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Mapping 1968, Conflict and Change
An Opportunity for Interdisciplinary Research
When: Friday, September 28, 8:30am-3:00pm
Where: Wilson Research Collaboration Studio, Wilson Library
Cost: Free; advanced registration is required
1968 was one of the most turbulent years of the 20th century. 2018 marks the 50th anniversary of that year’s landmark political, social and cultural events–events that continue to influence our world today.
Focusing on the importance of this 50 year anniversary we are calling out to all faculty, staff, students, and community partners to participate the workshop ‘Mapping 1968, Conflict and Change’. This all-day event is designed to bring people together into working groups based on common themes. Bring your talent and curiosity to apply an interdisciplinary approach to further explore the spatial context of these historic and/or current events. Learn new skills on mapping techniques that can be applied to any time in history. To compliment the expertise that you bring to the workshop, working groups will also have the support of library, mapping, and data science experts to help gather, create, and organize the spatial components of a given topic.
To learn more and to register for the workshop, go here.
Workshop sponsors: Institute for Advanced Studies (IAS), U-Spatial, Liberal Arts Technologies & Innovation Services (LATIS), Digital Arts, Science & Humanities (DASH), and UMN Libraries.
https://www.goodreads.com/book/show/5114403-early-thematic-mapping-in-the-history-of-cartography – symbolization methods, cartographers and statisticians.
Kevin Ehrman-Solberg ehrma046@umn.edu PPT on Mapping Prejudice. https://www.mappingprejudice.org/
Henneping County scanned the deeds, OCR, Python script to search. Data in an open source. covenant data. Local historian found microfishes, the language from the initial data. e.g. eugenics flavor: arian, truncate.
covenance: https://www.dictionary.com/browse/convenance
Dan Milz. Public Affairs. geo-referencing, teaching a class environmental planning, spatial analysis, dmilz@umn.edu @dcmlz
Chris ancient historian. The Tale of Mediterranean, City: Mapping the history of Premodern Carthage and Tunis.
College of Liberal Arts
from archives to special resources. archaeological data into GIS layers. ESRI https://www.esri.com/en-us/home how interactive is ESRI.
mapping for 6 months. finding the maps in the archeological and history reports was time consuming. once that data was sorted out, exciting.
Kate Carlson, U-Spatial Story Maps, An Intro
patters, we wouldn’t see if we did not bring it up spatially. interactivity and data visualization, digital humanities
making an argument, asking questions, crowdsourcing, archival and resources accessibility, civitates orbis terrarum http://historic-cities.huji.ac.il/mapmakers/braun_hogenberg.html
storymaps.arcgis.com/en/gallery https://storymaps.arcgis.com/en/gallery/#s=0 cloud-based mapping software. ArcGIS Online. organizational account for the U, 600 users. over 700 storymaps creates within the U, some of them are not active, share all kind of data: archive data on spreadsheet, but also a whole set of data within the software; so add the data or use the ArcGIS data and use templates. web maps into the storymap app, Living Atlas: curated set of data: hunderd sets of data, from sat images, to different contents. 846 layers of data, imagery, besides org account, one can create maps within the free account with limited access. data browser to use my own data – Data Enrichment to characterized my data. census data from 2018 and before,
make plan, create a storyboard, writing for the web, short and precise (not as writing for a journal), cartographic style, copyright, citing the materials, choosing the right map scale for each page. online learning materials, some only thru org account ESRI academy has course catalogue. Mapping 101, Dekstop GIS 101, Collector 101, Imagery 101, SQL 101, Story Maps 101,
Awards for UMN undergrad and grad students, $1000
history, anthropology, political science,
Melinda, Kernik, Spatial Data Curator kerni016@umn.edu Jenny McBurney jmcburney@umn.edu
z.umn.edu/1968resources https://docs.google.com/presentation/d/1QpdYKA1Rgzd_Nsd4Rr8ed1cJDAX1zeG7J3exRO6BHV0/edit#slide=id.g436145dc5b_0_23
data2.nhgis.org/main
University Digital COnservancy
civil rights information from the U (migrants blog)
DASH Digital Arts, Sciences and Humanities. text mining data visualization,
data repository for the U (DRUM)
DASH director, https://dash.umn.edu/. Ben Wiggins
The “Mapping 1968, Conflict and Change” planning committee is very pleased with the amount of interest and the wonderful attendance at Friday’s gathering. Thank you for attending and actively participating in this interdisciplinary workshop!
To re-cap and learn more on your thoughts and expectations of the workshop we would be grateful if you can take a few moments to complete the
workshop evaluation. Please complete the evaluation even if you were unable to attend last Friday, there are questions regarding continued communication and the possibility for future events of this kind.
Below is a list of presented workshop resources:
Best Regards-
Kate
—
U-Spatial | Spatial Technology Consultant
Research Computing, Office of the Vice President for Research
University of Minnesota
Office Address
Blegen Hall 420
Mailing Address
Geography
Room 414 SocSci
7163A
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more on GIS in this IMS blog
https://blog.stcloudstate.edu/ims?s=GIS
No Slacking Off! How Savvy Teachers Are Turning to Trello and Slack
My note: Email is for old people (https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169) compare with Trello + Slack
“The idea behind us using Slack [last fall] was to kill internal email,” says Green. That’s a common refrain in pro-Slack headlines, with good reason. Users can drop links and files into any Slack conversation.
documented here how educators use Trello to manage project-based learning activities that involve group work and peer review.
Slack has been described as “ a private Twitter on steroids.” At first glance, the tool looks like a chat room—but it’s got more going on inside.
Like Twitter, Slack features hashtags that denote specific “channels” dedicated to topics, but each channel operates like its own chat room. Users can send messages to a channel or directly to one another (one-to-one), and also create private groups for focused discussions (one-to-few).
connected Trello to Slack so that he receives a notification whenever his students make edits on a Trello card. He turns to Slack to communicate directly with students and groups, often leaving feedback on assignments. “It hasn’t been effective as a way to broadcast information to the entire class,” Green admits. “But it’s become a very important tool for us to share resources for kids, and have 1-on-1 conversations with students.”
Other educators are exploring how to use Slack as a professional learning network.
a SlackEDU group
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more on Trello in this IMS blog
https://blog.stcloudstate.edu/ims?s=trello
and Slack
https://blog.stcloudstate.edu/ims?s=slack
Maybe Instead of Finland, We Should Be More Like Massachusetts?
Finland consistently ranks high in the PISA results for many reasons. (What is PISA?
Click here to read a guest blog written by Andreas Schleicher who is the Director of PISA). They don’t push curriculum that isn’t age appropriate, their teachers are highly qualified and the field of education is respected as one of the top professions.
Additionally, Finland has a much more flexible education system than the US. The U.S. has constant carrot and stick programs as well as a great deal of accountability and mandates. Teachers, leaders and students in Finland feel as though they have a voice in their schooling.
family involvement and wealth as the most important factors, many of the articles focusing on the strength of the Massachusetts education system also state that there is an achievement gap they have where their impoverished students are concerned.
the issue of over-testing students, and the pressures of standardized testing.
in the long run, we as a nation might want to pay attention to Massachusetts because their education system is consistently strong, and they treat education and their teachers with respect. Although Finland is a great country to visit and learn from, it seems as though we really don’t have to go that far to see educational greatness because we have it within our own country too.
Embedded Librarianship in Online Courses
This class will start with simple ways librarians may embed their skills remotely starting with the LMS especially through the use of portal tabs, blocks, eReserves, knowledge bases, and student/faculty orientations. We’ll then move on to discussing how to bring the traditional face-to-face BI session (which librarians know so well) into the online class through the use of team teaching, guest lecturing, and conducting synchronous workshops. We’ll explore in the 3rd week how the librarian can become more influential in online course design and development. The session concludes with an examination of the ways librarians can evaluate whether or not their virtual efforts are impacting student access to library resources as well as possible learning outcomes.
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more on embedded librarianship in this iMS blog
Common Sense Media: the new report, titled “Social Media, Social Life: Teens Reveal Their Experiences,” was released Monday. It’s the first update of a 2012 survey by the same name, creating a unique window through which to view the rapid, dramatic shifts in how teenagers communicate and relate to each other.
Among the most striking findings:
- 70 percent of teens now say they use social media more than once a day, compared to 34 percent of teens in 2012.
- Snapchat is now the most popular social media platform among teens, with 41 percent saying it’s the one use most frequently.
- 35 percent of teens now say texting is their preferred mode of communication with friends, more than the 32 percent who prefer in-person communication. In 2012, 49 percent of teens preferred in-person communication.
- One-fourth of teens say using social media makes them feel less lonely, compared to 3 percent who say it makes them feel more lonely.
- Nearly three-fourths of teens believe tech companies manipulate them to get them to spend more time on their devices and platforms.
Back in 2012, Facebook dominated the landscape, and social media was something for teens to periodically check in on.
In 2018, though, “social media” is no longer a monolith. Teens now communicate, express themselves, share experiences and ideas, rant, gossip, flirt, plan, and stay on top of current events using a mix of platforms that compete ferociously for their attention.
Sixty-three percent of teens say they use Snapchat, and 41 percent say it’s the platform they use most frequently.
Instagram, meanwhile, is used by 61 percent of teens.
And Facebook’s decline among teens has been “precipitous,” according to the new report. Just 15 percent of teens now say Facebook is their main social media site, down from 68 percent six years ago
For many teens, social media is the primary vehicle for organizing and participating in their social lives.
Before rushing to discourage social media use, Robb said, grown-ups should think twice.
A recent survey by the Education Week Research Center, for example, found that more than half of U.S. K-12 school principals are ‘extremely concerned’ about their students’ social media use outside the classroom.
Digital distractions, for example, are clearly a problem, and teens have a “decidedly mixed track record” at regulating their own social media usage
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more on social media in education in this IMS blgo
https://blog.stcloudstate.edu/ims?s=social+media+education
The Overselling of Education Technology
https://www.edsurge.com/news/2016-03-16-the-overselling-of-education-technology
my response to ed tech is “It depends.”
Some people seem to be drawn to technology for its own sake—because it’s cool.
Other people, particularly politicians, defend technology on the grounds that it will keep our students “competitive in the global economy.”
But the rationale that I find most disturbing—despite, or perhaps because of, the fact that it’s rarely made explicit—is the idea that technology will increase our efficiency…at teaching the same way that children have been taught for a very long time. Perhaps it hasn’t escaped your notice that ed tech is passionately embraced by very traditional schools: Their institutional pulse quickens over whatever is cutting-edge: instruction that’s blended, flipped, digitally personalized.
We can’t answer the question “Is tech useful in schools?” until we’ve grappled with a deeper question: “What kinds of learning should be taking place in those schools?”
Tarting up a lecture with a SmartBoard, loading a textbook on an iPad, looking up facts online, rehearsing skills with an “adaptive learning system,” writing answers to the teacher’s (or workbook’s) questions and uploading them to Google Docs—these are examples of how technology may make the process a bit more efficient or less dreary but does nothing to challenge the outdated pedagogy. To the contrary: These are shiny things that distract us from rethinking our approach to learning and reassure us that we’re already being innovative.
putting grades online (thereby increasing their salience and their damaging effects), using computers to administer tests and score essays, and setting up “embedded” assessment that’s marketed as “competency-based.” (If your instinct is to ask “What sort of competency? Isn’t that just warmed-over behaviorism?”
But as I argued not long ago, we shouldn’t confuse personalized learning with personal learning. The first involves adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores, and it requires the purchase of software. The second involves working with each student to create projects of intellectual discovery that reflect his or her unique needs and interests, and it requires the presence of a caring teacher who knows each child well.a recent review found that studies of tech-based personalized instruction “show mixed results ranging from modest impacts to no impact” – despite the fact that it’s remarkably expensive.
an article in Education Week, “a host of national and regional surveys suggest that teachers are far more likely to use tech to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning.”
OECD reportednegative outcomes when students spent a lot of time using computers, while Stanford University’s Center for Research on Education Outcomes (CREDO) concluded that online charter schools were basically a disaster.
Larry Cuban, Sherry Turkle, Gary Stager, and Will Richardson.
Emily Talmage points out, uncannily aligned with the wish list of the Digital Learning Council, a group consisting largely of conservative advocacy groups and foundations, and corporations with a financial interest in promoting ed tech.
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more on educational technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=educational+technology
An interactive discussion on media, digital literacy and fake news
Bryan Alexander’s Future Trends Forum w/ Special Guest Jennifer Sparrow
https://shindig.com/login/event/ftf-sparrow
On this week’s Future Trends Forum, Bryan Alexander and Jennifer Sparrow, the Senior Director of Teaching and Learning with Technology at Penn State University, will explore the significance of media and digital literacy, especially in the era of fake news.
Jennifer and Bryan will further dissect how digital literacy and fluency differ, and why this difference is important.
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more on digital literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+literacy+education
How to Craft Useful, Student-Centered Social Media Policies
08/09/18 Tanner Higgin
https://thejournal.com/articles/2018/08/09/how-to-craft-useful-student-centered-social-media-policies.aspx
Whether your school or district has officially adopted social media or not, conversations are happening in and around your school on everything from Facebook to Snapchat.
Use policy creation as an opportunity to take inventory of your students’ needs, how social media is already being used by your teachers, and how policy can support both responsibly.
1. Create parent opt-out forms that specifically address social media use.
2. Establish baseline guidelines for protecting and respecting student privacy.
3. Make social media use transparent to students
4. Most important: As with any technology, attach social media use to clearly articulated goals for student learning
Moving from Policy to Practice
Social media isn’t a novel phenomenon requiring separate attention. Ed tech, and the tech world in general, wants to tout every new development as a revolution. Most, however, are an iteration. While we get caught up re-inventing everything to wrestle with a perceived social media sea change, our students see it simply as a part of school life.
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more on social media in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media+education
Dear colleagues,
I am collaborating on a project comparing the efficacy of two types of instructional videos. We are looking for literature that describes similar research. For example, a study might compare students who have watched voice-over ppt slides and students who have watched Khan-style videos, examining students’ content knowledge and/or some affective constructs. Alternatively, a study might compare the lengths or speeds of only one type of video.
Given the dearth of literature addressing these variables, I am hoping this community can help us uncover some additional research for our literature review. I am happy to compile and share everything that is shared with me over the coming days.
Jenay Robert, Ph.D. Research Project Manager Teaching and Learning with Technology The Pennsylvania State University
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Clossen, A. S. (2018). Trope or Trap? Roleplaying Narratives and Length in Instructional Video. Information Technology & Libraries, 37(1), 27-38.
It is impossible to please everyone all the time—at least that is what survey results suggest. There are several takeaways to this study: Video length matters, especially as a consideration before the video is viewed. Timestamps should be included in video creation, or it is highly likely that the video will not be viewed. The video player is key here, as some video players include video length, while others do not. Videos that exceed four minutes are unlikely to be viewed unless they are required. Voice quality in narration matters. Although preference in type of voice inevitably varies, the actor’s voice is noticed over production value. It is important that the narrator speaks evenly and clearly. For brief how-to videos, there is a small preference for screencast instructional videos over a narrative roleplay scenario. The results of the survey indicate that roleplay videos should be wellproduced, brief, and high quality. However, what constitutes high quality is not very well established.15 Finally, screencast videos should include an example scenario, however brief, to ground the viewer in the task.
Lin, S., Aiken, J. M., Seaton, D. T., Douglas, S. S., Greco, E. F., Thoms, B. D., & Schatz, M. F. (2017). Exploring Physics Students’ Engagement with Online Instructional Videos in an Introductory Mechanics Course. Physical Review Physics Education Research, 13(2), 020138-1.
Kruse, N. B., & Veblen, K. K. (2012). Music teaching and learning online: Considering YouTube instructional videos. Journal Of Music, Technology & Education, 5(1), 77-87. doi:10.1386/jmte.5.1.77_1
Buzzetto-More, N. A. (2014). An Examination of Undergraduate Student’s Perceptions and Predilections of the Use of YouTube in the Teaching and Learning Process. Interdisciplinary Journal Of E-Learning & Learning Objects, 1017-32.
Chekuri, C., & Tiecheng, L. (2007). Extracting content from instructional videos by statistical modelling and classification. Pattern Analysis & Applications, 10(2), 69-81.
My note; too old as data but interesting as methodology
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more on chunk theory in this IMS blog
https://blog.stcloudstate.edu/ims?s=chunk+theory
specifically Adobe’s “findings” : https://blog.stcloudstate.edu/ims/2018/01/17/microlearning-instructional-design/
3 Ways to Introduce AR into the Classroom
Some schools invest in technology but never find the right way to teach with it. Here, a school library specialist shares how she turned teachers and students from skeptics into evangelists.
By Susan Sclafani 08/27/18
https://thejournal.com/articles/2018/08/27/3-ways-to-introduce-ar-into-the-classroom.aspx
- Collaborate to Create Projects
- Explore New Learning Spaces
- Empower Students to Express Themselves (and Inspire Others)
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more on AR in this IMS blog
https://blog.stcloudstate.edu/ims?s=augmented+reality