to being online left educators and parents lacking in confidence that students will receive an appropriate education through the virtual environments proposed for keeping students safe. The speed with which this transition was made prevented educators from developing the necessary knowledge and skills needed to create engaging learning in the unfamiliar virtual environment. Superficial observations of the online features and organizations for virtual environments suggest these environments lack key elements for guiding students in engaging in the skills such as those identified by the 4 C’s. A more serious question is: Are the bold claims true that students cannot learn online in virtual environments? Some say that teachers lack the knowledge of how to think about online teaching in a virtual environment. This begs the question, are today’s teachers simply applying their classroom strategies as they have done in their face-to-face classrooms, only now in front of a web camera?
The primary objective of this book is to gather and present actual best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The chapters will provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and ultimate decisions. The ideas and frameworks will present effective online pedagogical reasoning for the redesign and implementation of K-12 virtual classrooms.