https://www.edsurge.com/news/2021-11-19-automated-proctoring-swept-in-during-pandemic-it-s-likely-to-stick-around-despite-concerns
a law student sued an automated proctoring company, students have complained about their use in student newspaper editorials and professors have compared them to Big Brother.
ProctorU, which has decided not to sell software that uses algorithms to detect cheating
A recent Educause study found that 63 percent of colleges and universities in the U.S. and Canada mention the use of remote proctoring on their websites.
One reason colleges are holding onto proctoring tools, Urdan adds, is that many colleges plan to expand their online course offerings even after campus activities return to normal. And the pandemic also saw rapid growth of another tech trend: students using websites to cheat on exams.
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More on proctoring in this blog
https://blog.stcloudstate.edu/ims?s=proctoring
Extended Reality Tools Can Bring New Life to Higher Education
https://www.edsurge.com/news/2021-03-29-how-extended-reality-tools-can-bring-new-life-to-higher-education
Zoom, Teams, Skype, and FaceTime all became daily fixtures, and many of us quickly became fatigued by seeing our colleagues, students and far-away loved ones almost exclusively in 2D. Most video conferencing solutions were not designed to be online classrooms. what is missing from the current video platforms that could improve online teaching: tools to better facilitate student interactions, including enhanced polling and quizzing features, group work tools, and more.
While universities continue to increase in-person and HyFlex courses, hoping to soon see campuses return to normalcy, there is mounting evidence that the increased interest in digital tools for teaching and learning will persist even after the pandemic.
We should move beyond 2D solutions and take advantage of what extended reality (XR) and virtual reality (VR) have to offer us.
Professor Courtney Cogburn created the 1,000 Cut Journey, an immersive VR research project that allows participants to embody an avatar that experiences various forms of racism. Professor Shantanu Lal has implemented VR headsets for pediatric dentistry patients who become anxious during procedures. At Columbia Engineering, professor Steven Feiner’s Computer Graphics and User Interfaces Lab explores the design and development of 2D and 3D user interfaces for a broad range of applications and devices. Professor Letty Moss-Salentijn is working with Feiner’s lab to create dental training simulations to guide dental students through the process of nerve block injection. Faculty, students and staff at Columbia’s Media Center for Art History have created hundreds of virtual reality panoramas of archaeology projects and fieldwork that are available on the Art Atlas platform.
In spring 2020, a group of Columbia students began to build “LionCraft,” a recreation of Columbia’s Morningside campus in Minecraft. Even though students were spread out around the world, they still found creative and fun ways to run into each other on campus, in an immersive online format.
https://recruit.apo.ucla.edu/JPF06841
POSITION DESCRIPTION
UCLA Extension seeks XR (augmented and virtual reality) professionals to teach in a new online certificate program housed within the UCLA Extension Center for Immersive Media. This recruitment is for online instructors for remote and asynchronous instruction, three hours per week, for ten-week quarters.
The center is focused on enterprise applications, workforce training in XR, narrative structures for XR storytelling, and (UX) User Experience in XR. This XR program is focused on training individuals to become XR content developers. The emphasis of this certificate is not on advanced coding or hardware development. Areas of recruitment include:
- XR Frameworks, an introduction to the XR business, user cases & goal/needs evaluation
- XR Tools I, an introduction to a modeling software such as Blender
- XR Tools II, prototyping tools with an emphasis on Unity
- XR Narratives, the use of non-linear narrative structures in XR development
- XR User Experience I, usability applications and studies bringing together previous class course work into VR and XR projects
- XR User Experience II, advanced XR experience studies and applications
- XR Product Pipeline & Project Management, Best practices including stages of production, critical paths, etc.
- XR Capstone Project, creation of final portfolio piece UCLA Extension is the open-access, self-supporting continuing education division of UCLA. The Department of the Arts offers a wide variety of certificate programs and courses, including post-baccalaureate credit-bearing (400-level), continuing education (CEU) credit, and non-credit bearing general interest courses. Course disciplines in the Visual Arts span subject areas such as Design Communication Arts, User Experience, Photography, Studio Arts and Art History. Our courses and certificate programs offer students the opportunity to learn from highly qualified practitioners who are passionate about teaching. Applications to teach are accepted throughout the year in order to fill immediate program needs and to increase the depth of the instructor pool, but interviews will only be scheduled with qualified applicants who can fill anticipated openings. XR Instructor Qualified applicants possessing current industry knowledge and experience in the following topic area(s) are encouraged to apply: AR, VR, MR, XR, User Experience Design, Gaming, Immersive Interface Design, XR Research, Software (Unity, Blender), XR Hardware. Classes are currently online only. Two formats are available: asynchronous, or live Zoom lectures. Each course is 11 weeks, enrollment limited to 20 students. Instructor Duties: • Develop or update course syllabus to meet campus approval requirements, in consultation with the UCLA Extension Program Director and Program Manager. • Use subject-matter expertise to impart knowledge to students and leverage additional resources appropriately to enhance the curriculum (i.e. make arrangements for guest speakers, etc.) • Design interactive and motivational classroom activities to fully engage participants and to reinforce student learning. • Update materials periodically, and regularly monitor course evaluations in order to make adjustments and improvements to the curriculum. • Respond to student questions and learning needs in a timely manner. • Communicate with Program Director and Program Staff in a timely manner. • Complete required administrative tasks in a timely manner including: completing all new hire paperwork, submitting updated quarterly syllabus, posting bio and photo on the UCLA Extension website, accepting quarterly contract, submitting required textbook orders, and communicating classroom needs to the appropriate people. • Participate in required orientations and instructor training programs. • Employ culturally competent teaching methodologies in the classroom inclusive of both domestic and international student populations. • Stay current regarding the professional body of knowledge in the field • Respond to student inquiries about final grades and consult with Program Director as needed. • Maintain a record of final grades for up to 13 months following the last class session. Qualifications: • Creation of XR products, with portfolio examples and specific role(s) in producing • 3-5 years industry experience • Commitment to the highest level of academic standards and integrity. • Current knowledge of and demonstrated proficiency in subject area. • Highly effective oral and written communication skills, including the ability to convey conceptual and complex ideas and information. • Outstanding interpersonal skills and high emotional intelligence. • Proficiency in or willingness to learn the use of instructional technology and online teaching tools. • College-level and/or continuing education teaching experience preferred. • Experience designing curriculum and measuring student performance preferred.
UCLA Extension is considered one of the top programs of its kind, offering to more than 35,000 students per year approximately 4,500 classes and non-degree certificate programs to meet the professional development, continuing education and personal enrichment needs of the full spectrum of nontraditional students as well as companies and organizations throughout and beyond the Los Angeles region.
Special Conditions of Employment
Instructors are hired on a quarterly contract basis.
Because Extension is a division of UCLA, all Extension degree-credit instructors and courses must be formally approved according to the regulations of the Academic Senate of the University of California. Eligibility to teach a course is contingent upon this formal academic approval. Once approved, teaching assignments are “by agreement.” The Instructor’s Contract outlines the deliverables for the course, the course schedule, and the compensation terms, subject to Extension policies and procedures. UCLA Extension makes no commitment to hire an instructor until it has sent and received a signed
Instructor Contract. Should the course section an instructor plans to teach be cancelled for any reason, the Instructor Contract, including rights to compensation for future section meetings, is voided.
In an effort to promote and maintain a healthy environment for our students, visitors and employees, UCLA is a smoke-free site. Smoking is prohibited within the boundaries of all UCLA owned, occupied, leased, and associated building and facilities. UCLA Extension is an Equal Opportunity Employer that values a diverse workforce.
To Apply:
Please follow the “apply now” link to submit the following:
Completed application form
Current CV
Link to portfolio or work samples if available
Cover letter”
QUALIFICATIONS
Basic qualifications (required at time of application)
Creation of XR products, with portfolio examples and specific role(s) in producing
3-5 years industry experience
Commitment to the highest level of academic standards and integrity.
Current knowledge of and demonstrated proficiency in subject area.
Highly effective oral and written communication skills, including the ability to convey conceptual and complex ideas and information.
Outstanding interpersonal skills and high emotional intelligence.
Proficiency in or willingness to learn the use of instructional technology and online
teaching tools.
College-level and/or continuing education teaching experience preferred.
Experience designing curriculum and measuring student performance preferred.
https://www.edsurge.com/news/2019-05-21-computational-thinking-is-critical-thinking-and-it-works-in-any-subject/
Computational thinking is one of the biggest buzzwords in education—it’s even been called the ‘5th C’ of 21st century skills.
Document-based questions have long been a staple of social studies classrooms
Since the human brain is essentially wired to recognize patterns, computational thinking—somewhat paradoxically—doesn’t necessarily require the use of computers at all.
In a 2006 paper for the Association for Computing Machinery, computer scientist Jeanette Wing wrote a definition of computational thinking that used terms native her field—even when she was citing everyday examples. Thus, a student preparing her backpack for the day is “prefetching and caching.” Finding the shortest line at the supermarket is “performance modeling.” And performing a cost-benefit analysis on whether it makes more sense to rent versus buy is running an “online algorithm.” “Computational thinking will have become ingrained in everyone’s lives when words like algorithm and precondition are part of everyone’s vocabulary,” she writes.
three main steps:
Looking at the data: Deciding what’s worth including in the final data set, and what should be left out. What are the different tools that can help manipulate this data—from GIS tools to pen and paper?
Looking for patterns: Typically, this involves shifting to greater levels of abstraction—or conversely, getting more granular.
Decomposition: What’s a trend versus what’s an outlier to the trend? Where do things correlate, and where can you find causal inference?
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more on critical thinking in this IMS blog
https://blog.stcloudstate.edu/ims?s=critical+thinking
“CCC Webinar – Copyright Basics for Academia”
Date Time: Mar 4, 2021 01:00 PM Eastern Time (US and Canada)
CopyRight Clearance Center
John Savage, not a legal advise, this is a seminar. jsavage@copyright.com. Client Engagement Manager. License agreements, additional solutions
the velocity of content sharing is on the rise. an average of 9 per week. sharing not only internal, but external sources.
CCC, founded 1978, non profit, reproduction rights organziation, like many other countries (Japan has 3). started as a licensing organization. navigate vast amount of data, make informed decisions. 16.5% possibility for unlicensed sharing of info.
THe COVID situation increased further content sharing.
methods for sharing content are shifting. email remains the preferred method of sharing. Intranet posting remains. MS Teams, Google Meet, Slack and other collaboration tools
purpose of copyright. US Constitution, Article 1, Section B
To promote the progress of science and useful arts, by securing for limited times…”
US copyright law protects the rights of authors of “original works of authorship”
106 exclusive rights of the rights holder. 5 exclusive rights: reproduction; distribution of copies ; create a derivative work; perform publicly; display publicly.
After 1978 (70 years rule, after author’s death), the author has copyrights
Works for hire, anonymous, 95 years from publication, 120 years
public domain: works of the US federal government when used in the US.
works published before 1926; from 1926 to 1963 failed to register or renew copyright registration; prior to 1989 and failed to include copyright notice
OER: logistical nightmare; open doesn’t always mean free; fair use may not apply; copyright permissions may be difficult and expensive
copyright registration : creates a searchable public record; required to sue for infringement
copyright notice: not required but recommended; copyright registration not required to display the copyright symbol (since 1989).
attribution: not a substitute for permission
public domain: does not mean “publicly available”
copyright infringement
- limitations and exceptions
US Code Title 17, Chapter 1 # 101 #107 3108 #109 #110 #122
Fair Use: it is a legal defense. attempt to balance rights of
4 Fair Use factors considered by courts. it can be slippery slope
#110(1) performance and display in the classroom. in a F2F classroom, copies to help students is allowed. in the course of teaching activities. for non profit ed institutions
#110(2) for online distance education TEACH Technology, Education, and Copyright Harmonization Act of 2002
#108 reproduction by libraries and archives. exemptions ILL and coped for patrons. Digital copies for library’s own use . for preservation and replacement. No more then a single copy per patron. also limitations on types of materials.
annual copyright license
campus-wide coverage
get it now service (document delivery service). Augments ILL operation. In cooperatin with Elsevier and more
pay per view services on copyright.com
http://www.copyright.com/learn
Q&A:
Is copyright permission needed for URL use in the classroom? If so, what are the best methods for obtaining copyright permission for URLs?
What solutions does CCC provide for libraries wanting to provide electronic article access to students for their courses for material they don’t subscribe to.
How can one found out if one’s library is covered by a campus-wide license.
I am working with a student who would like to include figures from published academic articles and books in his dissertation. If he is not able to obtain permissions before the due date, does it seem like this would fall under fair use for academic purposes (not publishing or profit)? Thank you.
How does controlled digital lending (CDL) operate in an academic environment. Can you digitize an analog book owned by the library for posting in Moodle to support distance learning?
How can a user know what is and what is not the core of the document? or Book?
What about providing a link to an article or other material that is publicly available when you click on the link? How/why is that different from printing it and distributing it?
Can an author send her article to participants in the journal club? (journal not subscribed to by library or attendees).
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more on copyright in this IMS blog
https://blog.stcloudstate.edu/ims?s=copyright
Introduction to NVivo on Mac
Friday, January 29 | 10:00 a.m. – 12:00 p.m. | Online
NVivo is a qualitative data management, coding and markup tool, that facilitates powerful querying and exploration of source materials for both mixed methods and qualitative analysis. It integrates well with tools that assist in data collection and can handle a wide variety of source materials. This workshop introduces the basic functions of NVivo, with no prior experience necessary. Learn more and register for Introduction to NVivo on Mac.
Introduction to NVivo on Windows
Friday, February 5 | 10:00 a.m. – 12:00 p.m. | Online
NVivo is a qualitative data management, coding and markup tool, that facilitates powerful querying and exploration of source materials for both mixed methods and qualitative analysis. It integrates well with tools that assist in data collection and can handle a wide variety of source materials. This workshop introduces the basic functions of NVivo, with no prior experience necessary. Learn more and register for Introduction to NVivo on Windows.
“As I create and modify my course syllabi, I want to make sure my students use APA 7th ed. when writing their formal assignments. For those of you who also use APA, what do you say in your syllabi? What matters to you with your students giving proper credit to sources, images, or videos? I’m trying to do better and expect better”
I never assume the they learned the format, and I build in an APA workshop. I use OWL Purdue and go over a sample paper first, then the APA PowerPoint. Then I give them a low stakes assignment (like a discussion post) to practice.
I talk about documentation more as a convention of their discourse community, not just citations. There is a certain structure and way of writing in APA, that along with citations, represent the values of a particular discourse community. Those are the things that matter to me. (I also get more buy in from students.)
I was happy to discover that APA now has decent examples online, free, at their website. So in my instructions to students, I linked to the main page and also 3 specific pages with commonly used items, such as newspaper articles online, and YouTube videos. So step 1 is providing tools. Step 2 is clearly expressed grade penalties.
I actually don’t say anything my syllabus. What I do is in my LMS: give them a template and links to the Purdue OWL and other relevant websites. I have also written a “Dr. Kaminski’s APA 7th Ed Guide”. It’s more of my pet peeves and what they should be focusing on that students often miss. I give a lot of grace on the first (low stakes) written assignment, with more focus on the APA portion than the actual content. After that, I’m expecting them to have it down.
I say it (and link to resources) in my assignment sheets and have a spot in my rubric to reflect what I am asking of my students.
I post resources to our LMS. Mostly the usual subjects (APA, Purdue OWL, etc). I often add a short video on the bias-free writing chapter because that’s often not covered in their intro to research writing courses. For citations, I’m more a stickler for complete information than semicolons and whatnot. I don’t feel good about deducting points for anything that students were taught with APA 6 that is different in 7 since we changed the rules on them.
I provide a free workshop at the beginning of the semester to explain the ‘why’ and provide practice. It carries a rather high weighting in our rubrics so…some understanding and ‘free points’ if they use it appropriately.
I have a different document I refer to in the syllabus titled “Writing Expectations”. I briefly explain the importance of using APA and the characteristics of academic writing (e.g. paraphrasing, avoiding over usage of direct quotes, and other things I see in student writing). The second page is an APA job aid that shows the basics for citations, reference lists, and leveled headings.
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more on APA 7th edition in this IMS blog
https://blog.stcloudstate.edu/ims?s=apa+7
https://english.elpais.com/politics/2020-11-09/spain-to-monitor-online-fake-news-and-give-a-political-response-to-disinformation-campaigns.html
While the text does not mention specific cases, Russian interference has been proven in the 2016 election campaign in the United States, which saw Donald Trump victorious, as well as the Brexit referendum in the United Kingdom the same year, which saw voters narrowly decide they wanted their country to leave the European Union.
the text relies on the classification of the European Commission: “Verifiably false or misleading information created, presented and disseminated for economic gain or to intentionally deceive the public.” This includes electoral processes, but also sectors such as health, environment or security. The text underlines that the current coronavirus pandemic has been accompanied by an “unprecedented infodemic,” i.e. a proliferation of fake news.
The document recognizes that the “news media, digital platforms, academic world, technology sector, NGOs and society in general play an essential role in the fight against disinformation, with actions such as its identification and not contributing to its spread, the promotion of activities that raise awareness and training or the development of tools to avoid its propagation.”
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more on fake news in this IMS blog
https://blog.stcloudstate.edu/ims?s=fake+news