Searching for "3D"
Bertin, M., Atanassova, I., Gingras, Y., & Larivière, V. (2016). The Invariant Distribution of References in Scientific Articles. Journal Of The Association For Information Science & Technology, 67(1), 164-177. doi:10.1002/asi.23367
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from the viewpoint of bibliometrics, how references are distributed along the structure of scientific papers as well as the age of these cited references
Once the sections of articles are realigned to follow the IMRaD sequence, the position of cited references along the text of articles is invariant across all PLoS journals, with the
introduction and discussion accounting for most of the references. It also provides evidence that the age of cited references varies by section, with older references being found in the methods and more recent references in the discussion.
different roles citations have in the scholarly communication process.
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more on bibliometrics in this IMS blog
https://blog.stcloudstate.edu/ims?s=bibliometrics
K–12 Cyber Incidents Have Been Increasing in 2017
The creator of a national K–12 Cyber Incident Map warns that schools should act now, not later, to bolster their security.
By Richard Chang 06/08/17
https://thejournal.com/articles/2017/06/08/k12-cyber-incidents-have-been-increasing-in-2017.aspx
K–12 Cyber Incident Map , Doug Levin, president of Ed Tech Strategies
Levin has been tracking the publicly disclosed K–12 incidents on a color-coded map on his website, edtechstrategies.com. His sources include media reports, DataBreaches.net and the Privacy Rights Clearinghouse.
In a post published this week on the newly revamped Ferpa Sherpa education privacy site, Levin argues that not only have schools been “experiencing an increasing number of cyber incidents,” but “the range of cyber threats affecting schools appears to be diverse and shifting over time.”
concrete steps schools can take to improve their security, such as:
- Use special software or hardware to protect data;
- Create better password and authorization policies;
- Use secondary authentication methods;
- Train school staff, particularly about phishing and downloading of unfamiliar files; and
- Hire more staff with IT security expertise.
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more on cyber security in this IMS blog
https://blog.stcloudstate.edu/ims?s=cybersecurity
Bornett, C. C. (2016). Leseförderung digital genial: WieTablets die Bibliothekspädagogik verändern / Tipps nicht nur für Bilderbuch-Apps. (German). Bub: Forum Bibliothek Und Information, 68(10), 606-608.
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Šorgo, A., Bartol, T., Dolničar, D., & Podgornik, B. B. (2017). Attributes of digital natives as predictors of information literacy in higher education. British Journal Of Educational Technology, 48(3), 749-767. doi:10.1111/bjet.12451 http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d122273174%26site%3dehost-live%26scope%3dsite
(PDF available through ILL)
Biology, IT faculty Maribor, Slovenia. None of them is a librarian
Correlation and regression analysis based on survey data revealed that the attributes of digital natives are poor predictors of IL. information and communication technologies (ICT) experiences expressed as the sum of the use of different applications do not necessarily contribute to IL; some applications have a positive and some a negative effect; personal ownership of smartphones, portable computers and desktop computers has no direct effect on IL, while ownership of a tablet computer is actually a negative predictor; personal ownership of ICT devices has an impact on ICT experiences and Internet confidence, and, therefore, an indirect impact on IL; and ICT-rich university courses (if not designed to cultivate IL) have only a marginal impact on IL, although they may have some impact on ICT experiences and Internet confidence. The overall conclusion is that digital natives are not necessarily information literate, and that IL should be promoted with hands-on and minds-on courses based on IL standards.
Sharman, A. (2014). Roving Librarian: The Suitability of Tablets in Providing Personalized Help Outside of the Traditional Library. New Review Of Academic Librarianship, 20(2), 185-203. doi:10.1080/13614533.2014.914959
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McRae, L. l. (2015). TEACHING IN AN AGE OF UBIQUITOUS COMPUTING: A DECELERATED CURRICULUM. Digital Culture & Education, 7131-145.
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more on mobile devices in the library in this IMS blog
https://blog.stcloudstate.edu/ims?s=mobile+devices+library
Friezem, Y. (2017). THE MEDIA PRODUCTION HIVE: USING MEDIA EDUCATION FOR DIFFERENTIATED INSTRUCTION. Media Education, 8(1), 123-140
https://www.academia.edu/33079666/The_media_production_hive_Using_media_education_for_differentiated_instruction?auto=download
keywords: Media production, media literacy, Universal Design for Learning (UDL), executive
functioning, Media Production Hive
the theoretical framework of Universal Design for Learning (Rose & Meyer, 2002), teaching the same material via various strategies that cumulatively address needs and learning types of each student in the classroom (p. 126). acknowledge all the various types of learners in his class, such as visual learners, auditory learners, write-read learners, and kinesthetic learners, following Gardner’s (1983) multiple intelligence theory.
various ways of receiving, processing, and expressing information by different learners
various ways students can chose to engage in the process of learning
(p. 127) multiple means of representation guarantees each learner processes information in the best way they can, but it also provides repetition of the topic in various ways to deepen understanding
Students need to organize recently acquired knowledge in a strategic way and communicate their understanding to the teacher. Rose and Meyer (2002) created a detailed pathway for teachers to apply UDL using assistive technology.
Media education practices involve demystifying media messages and learning to use
media wisely through activities of evaluation, composition, introspection, and civic engagement. the links between the instructional design of lessons for all students and
the critical analysis, expression, and reflection on media messages are gradually
explored (Dalton, 2017).
Dalton, E. M. (2017). Universal design for learning: Guiding principles to reduce
barriers to digital & media literacy competence. Journal of Media Literacy Education, 9(2).
p. 128 Media production is the process of composing a message via a single or various media platforms. Media production includes creating videos, podcasts, presentations, posters, drawings, and books. With the increasing use of digital devices and applications, students are engaged in various ways to convey their messages using multiple ways of expression and multiple types of representations.
digitalempathy.net/hive
digital and media literacy competencies (Hobbs, 2010)
p. 137 challenges
Group dynamics often reveal power struggles among team members (Friesem, 2014). The responsibility of the media educator, who is not a mediator by training, is to find the way to mitigate the tension caused by differences among group members (Friesem, 2010). In addition, students have the tendency to use media production as a transgressive practice (Moore, 2011; Grace & Tubin, 1998). Facilitating the process of production involves constant reflection on the classroom power relationship using critical and pragmatic lenses.
Grace, D., & Tobin, J. (1998). Butt jokes and mean-teacher parodies: Video production
in the elementary classroom. In D. Buckingham (Ed.), Teaching popular culture: Beyond radical pedagogy (pp. 42-62). London, UK: University College London Press.
The discourse about the implementations of UDL with digital technology has been broad and used for several research studies (Rose & Meyer, 2002).
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
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more on media literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy
more on instructional desing in this IMS blog
https://blog.stcloudstate.edu/ims?s=instructional+design
Emerging Directions in Immersive Learning
Presented by: Maya Georgieva and Emory Craig, May 17, 1:00 – 2:00pm (EDT)
http://events.shindig.com/event/campus-tech
Digital Bodies cofounders Emory Craig and Maya Georgieva for an interactive session that will examine five developments in virtual, augmented, and mixed reality with the greatest potential to impact teaching and learning. Ask your questions live as they explore how groundbreaking developments in VR, AR, MR, and artificial intelligence will power immersive technologies and transform learning.
Hololense $3000 and it is difficult to use outside. persistent digital objects
https://mixed.reality.news/news/whats-difference-between-hololens-meta-magic-leap-0171361/
https://events.google.com/io/
https://unity3d.com/sundance2017
education: new media, gaming
storytelling: immersive storytelling and AI
Jeremy Bailenson https://vhil.stanford.edu/
Julie Johnston – https://uits.iu.edu/learning-spaces
6 VR Trends to Watch in Education
By Sri Ravipati 05/16/17
https://campustechnology.com/articles/2017/05/16/6-vr-trends-to-watch-in-education.aspx
VR devices are expected to increase 85 percent by 2020, with gaming and educational applications driving most of that growth.
Maya Georgieva, an ed tech strategist, author and speaker with more than 15 years of experience in higher education and global education. Georgieva is co-founder of Digital Bodies, a consulting group that provides news and analysis of VR, AR and wearables in education
Emory Craig, currently the director of e-learning at the College of New Rochelle,
six areas with promising developments for educators.
1) More Affordable Headsets
the Oculus Rift or HTC Vive, which I really like, you’re talking close to $2,000 per setup. the 2017 SXSWedu conference,
Microsoft has been collaborating with its partners, such as HP, Acer, Dell and Lenovo, to develop VR headsets that will work with lower-end desktops. Later this year, the companies will debut headsets for $299, “which is much more affordable compared to HoloLens
many Kickstarter crowdfunding efforts are bound to make high-end headsets more accessible for teaching.
the NOLO project. The NOLO system is meant for mobile VR headsets and gives users that “6 degrees of freedom” (or 6 DoF) motion tracking that is currently only found in high-end headsets.
2) Hand Controllers That Will Bring Increased Interactivity
Google Daydream Samsung has also implemented its own hand controller for Gear VR
Microsoft new motion controllers at Microsoft Build
zSpace, with their stylus and AR glasses, continue to develop their immersive applications
3) Easy-to-Use Content Creation Platforms
Game engines like Unity and Unreal are often a starting point for creating simulations.
Labster, which creates virtual chemistry labs — will become important in specialized subjects
ThingLink, for example, recently introduced a school-specific editor for creating 360-degree and VR content. Lifeliqe, Aurasma and Adobe are also working on more interactive tools.
5) 360-Degree Cameras
6) Social VR Spaces
AltspaceVR h uses avatars and supports multiplayer sessions that allow for socialization and user interaction.
Facebook has been continuing to develop its own VR platform, Facebook Spaces, which is in beta and will be out later this year. LectureVR is a similar platform on the horizon.
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more on augmented reality in this IMS blog
https://blog.stcloudstate.edu/ims?s=augmented
Texas A&M virtual tour
http://vr.concept3d.com/texas_am/
Texas A&M last month debuted its VR tour at the SXSWedu conference in Austin, using headsets. Anyone can view the tour on desktop or mobile devices.
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
Immersive Tech Brings VR to Live Events
By Sri Ravipati 04/18/17
https://campustechnology.com/articles/2017/04/18/immersive-tech-brings-vr-to-live-events.aspx
Voke VR, a virtual reality (VR) company founded by two former Washington State University (WSU) professors, is working to build Intel-backed immersive tech for live events.
At the core of the platform is Voke’s TrueVR product, which delivers full stereoscopic 3D video that is integrated with augmented content in a 360-degree VR environment. It uses multiple camera angles with zoom capabilities and synchronized DVR, so that viewers can control what they want to watch. Additionally, with TrueVR, content is captured, encoded, synced with scores, metadata and audio and delivered in real time to multiple platforms.
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more on VR in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality
Eyal, L. (2012). Digital Assessment Literacy — the Core Role of the Teacher in a Digital Environment. Journal Of Educational Technology & Society, 15(2), 37-49.
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Common to all is a view of the level of literacy as a measure of the quality of human capital of a society or a particular area. Literacy develops in interaction with the environment (Vygotsky, 1987).
digital assessment literacy refers to the role of the teacher as an assessor in a technology-rich environment.
Learning Management Systems (LMS) benefits and limitations
Measurement allows quantitative description of a particular characterization of an individual, expressed in numbers.
the combination of assessment and measurement provides a thorough and accurate picture, based upon which practical conclusions can be drawn (Wagner, 1997). A test is a systematic process in which an aspect of student behavior is quantitatively evaluated (Suen & Parkes, 2002).
For several decades this system of assessment has been criticized for a variety of reasons, including the separation between the teaching-learning process and the evaluation process, the relatively low level of thinking required, and the quantitative reporting of results, which does not contribute to students’ progress. In the last decade, the central argument against the tests system is that their predictability is limited to the field and context in which the students are tested, and that they do not predict student problem solving ability, teamwork, good work habits and honesty.
teachers mistakenly believe that repeating lessons will improve students’ achievements.
To evaluate how well the goals were achieved, objective measurement methods are employed (Black, et al., 2004).
Eshet- Alkalai (2004) offered a detailed conceptual framework for the term ‘digital literacy’ that includes: photo-visual thinking; reproduction thinking; branching thinking; information thinking; and socio-emotional thinking.
Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
Eshet-Alkalai, Y., & Chajut, E. (2009). Changes Over Time in Digital Literacy. Cyberpsychology & Behavior, 12(6), 713-715. doi:10.1089/cpb.2008.0264
two major patterns of change over time: (a) closing the gap between younger and older participants in the tasks that emphasize profi- ciency and technical control and (b) widening the gap between younger and older participants in tasks that emphasize creativity and critical thinking. Based on the comparison with the matched control groups, we suggest that experience with technology, and not age, accounts for the observed lifelong changes in digital literacy skills
Eshet-Alkalai, Y., & Soffer, O. (2012). Guest Editorial – Navigating in the Digital Era: Digital Literacy: Socio-Cultural and Educational Aspects. Journal Of Educational Technology & Society, 15(2), 1.
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a wide range of technological, cognitive and social competences—collectively termed “Digital Literacy.” Users thus must become “digitally literate” in order to cope effectively with the complex sociological, cognitive and pedagogical challenges these technologies pose. These skills include, for example, the ability to operate computers and navigate the net effectively, to cope with large volumes of information, to evaluate the reliability of information, and to critically assess what seem to be natural (and not ideologically biased) technological tools. In a different way from the spirit of modern print, learners construct and consume knowledge in non-linear environments. They need to learn, collaborate and solve problems effectively in virtual (non face-to-face) learning environments, and to communicate effectively in technology-mediated social participation environments.
It is important to note: digital literacy, then, is not limited simply to computer and Internet operation and orientation. It also relates to a variety of epistemological and ethical issues arise due to the unique characteristics of digital technologies and that are often overlapped with trends related to the post-modern and post-structural era. These include questions regarding the authority of knowledge, intellectual property and ownership, copyright, authenticity and plagiarism. Furthermore, issues such as self-representation, virtual group dynamics, and on-line addiction also arise.
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more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+assessment+literacy
Report: Tech Companies Are Spying on Children Through Devices and Software Used in Classroom
By Richard Chang 04/17/17
https://thejournal.com/articles/2017/04/17/report-tech-companies-are-spying-on-children-through-devices-and-software-used-in-classroom.aspx
according to a new report from the nonprofit Electronic Frontier Foundation (EFF), “Spying on Students: School-Issued Devices and Student Privacy”
shows that state and federal laws, as well as industry self-regulation, have failed to keep up with a growing education technology industry.
One-third of all K–12 students in the United States use school-issued devices running software and apps that collect far more information on kids than is necessary.
Resource-poor school districts can receive these tools at deeply discounted prices or for free, as tech companies seek a slice of the $8 billion ed tech industry. But there’s a real, devastating cost — the tracking, cataloging and exploitation of data about children as young as 5 years old.
Our report shows that the surveillance culture begins in grade school, which threatens to normalize the next generation to a digital world in which users hand over data without question in return for free services
EFF surveyed more than 1,000 stakeholders across the country, including students, parents, teachers and school administrators, and reviewed 152 ed tech privacy policies.
“Spying on Students” provides comprehensive recommendations for parents, teachers, school administrators and tech companies to improve the protection of student privacy. Asking the right questions, negotiating for contracts that limit or ban data collection, offering families the right to opt out, and making digital literacy and privacy part of the school curriculum are just a few of the 70-plus recommendations for protecting student privacy contained in the report.
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more on students and privacy
https://blog.stcloudstate.edu/ims?s=student+privacy
https://blog.stcloudstate.edu/ims?s=privacy+government
https://www.privateinternetaccess.com/blog/2017/03/us-senate-votes-50-48-away-broadband-privacy-rules-let-isps-telecoms-sell-internet-history/
https://www.washingtonpost.com/news/the-switch/wp/2017/03/28/the-house-just-voted-to-wipe-out-the-fccs-landmark-internet-privacy-protections/?utm_term=.34ed3dce7494