according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
News and Media Literacy (and the lack of) is not very different from Information Literacy
An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy
Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.
Getting Ready for Research
Library Resources vs. the Internet
How (where from) do you receive information about your professional interests?
Advantages/disadvantages of using Web Resources
Evaluating Web Resources
Google or similar; Yahoo, Bing
Google Scholar
Reddit, Digg, Quora
Wikipedia
Become a member of professional organizations and use their online information
Use the SCSU library page to online databases
Building Your List of Keywords
Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?
Because most electronic databases store and retrieve information differently than Internet search engines.
A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
The bottom line: you get better results in a database by using effective keyword search strategies.
To develop an effective search strategy, you need to:
determine the key concepts in your topic and
develop a good list of keyword synonyms.
Why use synonyms?
Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
Consider: Will an author use:
Hypertension or High Blood Pressure?
Teach or Instruct?
Therapy or Treatment?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.
Keyword worksheet
Library Resources
How to find the SCSU Library Website
SCSU online databases
SCSU Library Web page
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Test your knowledge:
******* !! *************
Basic Research Skills
Identifying a Scholarly Source
Boolean Operators
Databases
How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
Exporting bibliography records
Zotero. Zotero AddOn for Chrome and Firefox. Zotero for Microsoft Word. Zotero AddOn for Edublog.
Collecting references
through the Zotero AddOn for browsers
through “export RIS” file
InterLibrary Loan
Copyright and Fair Use
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals
Bibliographical data analysis with Zotero and nVivo
Bibliographic Analysis for Graduate Students, EDAD 518, Fri/Sat, May 15/16, 2020
This session will not be about qualitative research (QR) only, but rather about a modern 21st century approach toward the analysis of your literature review in Chapter 2.
However, the computational approach toward qualitative research is not much different than computational approach for your quantitative research; you need to be versed in each of them, thus familiarity with nVivo for qualitative research and with SPSS for quantitative research should be pursued by any doctoral student.
Once you complete the overview of the resources above, please make sure you have Zotero working on your computer; we will be reviewing the Zotero features before we move to nVivo.
Familiarity with Zotero is a prerequisite for successful work with nVivo, so please if you are already working with Zotero, try to expand your knowledge using the materials above.
Please use this link to install nVivo on your computer. Even if we were not in a quarantine and you would have been able to use the licensed nVivo software on campus, for convenience (working on your dissertation from home), most probably, you would have used the shareware. Shareware is fully functional on your computer for 14 days, so calculate the time you will be using it and mind the date of installation and your consequent work.
For the purpose of this workshop, please install nVivo on your computer early morning on Saturday, May 16, so we can work together on nVivo during the day and you can continue using the software for the next two weeks.
Please familiarize yourself with the two articles assigned in the EDAD 815 D2L course content “Practice Research Articles“ :
Brosky, D. (2011). Micropolitics in the School: Teacher Leaders’ Use of Political Skill and Influence Tactics. International Journal of Educational Leadership Preparation, 6(1). https://eric.ed.gov/?id=EJ972880
Tooms, A. K., Kretovics, M. A., & Smialek, C. A. (2007). Principals’ perceptions of politics. International Journal of Leadership in Education, 10(1), 89–100. https://doi.org/10.1080/13603120600950901
It is very important to be familiar with the articles when we start working with nVivo.
whereas the snapshots are replaced with snapshots from nVivol, version 12, which we will be using in our course and for our dissertations.
Concept of bibliographic data
Bibliographic Data is an organized collection of references to publish in literature that includes journals, magazine articles, newspaper articles, conference proceedings, reports, government and legal publications. The bibliographical data is important for writing the literature review of a research. This data is usually saved and organized in databases like Mendeley or Endnote. Nvivo provides the option to import bibliographical data from these databases directly. One can import End Note library or Mendeley library into Nvivo. Similar to interview transcripts, one can represent and analyze bibliographical data using Nvivo. To start with bibliographical data representation, this article previews the processing of literature review in Nvivo.
Importing bibliographical data
Bibliographic Data is imported using Mendeley, Endnote and other such databases or applications that are supported with Nvivo. Bibliographical data here refers to material in the form of articles, journals or conference proceedings. Common factors among all of these data are the author’s name and year of publication. Therefore, Nvivo helps to import and arrange these data with their titles as author’s name and year of publication. The process of importing bibliographical data is presented in the figures below.
select the appropriate data from external folder
Coding strategies for literature review
Coding is a process of identifying important parts or patterns in the sources and organizing them in theme node. Sources in case of literature review include material in the form of PDF. That means literature review in Nvivo requires grouping of information from PDF files in the forms of theme nodes. Nodes directly do not create content for literature review, they present ideas simply to help in framing a literature review. Nodes can be created on the basis of theme of the study, results of the study, major findings of the study or any other important information of the study. After creating nodes, code the information of each of the articles into its respective codes.
Nvivo allows coding the articles for preparing a literature review. Articles have tremendous amount of text and information in the forms of graphs, more importantly, articles are in the format of PDF. Since Nvivo does not allow editing PDF files, apply manual coding in case of literature review. There are two strategies of coding articles in Nvivo.
Code the text of PDF files into a new Node.
Code the text of PDF file into an existing Node. The procedure of manual coding in literature review is similar to interview transcripts.
The Case Nodes of articles are created as per the author name or year of the publication.
For example: Create a case node with the name of that author and attach all articles in case of multiple articles of same Author in a row with different information. For instance in figure below, five articles of same author’s name, i.e., Mr. Toppings have been selected together to group in a case Node. Prepare case nodes like this then effortlessly search information based on different author’s opinion for writing empirical review in the literature.
Nvivo questions for literature review
Apart from the coding on themes, evidences, authors or opinions in different articles, run different queries based on the aim of the study. Nvivo contains different types of search tools that helps to find information in and across different articles. With the purpose of literature review, this article presents a brief overview of word frequency search, text search, and coding query in Nvivo.
Word frequency
Word frequency in Nvivo allows searching for different words in the articles. In case of literature review, use word frequency to search for a word. This will help to find what different author has stated about the word in the article. Run word frequency on all types of sources and limit the number of words which are not useful to write the literature.
For example, run the command of word frequency with the limit of 100 most frequent words . This will help in assessing if any of these words remotely provide any new information for the literature (figure below).
and
and
Text search
Text search is more elaborative tool then word frequency search in Nvivo. It allows Nvivo to search for a particular phrase or expression in the articles. Also, Nvivo gives the opportunity to make a node out of text search if a particular word, phrase or expression is found useful for literature.
For example: conduct a text search query to find a word “Scaffolding” in the articles. In this case Nvivo will provide all the words, phrases and expression slightly related to this word across all the articles (Figure 8 & 9). The difference between test search and word frequency lies in generating texts, sentences and phrases in the latter related to the queried word.
Coding query
Apart from text search and word frequency search Nvivo also provides the option of coding query. Coding query helps in literature review to know the intersection between two Nodes. As mentioned previously, nodes contains the information from the articles. Furthermore it is also possible that two nodes contain similar set of information. Therefore, coding query helps to condense this information in the form of two way table which represents the intersection between selected nodes.
For example, in below figure, researcher have search the intersection between three nodes namely, academics, psychological and social on the basis of three attributes namely qantitative, qualitative and mixed research. This coding theory is performed to know which of the selected themes nodes have all types of attributes. Like, Coding Matrix in figure below shows that academic have all three types of attributes that is research (quantitative, qualitative and mixed). Where psychological has only two types of attributes research (quantitative and mixed).
In this way, Coding query helps researchers to generate intersection between two or more theme nodes. This also simplifies the pattern of qualitative data to write literature.
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Please do not hesitate to contact me with questions, suggestions before, during or after our workshop and about ANY questions and suggestions you may have about your Chapter 2 and, particularly about your literature review:
XR Storytellers: Learners Making Immersive Stories
LIVE NOW
Thursday, May 7, 2020 from 1:30 PM to 2:30 PM (CDT)
PRESENTATION
Our team will share lessons learned in collaborating to create immersive experiences that accelerate STEM education. Find out how students achieve classroom learning objectives by designing AR experiences. Watch a demonstration of how an immersive scientific story is co-created by students and teachers in a virtual learning environment. Explore novel techniques for supporting learners to demonstrate understanding and share knowledge using spatial technologies and storytelling principles. We invite guests to share their questions and perspectives on the possibilities and limitations of XR storytelling to facilitate relational connections to curriculum and instruction.
PRESENTERS: Sarah Cassidy | Janelle LaVoie | Quincy Wang | Poh Tan
We are a team of VR learners from the University of Saskatchewan and Simon Fraser University in Canada. Our research explores innovative uses of immersive technology for STEM education and pro-social change.
Freire’s pedagogical concepts, such as problem posing, dialogue, praxis, conscientiazation and the politics of education, were devel-oped in a pre-Internet era. His work in popular education was deeply interpersonal and involved spending significant time in a community becoming familiar with the culture, linguistic patterns, and lifestyle of the people before ever embarking on teaching.
struggles to employ a critical pedagogy in the increasingly assessment-oriented, outcomes-based environment
While designed to make teaching in the online environment more efficient, these systems confront the critical pedagogue with challenges to create a teaching-learning environment that promotes critical reflection not only on the content of a course but on the very way in which content is delivered.
teaching in cyberspace requires a different teaching paradigm altogether
p. 170 Feenberg (2009) developed the Critical Theory of Technology (CTT),
p. 171 As outlined by CTT, technology creates a cyber culture that redefines human identity and the meaning and means of human interaction (Gomez, 2009). When viewed through this lens, online education is not simply another tool for the promotion of learning, but rather an all-encompassing environment managing and controlling access to information, structuring relationships, and redefining individual identities.
p. 171 While masquerading as efforts to enhance student learning, these industries are clearly profit-oriented. Knowledge has become a commodity, students have become consumers, faculty have become content providers, and schools operate as businesses
p. 172 Like Feenberg (2009), Freire would be concerned with the values and principles embedded in the technology of online learning, as well as the cyber culture it has created.
p. 173 Schools did not venture into online learning because they thought it was a better way to teach, but rather because they saw it as a way to reach unreached student populations with the promise of off-site educational offerings. Only later was attention given to developing online pedagogies.
Whereas education in the United States was originally viewed as a way to prepare students for effective citizenship, now it is seen as a way to develop loyal and capable employees of their corporate overlords
p. 174 A second area of concern is the banking nature of the LMSs. One of the underlying assumptions of an LMS like Blackboard™, Moodle™, or Brightspace™ is that the online platform is a repository of resources for teaching and learning.
Freire vehemently rejected this banking approach to education because it did not recognize or encourage the student’s creative, exploratory, and critical abilities. In the banking model the teacher is regarded as the holder and transmitter of knowledge, which is then imparted to the student. The banking model assumes the student is an empty vessel and does not value or recognize the student’s experiential and cultural knowledge
By contrast Freire argued for a problem-posing, constructivist approach that invites students to critically engage their world and one another. In the critical classroom, the student at times takes on the role of teacher and the teacher becomes a learner, inviting a sharing of power and mutual learning. While this approach can be carried out to an extent online, the LMS is set up to be the primary source of information in a course, and the teacher is assigned as the expert designer of the learning experience, thus limiting the constructivist nature and mutuality of the learning process.
p. 175 A third area of concern is the limited access to online learning to large sectors of society. While e-learning advocates tout the greater access to learning provided by online learning (Goral, 2013; Kashi & Conway, 2010), the digital divide is a reality impacting millions of students.
p. 176 A final area of concern is the disembodied nature of the online learning process. One of the major attractions of online learning to potential students is the freedom from having to be in a classroom in a particular time or place.
p. 177 Embodied learning means students must not only engage the cognitive dimension (thinking and reflection), but also partake in concrete action. This action in reflection, and reflection in action, referred to as praxis, involves acting on and in the world as one is seeking to learn about and transform the world.
To limit education to the transmission and reception of text-based knowledge without action undermines the entire learning process (Escobar et al., 1994). Freire believed dialogue begins not with what the teacher professes to know, but with the student’s experience and knowledge.
p. 179 For Freire, the building of a learning community is essential to creating meaningful dialogue; this is also true for those who seek to teach effectively online. Palloff and Pratt (2007) contend that all online teaching must begin with building community and stress that a carefully constructed online learning community provides a space for students to test ideas, get feedback, and create a collaborative learning experience.
For Freire, learning was a social and democratic event where authoritarianism and control of the learning process are minimized. “reading the world,” or conscientization, that is, understanding the larger political context in which experience occurs and knowledge is situated. In the current era of Facebook, Twitter, instant message, and other social media, in-depth discussion and analysis is often absent in favor of brief, often innocuous statements and personal opinions. Through online academic databases, students have easy access to far more sources of information than previous generations. Furthermore, search engines like Google, Yahoo, and the like bring students in contact with remote sources, organizations, and individuals instantly.
p. 180 the challenge is not only the accessing of information, but also encouraging students to become discerning purveyors of information—to develop “critical digital literacy,” the capacity to effectively and critically navigate the databases and myriads of potential sources (Poore, 2011, p. 15)
National Research Council’s (2000) four types of learning environments: assessment-centered, community-centered, knowledge-centered, and learner-centered.
VIA (very important article):
McDougall, J., Readman, M., & Wilkinson, P. (2018). The uses of (digital) literacy. Learning, Media and Technology, 43(3), 263–279. https://doi.org/10.1080/17439884.2018.1462206
Information literacies (media literacy, Research Literacy, digital literacy, visual literacy, financial literacy, health literacy, cyber wellness, infographics, information behavior, trans-literacy, post-literacy)
Information Literacy and academic libraries
Information Literacy and adult education
Information Literacy and blended learning
Information Literacy and distance learning
Information Literacy and mobile devices
Information Literacy and Gamification
Information Literacy and public libraries
Information Literacy in Primary and Secondary Schools
Information Literacy and the Knowledge Economy
Information Literacy and Lifelong Learning
Information Literacy and the Information Society
Information Literacy and the Multimedia Society
Information Literacy and the Digital Society
Information Literacy in the modern world (e.g trends, emerging technologies and innovation, growth of digital resources, digital reference tools, reference services).
The future of Information Literacy
Workplace Information Literacy
Librarians as support to the lifelong learning process
Digital literacy, Digital Citizenship
Digital pedagogy and Information Literacy
Information Literacy Needs in the Electronic Resource Environment
Integrating Information Literacy into the curriculum
Putting Information Literacy theory into practice
Information Literacy training and instruction
Instructional design and performance for Information Literacy (e.g. teaching practice, session design, lesson plans)
Information Literacy and online learning (e.g. self-paced IL modules, online courses, Library Guides)
Information Literacy and Virtual Learning Environments
Supporting users need through library 2.0 and beyond
Digital empowerment and reference work
Information Literacy across the disciplines
Information Literacy and digital preservation
Innovative IL approaches
Student engagement with Information Literacy
Action Literacy
Information Literacy, Copyright and Intellectual Property
Information Literacy and Academic Writing
Media and Information Literacy – theoretical approaches (standards, assessment, collaboration, etc.)
The Digital Competence Framework 2.0
Information Literacy theory (models, standards, indicators, Moscow Declaration etc.)
Information Literacy and Artificial intelligence
Information Literacy and information behavior
Information Literacy and reference services: cyber reference services, virtual reference services, mobile reference services
Information Literacy cultural and contextual approaches
Information Literacy and Threshold concepts
Information Literacy evaluation and assessment
Information Literacy in different cultures and countries including national studies
Information Literacy project management
Measuring in Information Literacy instruction assessment
New aspects of education/strategic planning, policy, and advocacy for Information Literacy in a digital age
Information Literacy and the Digital Divide
Policy and Planning for Information Literacy
Branding, promotion and marketing for Information Literacy
Cross –sectorial; and interdisciplinary collaboration and partnerships for Information Literacy
Leadership and Governance for Information Literacy
Strategic planning for IL
Strategies in e-learning to promote self-directed and sustainable learning in the area of Information Literacy skills.
The event requires no registration, and is virtual only, free, and open to the public. Platform access is required, so please install one of the above platforms to attend the International Summit. You may attend in 2D on a desktop or laptop computer with a headphone and microphone (USB gaming headphone recommended), or with a virtual device such as the Oculus Go, Quest, and Rift, Vive, and other mobile and tethered devices. Please note the specifications and requirements of each platform.
Charlie Fink, author, columnist for Forbes magazine, and Adjunct Faculty member of Chapman University, will be presenting “Setting the Table for the Next Decade in XR,” discussing the future of this innovative and immersive technology, at the 2020 Educators in VR International Summit. He will be speaking in AltspaceVR on Tuesday, February 18 at 1:00 PM EST /
This workshop with Dr. Sarah Jones will focus on developing a relevant and new literacy for virtual reality, including the core competencies and skills needed to develop and understand how to become an engaged user of the technology in a meaningful way. The workshop will develop into research for a forthcoming book on Uncovering a Literacy for VR due to be published in 2020.
Sarah is listed as one of the top 15 global influencers within virtual reality. After nearly a decade in television news, Sarah began working in universities focusing on future media, future technology and future education. Sarah holds a PhD in Immersive Storytelling and has published extensively on virtual and augmented reality, whilst continuing to make and create immersive experiences. She has advised the UK Government on Immersive Technologies and delivers keynotes and speaks at conferences across the world on imagining future technology. Sarah is committed to diversifying the media and technology industries and regularly champions initiatives to support this agenda.
Currently there are limited ways to connect 3D VR environments to physical objects in the real-world whilst simultaneously conducting communication and collaboration between remote users. Within the context of a solar power plant, the performance metrics of the site are invaluable for environmental engineers who are remotely located. Often two or more remotely located engineers need to communicate and collaborate on solving a problem. If a solar panel component is damaged, the repair often needs to be undertaken on-site thereby incurring additional expenses. This triage of communication is known as inter-cognitive communication and intra-cognitive communication: inter-cognitive communication where information transfer occurs between two cognitive entities with different cognitive capabilities (e.g., between a human and an artificially cognitive system); intra-cognitive communication where information transfer occurs between two cognitive entities with equivalent cognitive capabilities (e.g., between two humans) [Baranyi and Csapo, 2010]. Currently, non-VR solutions offer a comprehensive analysis of solar plant data. A regular PC with a monitor currently have advantages over 3D VR. For example, sensors can be monitored using dedicated software such as EPEVER or via a web browser; as exemplified by the comprehensive service provided by Elseta. But when multiple users are able to collaborate remotely within a three-dimensional virtual simulation, the opportunities for communication, training and academic education will be profound.
Michael Vallance Ed.D. is a researcher in the Department of Media Architecture, Future University Hakodate, Japan. He has been involved in educational technology design, implementation, research and consultancy for over twenty years, working closely with Higher Education Institutes, schools and media companies in UK, Singapore, Malaysia and Japan. His 3D virtual world design and tele-robotics research has been recognized and funded by the UK Prime Minister’s Initiative (PMI2) and the Japan Advanced Institute of Science and Technology (JAIST). He has been awarded by the United States Army for his research in collaborating the programming of robots in a 3D Virtual World.
Augmented Reality Lens is popular among young people thanks to Snapchat’s invention. Business is losing money without fully using of social media targeting young people (14-25). In my presentation, Dominique Wu will show how businesses can generate more leads through Spark AR (Facebook AR/Instagram AR) & Snapchat AR Lens, and how to create a strategic Snapchat & Instagram AR campaigns.
Domnique Wu is an XR social media strategist and expert in UX/UI design.She has her own YouTube and Apple Podcast show called “XReality: Digital Transformation,” covering the technology and techniques of incorporating XR and AR into social media, marketing, and integration into enterprise solutions.
Mark Christian, EVP, Strategy and Corporate Development, GIGXR
Mixed Reality devices like the HoloLens are transforming education now. Mark Christian will discuss how the technology is not about edge use cases or POCs, but real usable products that are at Universities transforming the way we teach and learn. Christian will talk about the products of GIGXR, the story of how they were developed and what the research is saying about their efficacy. It is time to move to adoption of XR technology in education. Learn how one team has made this a reality.
As CEO of forward-thinking virtual reality and software companies, Mark Christian employs asymmetric approaches to rapid, global market adoption, hiring, diversity and revenue. He prides himself on unconventional approaches to building technology companies.
Virtual Reality is an effective medium to impart education to the student only if it is done right.The way VR is considered gimmick or not is by the way the software application are designed/developed by the developers not the hardware limitation.I will be giving insight about the VR development for educational content specifically designed for students of lower secondary school.I will also provide insights about the development of game in unity3D game engine.
Game Developer and VR developer with over 3 years of experience in Game Development.Developer of Zombie Shooter, winner of various national awards in the gaming and entertainment category, Avinash Gyawali is the developer of EDVR, an immersive voice controlled VR experience specially designed for children of age 10-18 years.
Virtual Reality Technologies for Learning Designers
Margherita Berti
Virtual Reality (VR) is a computer-generated experience that simulates presence in real or imagined environments (Kerrebrock, Brengman, & Willems, 2017). VR promotes contextualized learning, authentic experiences, critical thinking, and problem-solving opportunities. Despite the great potential and popularity of this technology, the latest two installations of the Educause Horizon Report (2018, 2019) have argued that VR remains “elusive” in terms of mainstream adoption. The reasons are varied, including the expense and the lack of empirical evidence for its effectiveness in education. More importantly, examples of successful VR implementations for those instructors who lack technical skills are still scarce. Margherita Berti will discuss a range of easy-to-use educational VR tools and examples of VR-based activity examples and the learning theories and instructional design principles utilized for their development.
Margherita Berti is a doctoral candidate in Second Language Acquisition and Teaching (SLAT) and Educational Technology at the University of Arizona. Her research specialization resides at the intersection of virtual reality, the teaching of culture, and curriculum and content development for foreign language education.
Amanda Fox, Creative Director of STEAMPunks/MetaInk Publishing, MetaInk Publishing
There is a barrier between an author and readers of his/her books. The author’s journey ends, and the reader’s begins. But what if as an author/trainer, you could use gamification and augmented reality(AR) to interact and coach your readers as part of their learning journey? Attend this session with Amanda Fox to learn how the book Teachingland leverages augmented reality tools such as Metaverse to connect with readers beyond the text.
Amanda Fox, Creative Director of STEAMPunksEdu, and author of Teachingland: A Teacher’s Survival Guide to the Classroom Apolcalypse and Zom-Be A Design Thinker. Check her out on the Virtual Reality Podcast, or connect with her on twitter @AmandaFoxSTEM.
Christian Jonathan Angel Rueda specializaes in didactic activity of the use of virtual reality/virtual worlds to learn the fundamentals of design. He shares the development of a course including recreating in the three-dimensional environment using the fundamentals learned in class, a demonstration of all the works developed throughout the semester using the knowledge of design foundation to show them creatively, and a final project class scenario that connected with the scenes of the students who showed their work throughout the semester.
Christian Jonathan Angel Rueda is a research professor at the Autonomous University of Queretaro in Mexico. With a PhD in educational technology, Christian has published several papers on the intersection of education, pedagogy, and three-dimensional immersive digital environments. He is also an edtech, virtual reality, and social media consultant at Eco Onis.
How we can bridge the gap between eLearning and XR. Richard Van Tilborg discusses combining brain insights enabled with new technologies. Training and education cases realised with the CoVince platform: journeys which start on you mobile and continue in VR. The possibilities to earn from your creations and have a central distribution place for learning and data.
Richard Van Tilborg works with the CoVince platform, a VR platform offering training and educational programs for central distribution of learning and data. He is an author and speaker focusing on computers and education in virtual reality-based tasks for delivering feedback.
Dr. Sivaprakasam and I are developing a microcredentialing system for your class.
The “library” part has several components:
One badge for your ability to use the databases and find reliable scientific information in your field (required)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
One badge for completing the quiz based on the information from this library instruction (required)
a badge will be issued to you automatically after successful completion of the quizz
One badge for your ability to use social media for a serious, reliable, scientific research (required)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
One badge for using the D2L “embedded librarian” widget to contact the librarian with questions regarding your class research (one of two optional)
A badge will be issued to you after your post with your email or any other contact information is submitted
One badge for helping class peer with his research (one of two optional)
submit your results in the respective D2L assignment folder. A badge will be issued to you after the assignment is graded
Collecting two of the required and one of the optional badges let you earn the superbadge “Mastery of Library Instruction.”
The superbadge brings points toward your final grade.
Once you acquire the badges, Dr. Sivaprakasam will reflect your achievement in D2L Grades.
If you are building a LinkedIn portfolio, here are directions to upload your badges in your LinkedIn account using Badgr:
according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
News and Media Literacy (and the lack of) is not very different from Information Literacy
An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.
How does information literacy help me?
Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?
Standard 1. The information literate student determines the nature and extent of the information needed
Standard 2. The information literate student accesses needed information effectively and efficiently
Standard 3. The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system
Standard 4. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose
Standard 5. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally
Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on how college students seek and use information.
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Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:
Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.
Getting Ready for Research
Library Resources vs. the Internet
How (where from) do you receive information about your professional interests?
Advantages/disadvantages of using Web Resources
Evaluating Web Resources
Google or similar; Yahoo, Bing
Google Scholar
Reddit, Digg, Quora
Wikipedia
Become a member of professional organizations and use their online information
Use the SCSU library page to online databases
Building Your List of Keywords
Why Keyword Searching?
Why not just type in a phrase or sentence like you do in Google or Yahoo!?
Because most electronic databases store and retrieve information differently than Internet search engines.
A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
The bottom line: you get better results in a database by using effective keyword search strategies.
To develop an effective search strategy, you need to:
determine the key concepts in your topic and
develop a good list of keyword synonyms.
Why use synonyms?
Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
Consider: Will an author use:
Hypertension or High Blood Pressure?
Teach or Instruct?
Therapy or Treatment?
Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.
Keyword worksheet
Library Resources
How to find the SCSU Library Website
SCSU online databases
SCSU Library Web page
Basic Research Skills
Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search
Identifying a Scholarly Source
Boolean operators
Databases:
CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition
Psychology:
PsychINFO
General Science
ScienceDirect
Arts & Humanities Citation Index
How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
ACCURACY
Does the author cite reliable sources?
How does the information compare with that in other works on the topic?
Can you determine if the information has gone through peer-review?
Are there factual, spelling, typographical, or grammatical errors?
AUDIENCE
Who do you think the authors are trying to reach?
Is the language, vocabulary, style and tone appropriate for intended audience?
What are the audience demographics? (age, educational level, etc.)
Are the authors targeting a particular group or segment of society?
AUTHORITY
Who wrote the information found in the article or on the site?
What are the author’s credentials/qualifications for this particular topic?
Is the author affiliated with a particular organization or institution?
What does that affiliation suggest about the author?
CURRENCY
Is the content current?
Does the date of the information directly affect the accuracy or usefulness of the information?
OBJECTIVITY/BIAS
What is the author’s or website’s point of view?
Is the point of view subtle or explicit?
Is the information presented as fact or opinion?
If opinion, is the opinion supported by credible data or informed argument?
Is the information one-sided?
Are alternate views represented?
Does the point of view affect how you view the information?
PURPOSE
What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
Does the purpose affect how you view the information presented?
InterLibrary Loan
Copyright and Fair Use
Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals
We have the pleasure to invite you to the 10th International Conference on Learning Analytics & Knowledge (LAK20)which will be held in Frankfurt, Germany between 23-27 March 2020. This year, LAK20 will feature 80 research and 12 practitioner presentations, over 60 poster presentations, and best-paper presentations from EDM and ACL EDU conferences.
We also have a great lineup of world-renowned keynote speakers:
– Professor Shane Dawson, University of South Australia, Australia
– Professor Milena Tsvetkova, London School of Economics and Political Science, The United Kingdom
– Professor Allyson Hadwin, The University of Victoria, Canada
As it is the tenth anniversary of the LAK conference, LAK20 celebrates the past successes of the learning analytics community and poses new questions and challenges for the field. The theme for this year is “Shaping the future of the field” and focuses on thinking how we can advance learning analytics and drive its development over the next ten years and beyond.
The LAK conference is intended for both researchers and practitioners. We invite both researchers and practitioners of learning analytics to come and join a proactive dialogue around the future of learning analytics and its practical adoption. We further extend our invite to educators, leaders, administrators, government and industry professionals interested in the field of learning analytics and related disciplines.
The International Conference on Learning Analytics & Knowledge is the premier research forum in the field of learning analytics and educational technology, providing common ground for all stakeholders in the design of analytics systems to debate the state of the art at the intersection of Learning and Analytics – including researchers, educators, instructional designers, data scientists, software developers, institutional leaders and governmental policymakers. The conference is organised by the Society for Learning Analytics Research (SoLAR) and held in cooperation with ACM in association with ACM SIGCHI and SIGWEB, with the double-blind, peer-reviewed proceedings archived in the ACM Digital Library.
