Flower Darby, from Northern Arizona University, and Heather Garcia, from Foothill College, presented an eye-catching poster at the Educause Learning Initiative conference this year with the title, “Multiple-choice quizzes don’t work.”
One solution, says Garcia, is for professors to give “more authentic” assignments, like project-based work and other things that students would be more likely to see in a professional environment.
she and her colleague argue that there is a way to assign project-based or other rich assessments without spending late nights holding a red pen
One approach they recommend is called “specification grading,” where professors set a clear rubric for what students need to achieve to complete the assignment, and then score each entry as either meeting those rubrics or not. “It allows faculty to really streamline their grading time,
Linda B. Nilson, who wrote an entire book about the approach and regularly gives workshops on it. The book’s subtitle lays out the approach’s promise: “Restoring Rigor, Motivating Students and Saving Faculty Time.”
For instance, in a math problem involving adding large numbers, a professor could make one of the choices the number that the student would get if they forgot to carry. If professors notice that several students mark that answer, it may be time to go over that concept again. “Even if I’ve got a class of 275, I can learn a lot about what they know and don’t know, and let that guide what I do the next day,” he says.
zSpace is a technology firm based in Sunnyvale, California that combine elements of virtual and augmented reality in a computer. zSpace allows people to interact with simulated objects in virtual environments as if they are real.[1][2][3]
Give your students the chance to learn science in an engaging and effective way with Labster’s virtual labs.
Labster offers students a true-to-life lab experience at a fraction of the cost of a real lab.
You can supplement your teaching with virtual labs to prepare your students for the wet lab, to help them understand difficult concepts, to engage them with your science course, and more.
n our virtual lab simulations, students work through real-life case stories, interact with lab equipment, perform experiments and learn with theory and quiz questions.
Thanks to engaging 3D animations, students can explore life science at the molecular level and look inside the machines they are operating. https://www.labster.com/why-choose-labster/
Smartphones also provide an easy way for teachers to “inspire students to positively contribute to and responsibly participate in the digital world,” as espoused by the ISTE Standards for Educators.
research shows that when students are engaged in their learning — and they’re almost always engaged with their phones when given a choice — they are less likely to succumb to distractions.
1. Create short videos.
Videos can express any type of learning in any style, from music videos to interviews, book trailers, historical re-enactments, tutorials and stop animations.
Flipgrid is the one of the best educational video-creation sites
Gartner predicts that nearly 38 percent of companies will stop providing devices to workers by 2017 — but 20 percent of those BYOD programs will fail because of overly restrictive mobile device management measures. So how can IT pros devise a BYOD strategy that stays afloat? Here are six guidelines to accommodate legitimate IT concerns without sinking a policy’s odds of success:
Look to Existing Policies
Before creating a BYOD policy, take a look at existing HR and legal procedures. Many email, VPN, and remote access security policies can be applied to mobile devices, as well.
Provide Training and Education
Employees are using personal devices at work, whether the company realizes it or not. But that doesn’t mean they are using them correctly. Employees often use file-sharing and other tools of their choosing without IT’s knowledge, which could put sensitive corporate data at risk. Use a BYOD policy to trainemployees how to correctly use their applications
Specify Devices
BYOD isn’t limited to smartphones. According to Gartner, a “new norm” is emerging in which employees manage up to four or five devices at work.
Enforce Passwords and Encryption
passwords aren’t foolprool. Data encryption is an additional security measure
A smart BYOD policy doesn’t mean IT is off the hook. Rather, successful policies rely on IT and employees sharing security obligations.
Set Ownership Expectations
Employees often fail to realize that all data on their devices is discoverable, regardless of whether the device is personal or company-owned. The question of who owns what is still a legal gray area, though companies increasingly take the liberty to remote wipe employees’ personal devices once they leave their job. Avoid the guessing game with a clear exit strategy.
Eureka: machine learning tool, brainstorming engine. give it an initial idea and it returns similar ideas. Like Google: refine the idea, so the machine can understand it better. create a collection of ideas to translate into course design or others.
Netlix:
influencers and microinfluencers, pre- and doing the execution
a machine can construct a book with the help of a person. bionic book. machine and person working hand in hand. provide keywords and phrases from lecture notes, presentation materials. from there recommendations and suggestions based on own experience; then identify included and excluded content. then instructor can construct.
Design may be the least interesting part of the book for the faculty.
multiple choice quiz may be the least interesting part, and faculty might want to do much deeper assessment.
use these machine learning techniques to build assessment. how to more effectively. inquizitive is the machine learning
students engagements and similar prompts
presence in the classroom: pre-service teachers class. how to immerse them and practice classroom management skills
First class: marriage btw VR and use of AI – an environment headset: an algorithm reacts how teachers are interacting with the virtual kids. series of variables, oppty to interact with present behavior. classroom management skills. simulations and environments otherwise impossible to create. apps for these type of interactions
facilitation, reflection and research
AI for more human experience, allow more time for the faculty to be more human, more free time to contemplate.
Jason: Won’t the use of AI still reduce the amount of faculty needed?
Christina Dumeng: @Jason–I think it will most likely increase the amount of students per instructor.
Andrew Cole (UW-Whitewater): I wonder if instead of reducing faculty, these types of platforms (e.g., analytic capabilities) might require instructors to also become experts in the various technology platforms.
Dirk Morrison: Also wonder what the implications of AI for informal, self-directed learning?
Kate Borowske: The context that you’re presenting this in, as “your own jazz band,” is brilliant. These tools presented as a “partner” in the “band” seems as though it might be less threatening to faculty. Sort of gamifies parts of course design…?
Dirk Morrison: Move from teacher-centric to student-centric? Recommender systems, AI-based tutoring?
Andrew Cole (UW-Whitewater): The course with the bot TA must have been 100-level right? It would be interesting to see if those results replicate in 300, 400 level courses
This is a free event, thanks to our founding conference sponsor: School of Information at San José State University.
ATTENDING: We will send links for attending the conference a day or two before the event.
If you have friends or colleagues that wish to attend, this is a free event and we encourage you to share our information widely. However, please send them to the conference registration page (https://www.library20.com/instructionaldesign) rather than giving them the above link directly as it will allow us to track participation.
What is ID: ID create an environment conductive to students’ success. Thoughtful and applied design. Making faculty and instructors’ life easier. Allow faculty to do what they do best.
Lindsey: solving the instructional problem with the tools at hand.
go-to ed tech? What is the hot tech right now?
Lindsey: H5P (open source) CC – licensed, Moodle, WordPress, build online tutorials for free (Isolde), Norway, well based, VR tours. Will H5P become paid? Michael: cell phones Dana: Emory VoiceThread. From the chat: Articulate365 (pricy), Kahoot, Peardeck, Yellowdig, vidgrid, Adobe Spark, Adobe POst, padlet, Groupme instead of Canvas, Vyond, Coggle, wakelet, Phinx
Suggestions for librarians who want to build ID skills. Dana: connect with the regional community if no ID on campus. Community of practice. Using ID tools, speakers outside of campus. Lindsey: teaching myself what is most interesting to me. what technologies are important. Find a learning community. Michael: repeat the others
keep up to date on ID theory and practices: Dana – ELI, OLC (Online Learning Consortium). ELearning Heroes. Lindsay: corporate word. Michael: POD
the one-shot instruction: what is the approach (q/n from the chat); Dana – ID as a services. person dedicated following up with people requested either ID class or training, open the line of communication. summative evaluation type of activity since we are failing to evaluate how well students absorbed the information. LIndsey: one-shot for basics (e.g. freshman), build scaffold program, reserved the one shot for meeting with librarians, for hands-on. Michael: work with faculty member and rewrite a program, build assessment rather then only deliver
areas of impact: subject matter librarians, working with faculty to use of the library resources, new faculty drawn in info and if not follow up, Canvas support. Michael: librarians and ID working directly with faculty rewriting their curricula, measure it, demonstrating library need, 3000 students – correlation. document the lib contribution to student learning directly, the teaching-learning culture change. using info and data in more authentic ways. Lindsey: disconnect the way librarian teach vs faculty teach. Coordination scaffolding.
q/n from the chat. easily. how can non ID librarian can easily implement ID type:
Lindsey: new to ID? Google. Jargon and Acronyms. re framing how you see ed technology. technology as something to get the job done. no need to get fancy.
Dana: same as Lindsey. But also learning theories and learning outcomes. From ID perspective: what they will come out with by the end of the session. action words.
Michael: mindset. what students want to learn, before what I will teach. backward design – understanding by design. UDL. Grab a friend and talk through.
Tara
ed tech is not getting job done:
clickers for attendance is horrible idea.
I had a really interesting role in grad school where we lived in the land between tech support and pedagogical / design support.
From Rajesh Kumar Das to All panelists and other attendees: (02:38 PM)
Good to hear from mike about affective learning. In this case, could you please focus what kind of technique is approprite for what, i.e. Didactic instruction, a low-complexity teaching technique such as a “Quiz Bowl”, or Jigsaw Method as high-complexity strategy, or both.
From Hailey W. to All panelists and other attendees: (02:36 PM)
As an ID librarian and the campus LMS administrator I struggle with getting them to see that other side of my role. That I’m not just “tech support”. Anyone else? Een jsut not being tech support?
From Vickie Kline to All panelists and other attendees: (02:44 PM)
As a librarian not formally trained in ID, I think a good entry point for exploring is Universal Design for Learning. We also need to pay attention to creating accessibility materials…
From Heather Quintero to All panelists and other attendees: (02:45 PM)
I always start with ADDIE… I am formally trained in ID and am an IT trainer for librarians. ADDIE is a framework for every class I make for both live and online classes. Don’t disregard ADDIE.
From Allison Rand to All panelists and other attendees: (02:47 PM)
The Wiggins and McTighe is a great book!
From Roberta (Robin) Sullivan to All panelists and other attendees: (02:53 PM)
@Rachel, Peggy, Shane – an open source course is available. Check out the SUNY’s Quality by Design (QbD): Strategies for Effective Teaching and Quality Course Design at: http://suny.edu/qbd This course is available as a facilitated version at least once each semester and as a self-paced non-facilitated version in Blackboard’s CourseSites. After completing the course requirements you can earn a Digital Badge to show your accomplishment.
From Naomi Toftness to All panelists and other attendees: (02:55 PM)
Just heard the terms “deliberate innovation” vs. “desperate innovation” that totally speaks to my situation with wanting to adopt the new cool tech
++++++++++++++++++++++ SESSION LINK – https://sas.elluminate.com/d.jnlp?sid=2008350&password=LIB2019IDPart7 — If the session link doesn’t work for you, please copy and paste into your browser.
Session Title: Gamifying Instruction: Breakouts and Badges!
Your Name and Title: Dr. Brenda Boyer, Librarian & Instructor
Your Library, School, or Organization Name: Kutztown Sr. High School, Rutgers University
Your Twitter Handle (@name): @bsboyer
Name(s) of Co-Presenter(s): Brenda Boyer
Area of the World from Which You Will Present: Kutztown, PA
Language in Which You Will Present: English
Target Audience: Instructional Design Librarians
Short Session Description: Build engagement for your online library instruction using LMS features, Breakout boxes, and digital badges.
Session Strand (use the “tag”): {Session Strand (use the “tag”):}
Full Session Description: It’s time to amp up your library instruction! Gamifying instruction in research skills such as database usage, advanced searching, & more can increase engagement and drive independent learning for students of all ages. This session will describe how learning management system (LMS) features can be combined with digital microcredentials (i.e. badges) and breakout boxes to gamify instruction that can be otherwise deemed boring (for both the learners and the librarian!).
Link to Conference Site Session Proposal (full URL with http://):https://www.library20.com/forum/topics/gamifying-instruction-breakouts-and-badges
Other Websites / URLs Associated with Your Session:
Your Bio: Dr. Brenda Boyer is a librarian and instructional designer. She has developed online instruction for secondary learners in the Kutztown (PA) School District, as well as for graduate and professional development learners at Wilson College and Rutgers University. She designed and instructs the Rutgers graduate course, Learning Theory, Inquiry, & Instructional Design, and is a frequent presenter at AASL, Internet@Schools. She has published articles in School Library Journal, Teacher Librarian, and School Library Connection.
are we getting the job done, is our instruction sticking, what evidence we do have?
differentiate: who is ready to do what” at what skill level? how to bring everybody up to speed?
3 elements of Digital Gamification: leverage LMS (set game levels); how digital badges are paired 3. using digital breakout boxes to push challenge, skills
each chat as prerequisite for the next. prerequisite in LMS. Each game level is module. completed with a quizz. if they pass the quiz, opens challenge.1. what is page (facts about a tool to learn about[ what the tool does, feature, etc.) 2. suppe rshort video tour (3 min max), talk about something unique 3. quick quiz (max 5 q/s from the intro page and video). pass the quiz (100 %) to unlock the challenge level. 4. challenge level. digital breakout box embedded in the LMS. breakout using Google Forms. various locks (words, letter, numbers)
Badges why?
Badgr, Credly, iDoceo
Breakout Boxes
++++++++++++++++++++++
SESSION LINK – https://sas.elluminate.com/d.jnlp?sid=2008350&password=LIB2019IDPart8 — If the session link doesn’t work for you, please copy and paste into your browser. Session Title: Improving Library Tutorials: The Multimedia Design Principles
Your Name and Title: Darlene Aguilar, Instructional Design Librarian
Your Library, School, or Organization Name: Loyola Marymount University
Your Twitter Handle (@name): @DarleneA_ID
Name(s) of Co-Presenter(s):
Area of the World from Which You Will Present: Los Angeles, CA
Short Session Description: This session will review Mayer’s (2001) Multimedia Design Principles to help improve instructional modules, tutorials, and videos.
Session Strand (use the “tag”): {Session Strand (use the “tag”):}
Full Session Description: Librarians are creating more online modules, videos, and tutorials to teach information literacy skills. Whether designing instruction online or in-person, research-based instructional methods are required and learning Mayer’s Multimedia Design Principles is the best place to start. In this session, I will review essential prior-knowledge on image types and working memory. I will then show learners how to minimize cognitive overload using these 12 principles: multimedia, spatial contiguity, temporal contiguity, coherence, modality, redundancy, individual differences, signaling, pacing, concepts first, personalization, and human voice.
Link to Conference Site Session Proposal (full URL with http://):https://www.library20.com/forum/topics/improving-library-tutorials-the-multimedia-design-principles
Other Websites / URLs Associated with Your Session:https://linkedin.com/in/darlene-aguilar/
Your Bio: Darlene Aguilar is an Instructional Design Librarian at Loyola Marymount University where she designs and develops video tutorials and online modules on information literacy and library related topics. Additionally, she provides “best practices” training in instructional design to other LMU librarians. She graduated from the University of Southern California with a Master’s in Education for Learning Design and Technology and previously worked at LAUSD for 7 years. She strives to remove learning barriers that are embedded in instruction and curriculum and make learning accessible to all learners.
If you are not a Kahoot user yet, please consider: a) the Kahoots (quizzes) can be an excellent conversation starter (vs. assessment tool) b) the Kahoots can be modified to your liking (you can change the content)
here some screen-sharing capture to get a taste of the excitement:
Preliminary Plan for Monday, Sept 10, 5:45 PM to 8 PM
Introduction – who are the students in this class. About myself: http://web.stcloudstate.edu/pmiltenoff/faculty Contact info, “embedded” librarian idea – I am available to help during the semester with research and papers
#FakeNews is a very timely and controversial issue. in 2-3 min choose your best source on this issue. 1. Mind the prevalence of resources in the 21st century 2. Mind the necessity to evaluate a) the veracity of your courses b) the quality of your sources (the fact that they are “true” does not mean that they are the best). Be prepared to name your source and defend its quality.
How do you determine your sources? How do you decide the reliability of your sources? Are you sure you can distinguish “good” from “bad?”
Compare this entry https://en.wikipedia.org/wiki/List_of_fake_news_websites
to this entry: https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview to understand the scope
Do you know any fact checking sites? Can you identify spot sponsored content? Do you understand syndication? What do you understand under “media literacy,” “news literacy,” “information literacy.” https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/
Why do we need to explore the “fake news” phenomenon? Do you find it relevant to your professional development?
So, how do we do academic research? Let’s play another Kahoot: https://play.kahoot.it/#/k/5e09bb66-4d87-44a5-af21-c8f3d7ce23de
If you to structure this Kahoot, what are the questions, you will ask? What are the main steps in achieving successful research for your paper?
Research using social media
what is social media (examples). why is called SM? why is so popular? what makes it so popular?
use SM tools for your research and education:
– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
LinkedIn Groups
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)
According to both Apple and App Annie, a website that tracks the popularity of mobile apps by number of new downloads, Remind, a school communications platform, took the #1 spot on the chart of free iOS apps.
Remind’s app allows educators, parents and students to send and receive text and voice messages, as well as share attachments and links to digital educational resources. The company was founded in 2011 with a straightforward value proposition: to provide teachers with a safe and secure way to send homework or study reminders to students and their parents on mobile devices without using personal phone numbers.
Those features may seem simple by today’s standards. But it’s amassed a growing footprint, claiming users in more than 70 percent of U.S. public schools. Grey adds that Remind today has 27 million monthly active users (which breaks down to approximately 2 million teachers, 13 million students and 12 million parents). Across them, Remind says 17 billion messages have been sent since its launch.
Along with simplicity, Remind’s timing may have also helped the product find a receptive market. The company’s launch in 2011 coincided with the start of a period that saw smartphone adoption among U.S. adults steadily grow from 35 percent in 2011 to 77 percent in 2018, according to the Pew Research Center.
At its core, Remind remains very much a school communications tool, says Grey. But his grander vision is to evolve the app into what he calls an “educational platform” that allow users to share content from other providers. For instance, when Remind users compose a message, they can currently connect to their accounts on Google Classroom, Google Drive, Microsoft OneDrive, Quizlet and other tools to directly share documents, Powerpoint slides, flashcard sets and other kinds of files.
high school students now create infographics, BuzzFeed-like quizzes and even virtual reality (VR) experiences to illustrate how they can research, write and express their thoughts.
technology — using sites like CoSpaces Edu and content learning system Schoology (my note: the equivalnet of D2L at SCSU) — to engage and empower her students.
Thinklink, during a session called “Virtually Not an Essay: Technological Alternatives to a standard essay assignment.” (see this blog materials on ThingLink and like here: https://blog.stcloudstate.edu/ims?s=thinglink. The author made typo by calling the app “ThinKlink, instead of ThinGlink. Also, to use Thinglink’s Video 360 editor, the free account is not sufficient and the $125/month upgrade is needed. Not a good solution for education)
Jamie: I would love to discuss with you #infographics and #Thinglink for use in your courses and the Departmental course.
Digital literacy (DL): options, ideas, possibilities
ProProfs Brain Games provides templates for building interactive crossword puzzles, jigsaw puzzles, word searches, hangman games, and sliding puzzle games. The games you create can be embedded into your blog or shared via email, social media, or any place that you’d typically post a link for students. If you don’t want to take the time to create your own game, you can browse the gallery of games. Most of the games in gallery can be embedded into your blog.
ClassTools.net templates for creating map-based games, word sorting games, matching games, and many more common game formats.
Purpose Games is a free service for creating and or playing simple educational games. The service currently gives users the ability to create seven types of games. Those game types are image quizzes, text quizzes, matching games, fill-in-the-blank games, multiple choice games, shape games, and slide games.
TinyTap is a free iPad app and Android app that enables you to create educational games for your students to play on their iPads or Android tablets. Through TinyTap you can create games in which students identify objects and respond by typing, tapping, or speaking. You can create games in which students complete sentences or even complete a diagram by dragging and dropping puzzle pieces.
Wherever I’ve demonstrated it in the last year, people have been intrigued by Metaverse. It’s a free service that essentially lets you create your own educational versions of Pokemon Go. This augmented reality platform has been used by teachers to create digital breakout games, augmented reality scavenger hunts, and virtual tours.
There was a time when Kahoot games could only be played in the classroom and only created on your laptop. That is no longer the case. Challenge mode lets you assign games to your students to play at home or anywhere else on their mobile devices.
