Digital Literacy for St. Cloud State University
Does anyone have experience with creating math equations for quiz questions either directly in D2L, using MathML and MathJax, Respondus, or another application that can be integrated into D2L?
More questions? d2l@stcloudstate.edu. Solutions: please logged them in
Your questions, our answers: connecting quiz grade with grading items
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Please have a handout with snapshots and information on the use of Respondus to publish your MS Word quizzes
http://web.stcloudstate.edu/informedia/d2l/respondus/publish_respondus.html
Please let us know if there are questions and/or issues
Update Aug 14, 2015
Institution Name: MnSCU
Local Support Contact(s): Karen.Wenz@so.mnscu.edu
Installation Password/License Key: ZR621353036-172435226
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If you are considering populating your quizzes with material in MS Word (.docx or doc) format, please download the Respondus software from this location:
http://web.stcloudstate.edu/gsjorgensen/respondus4campuswide.zip
If you need help installing Respondus on your computer, please let us know: d2L@stcloudstate.edu. Respondus is installed in the Professional Development Room (PDR) in Miller center. PDR is also known as MC 205 in Miller Center. Here are directions how to get to the room: http://www.stcloudstate.edu/campusmap/building.asp?bldgAbbr=MC
Institution Name: MnSCU
Local Support Contact(s): Karen.Wenz@so.mnscu.edu or Chuck.Morris@so.mnscu.edu
Installation Password: ZR328351167-172435226
License Key: ZR528352413-172435226
Basic information is available in this PDF document: http://web.stcloudstate.edu/informedia/d2l/respondus_standard_formatting.pdf.
Please email d2L@stcloudstate.edu if you need more help.
Your suggestions and ideas are always welcome
Please consider your D2L Respondus sessions; sign in at: https://secure.mnsu.edu/mnscupd/login/default.asp?campusid=0073
follow us on Twitter: @scsutechinstruc #techworkshop
Quizzes are considered mostly an assessment tool. The reward is in the end of the game. The player cannot “lose life.”
Students who are used to the logic of a game, expect rewards throughout the game.
Therefore, instead of a final assessment quiz, the class can be phased out with several training quizzes. Each of the training quizzes can allow students to have several attempts (equals lifes). In addition, students can be stimulated format wise in playing the quizzes=gaming activity by some reward systems. E.g., for each training quiz being scored above B, students can collect badges/tockens, which they can redeem at the end of class. Content-wise, students can be stimulated in playing the quizzes=gaming activity by stepping on the next level and switching from text-based quizzes to quizzes including more multimedia: audio, video and interactivity
#techworkshop #pm great tool to combine with training D2L quizzes: http://quizlet.com
Here is a practical guide on games and quizzes with D2L
http://www.uww.edu/icit/instructional/teachingonline/games_quizzes.html
Those are the students we expect on campus: http://www.edweek.org/dd/articles/2012/06/13/03games.h05.html
Clickers, IPADs and stylus; http://www.as.ua.edu/ipad/drs-hong-min-park-emily-hencken-ritter-and-greg-vonnahme-ipads-in-political-science-pt-1/
Games and gamification
References
Frossard, F., Barajas, M., & Trifonova, A. (2012). A learner-centered game-design approach: Impacts on teachers’ creativity. Digital Education Review, (21), 13-22.
Fu-Hsing Tsai, Kuang-Chao Yu, & Hsien-Sheng Hsiao. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Journal of Educational Technology & Society, 15(3), 240-250.
Within these methods you’ll find close to 40 tools and tricks for finding out what your students know while they’re still learning.
edutopia.org/article/7-smart-fast-ways-do-formative-assessment
Entry and exit slips
Exit slips can take lots of forms beyond the old-school pencil and scrap paper. Whether you’re assessing at the bottom of Bloom’s taxonomy or the top, you can use tools like Padlet or Poll Everywhere, or measure progress toward attainment or retention of essential content or standards with tools like Google Classroom’s Question tool, Google Forms with Flubaroo, and Edulastic,
Low-stakes quizzes and polls: If you want to find out whether your students really know as much as you think they know, polls and quizzes created with Socrative or Quizlet or in-class games and tools like Quizalize, Kahoot, FlipQuiz, Gimkit, Plickers, and Flippity
Dipsticks: So-called alternative formative assessments are meant to be as easy and quick as checking the oil in your car, so they’re sometimes referred to as dipsticks. These can be things like asking students to:
Interview assessments: If you want to dig a little deeper into students’ understanding of content, try discussion-based assessment methods. Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments
Flipgrid, Explain Everything, or Seesaw
Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning.
Misconceptions and errors: Sometimes it’s helpful to see if students understand why something is incorrect or why a concept is hard. Ask students to explain the “muddiest point” in the lesson—the place where things got confusing or particularly difficult or where they still lack clarity. Or do a misconception check:
Self-assessment: Don’t forget to consult the experts—the kids. Often you can give your rubric to your student
https://u2b.com/2021/10/15/how-e-learning-can-create-better-remote-workers/
As soon as the coronavirus was declared a pandemic early last year, 88% of multinational organisations began encouraging remote working. By summer 2020, 83% of businesses surveyed said they will continue to offer remote-work options long after the world returns to complete normalcy.
Additionally, Gallup research conducted before the COVID-19 pandemic, indicated that employees are optimally engaged when they remote work 60% to 80% of the time. That’s three or four days in a workweek.
microlearning – brief training modules – increases information retention by up to 20%. Whether through videos or short quizzes, implementing microlearning can be beneficial without being time-consuming, allowing remote workers to get back to their tasks as soon as they’re done.
Zoom, Teams, Skype, and FaceTime all became daily fixtures, and many of us quickly became fatigued by seeing our colleagues, students and far-away loved ones almost exclusively in 2D. Most video conferencing solutions were not designed to be online classrooms. what is missing from the current video platforms that could improve online teaching: tools to better facilitate student interactions, including enhanced polling and quizzing features, group work tools, and more.
While universities continue to increase in-person and HyFlex courses, hoping to soon see campuses return to normalcy, there is mounting evidence that the increased interest in digital tools for teaching and learning will persist even after the pandemic.
We should move beyond 2D solutions and take advantage of what extended reality (XR) and virtual reality (VR) have to offer us.
Professor Courtney Cogburn created the 1,000 Cut Journey, an immersive VR research project that allows participants to embody an avatar that experiences various forms of racism. Professor Shantanu Lal has implemented VR headsets for pediatric dentistry patients who become anxious during procedures. At Columbia Engineering, professor Steven Feiner’s Computer Graphics and User Interfaces Lab explores the design and development of 2D and 3D user interfaces for a broad range of applications and devices. Professor Letty Moss-Salentijn is working with Feiner’s lab to create dental training simulations to guide dental students through the process of nerve block injection. Faculty, students and staff at Columbia’s Media Center for Art History have created hundreds of virtual reality panoramas of archaeology projects and fieldwork that are available on the Art Atlas platform.
In spring 2020, a group of Columbia students began to build “LionCraft,” a recreation of Columbia’s Morningside campus in Minecraft. Even though students were spread out around the world, they still found creative and fun ways to run into each other on campus, in an immersive online format.
Robert “Bob” Bilyk Robert “Bob” Bilyk
SCORM still remains the standard for how we describe, package, and report on eLearning.
CMI5 can generate a statement on virtually any kind of learner experience as well as the traditional data elements such as score, time on task, quiz questions and student answers. In this sense, CMI5 supports both openness and structure.
With CMI5, you can place a learning activity in a repository, in GitHub, on a web server, in a Site44 drop box site, in SharePoint, in a distributed network, wherever….without restricting its ability to connect with a learning management system. CMI5 content does not need to be imported. A CMI5 package can contain as little as one XML file, which among other things, tells the LMS where to find the content.
How to Hold a Better Class Discussion
ADVICE GUIDE
https://www.chronicle.com/article/how-to-hold-a-better-class-discussion/
Norm No. 1: Civil attention.
nodding their heads, taking notes, chuckling at the instructor’s attempts at humor, or making brief eye contact. And by the things they don’t do: sleeping, texting, whispering to classmates.
Norm No. 2: Consolidation of responsibility.
a few students assume responsibility for most of the discussion
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more on discussions in this IMS blog
https://blog.stcloudstate.edu/ims?s=discussion