instruction | Search Results | InforMedia Services (IMS)

Privacy policies of 3^rd party EdTech platforms (Google Classroom, Microsoft Teams, Schoology, etc)
Parental “spying” and classroom privacy
Family privacy and synchronous online schooling
Online harassment among students (private chats, doxing, social media, etc)
Cameras in student private spaces
Surveillance of student online activities
Exam proctoring software and privacy concerns
Personally Identifiable Information in online learning systems and susceptibility to cybercriminals
Privacy, storage, and deletion policies for recordings and data
Handling data removal requests from students
Appointing a privacy expert in schools, universities, or districts
How and why to perform security/privacy audits
Student attitudes about online privacy
Instructor privacy/safety concerns
Libraries: privacy policies of ebook platforms
Libraries: online reference services and transcripts
Identity authentication best practices
Learning analytics and “big data” in higher education

More details, timelines, and submission instructions are available at dsi.mtsu.edu/cfpBook2022

04
Jan
2022

China online ed

categories: distance learning, distributive learning, e-learning, mooc, open learning

https://www.edsurge.com/news/2021-12-10-in-china-online-degrees-on-hold-even-as-moocs-rise

With China muscling its way into the first ranks as a global power in science and technology—building vast new academic complexes, climbing to the top ranks of the world’s elite universities, surpassing the U.S. in PhD graduates in science and engineering, and on its way to outperforming all other nations in science and technology academic citations—I was puzzled to discover that China is on hold in offering online higher ed degrees.

To expand the nation’s technical talent pool, Chinese universities are upgrading their capacity to offer more up-to-date science and technology courses, with universities just beginning to introduce degrees in artificial intelligence, machine learning, software engineering and other advanced specialties. For China, the move is a departure from its centuries-old tradition of favoring literature and the liberal arts.

China has come a long way from cinema-style instruction to adopt more common digital learning practices, often closely following U.S. advances in online pedagogy, such as flipped classrooms and MOOCs.

Curiously, China’s reluctance to offer online degrees parallels the attitude toward online degrees in the Ivy League in the U.S.—both have embraced MOOCs while turning away from virtual degrees out of concern that remote degrees will damage their reputations.

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more on online ed in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education

28
Dec
2021

Universal Design for Learning (UDL)

categories: learning, learning styles

Universal Design for Learning (UDL) is the new Learning Styles

https://fillingthepail.substack.com/p/universal-design-for-learning-udl

UDL is a complicated way to teach. It involves giving multiple representations of the same information to students which they then choose from. Students also choose to work collaboratively or individually. And they decide how to demonstrate their learning through written work, a video, a poster or some other means.

UDL as a form of classroom differentiation. Differentiation – the process of giving different students in the same classroom different forms of instruction

a new paper by Dr. Guy A. Boysen of McKendree University in the U.S. Boysen claims that this lack of evidence is one of the five ways in which UDL parallels debunked learning styles theories.

Learning styles theories are still remarkably popular despite most serious researchers classing them as a ‘neuromyth’.
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https://blog.stcloudstate.edu/ims?s=udl
https://blog.stcloudstate.edu/ims?s=learning+styles

18
Dec
2021

Gamification to Teach Information Literacy Skills

categories: badges, Digital literacy, e-learning, gamification, gaming, information literacy, instructional technology

Laubersheimer, J., Ryan, D., & Champaign, J. (2016). InfoSkills2Go: Using Badges and Gamification to Teach Information Literacy Skills and Concepts to College-Bound High School Students. Journal of Library Administration, 56(8), 924.

https://www.academia.edu/21782837/InfoSkills2Go_Using_Badges_and_Gamification_to_Teach_Information_Literacy_Skills_and_Concepts_to_College_Bound_High_School_Students?email_work_card=title

From online trivia and virtual board games to complex ﬁrst-person perspective video games and in-person scavenger hunts, libraries are creating games for a variety of purposes, including orientations and instruction (Broussard,2012; Mallon, 2013; Smith & Baker, 2011).

Although the line between gaming and gamiﬁcation can be blurry, most scholars recognize differences. Games are interactive, involvechallenge, risk, and reward, and have rules and a goal (Pivec, Dziabenko, &Schinnerl, 2003; Becker, 2013). Gamiﬁcation, on the other hand, utilizes spe-ciﬁc gaming elements, often interactivity and rewards, to make an ordinary task more engaging (Prince, 2013). The gamiﬁcation layer is not the focus of an endeavor, but rather can add enjoyment and a sense of competition toa task.

Battista (2014) argues that well-executed badges could represent an authentic assessment tool, because they often require the student to tangibly demonstrate a skill, competency, or learning outcome.

Use of the badges helped the team organize the Web site and provided a hierarchy to follow once the steps for earning each badge were created.Each badge consists of three to six tasks. A task can be a tutorial, a video, a game, or a short reading assignment on a given topic. An assessment is given for each task

The fourth and ﬁnal platform the group considered was BadgeOS fromLearningTimes. BadgeOS requires a WordPress installation BadgeOS was designed to work with Credly (https://credly.com/) and Mozilla Open Badges (http://openbadges.org/) as standard features.
LearnDash was the most useful plugin for the project beyond BadgeOS. Available for a reasonable fee, LearnDash adds tools and features that give WordPress the ability to be used as a complete learning management system(LMS).
Available for free under the GNU Public License, BuddyPress(https://buddypress.org/) is another plugin that was capable of integrating with BadgeOS as an extension. The advantage of BuddyPress for the project group was the addition of social media components and functionality to the project Web site.
Go-daddy.com offered comprehensive technical support, easy application instal-lation, and competitively priced hosting packages. A 3-year hosting agree-ment was purchased that included domain registration, unlimited storageand unlimited bandwidth.

compare to

practical application of D2L Brightspace badges for a chemistry course at SCSU
https://blog.stcloudstate.edu/ims/2019/11/06/mastery-of-library-instruction-badge/

standard library instruction

17
Dec
2021

Hottest Edtech Topics for 2022 by ISTE

categories: Digital literacy, e-learning, educational technology, information literacy, information technology, instructional technology, mobile learning, video editing

The Hottest Topics in Edtech for 2022

https://www.iste.org/explore/education-leadership/hottest-topics-edtech-2022

8. Augmented, mixed and virtual reality
7. Social-emotional learning
6. Equity and inclusion
5. Online tools and apps
4. Distance, online, blended learning
3. Computer science and computational thinking
2. Instructional design and delivery
1. Project-based learning

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5 Emerging Technology Trends Higher Ed Is Watching for in 2022

https://edtechmagazine.com/higher/article/2021/12/5-emerging-technology-trends-higher-ed-watching-2022

Increased Adoption of Learning Analytics and Adaptive Learning
Growth of Mobile Learning in Higher Ed
Smarter Artificial Intelligence–Powered Tutors
The Rise of Short-Form, Video-Based Learning
Advanced VR and Immersive Learning Technologies

29
Oct
2021

Digital Native Means Digitally Literate?

categories: Digital literacy

Think Digital Native Means Digitally Literate? Think Again.

By Nadia Tamez-Robledo Oct 21, 2021

https://www.edsurge.com/news/2021-10-21-think-digital-native-means-digitally-literate-think-again

students do have digital skills, but not necessarily the digital literacy they need to do their schoolwork.

There’s a difference in the way students use a device to scroll through YouTube videos versus understanding the information delivered in a lesson. The first is passive, and the other requires careful engagement.

n the International Literacy Association’s “What’s Hot in Literacy” report published in 2020, 49 percent of literacy professionals said they wanted more professional development on “using digital resources to support literacy instruction.” That surprised the researchers, who also reported that professionals were split over whether digital literacy was receiving the appropriate amount of attention: 26 percent felt it deserved less attention, while 25 percent felt it should get more.

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More on digital he need to find his blog
https://blog.stcloudstate.edu/ims?s=digital+native

27
Oct
2021

hyflex courses for Multimodal Learning Environments

categories: Digital literacy, distance learning, distributive learning, e-learning, educational technology, instructional technology

Designing Hybrid-Flexible (HyFlex) Courses to Support Multimodal Learning Environments

https://events.educause.edu/courses/2021/designing-hybrid-flexible-hyflex-courses-to-support-multimodal-learning-environments-3

badge earned for attending the course:
https://www.credly.com/badges/d115ce80-17a9-4238-8f7a-9e4cbc327114/linked_in

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Multimodal Learning Environments
https://ascilite.org/conferences/sydney10/procs/Sankey-full.pdf

Neuroscience research has also revealed that „significant increases in learning can be
accomplished through the informed use of visual and verbal multimodal learning‟ (Fadel, 2008, p. 12).

Multimodal learning environments allow instructional elements to be presented in more than one sensory mode (visual, aural, written). In turn, materials that are presented in a variety of presentation modes may lead learners to perceive that it is easier to learn and improve attention, thus leading to improved learning performance; in particular for lower–achieving students (Chen & Fu, 2003; Moreno & Mayer, 2007; Zywno 2003).

multimodal design, in which „information (is) presented in multiple modes such as visual and auditory‟ (Chen & Fu, 2003, p.350). The major benefit of which, as identified by Picciano (2009), is that it „allows students to experience learning in ways in which they are most comfortable, while challenging them to experience and learn in other ways as well‟ (p. 13). Consequently, students may become more self–directed, interacting with the various elements housed in these environments.

VARK learning styles inventory online to help determine their learning style (http://www.vark–learn.com/english/index.asp)
https://vark-learn.com/the-vark-questionnaire/

(see motivation theory: https://blog.stcloudstate.edu/ims/2021/10/14/motivation-theory/)

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more on hyflex in this blog
https://blog.stcloudstate.edu/ims?s=hyflex

26
Oct
2021

Competency-Based Education and Project-Based Learning

categories: learning

Competency-Based Education and Project-Based Learning
https://www.rti.org/impact/competency-based-education-and-project-based-learning-johnston-county-public-schools

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https://academicpartnerships.uta.edu/articles/healthcare/pros-cons-competencybased-learning.aspx

The Glossary of Education Reform, “Competency-based learning refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress though their education.”

The benefits, or drawbacks, of competency-based learning (CBL) — also known as competency-based education, mastery-based education, performance-based education, standards-based education and proficiency-based education — are up for debate. Regardless, there are an increasing number of these types of programs, particularly in for-profit colleges.

Competency-based education, in short, focuses on mastery of content, not on how long it takes to learn it.
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What’s the Difference Between Project- and Challenge-Based Learning, Anyway?

https://www.edsurge.com/news/2017-12-27-what-s-the-difference-between-project-and-challenge-based-learning-anyway

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Problem-Based Learning vs. Project-Based Learning

https://teachingcommons.unt.edu/teaching-essentials/engaged-learning/problem-based-learning-vs-project-based-learning

Problem-based learning is a category of experiential learning that involves students in the process of critical thinking to examine problems that lack a well-defined answer. In problem-based learning, students are given a problem with only preliminary information. They work towards solving the problems themselves, rather than reviewing how others have resolved the situation or problem as in a case study. They do not produce a product as in project-based learning, and students are not necessarily working in the community unless they are gathering data.

Problem-based learning fosters students’ metacognitive skills. They must be consciously aware of what they already know about an area of discovery as well as what they do not know.

Project-based learning is a category of experiential learning where students are presented with a complex problem or question that has multiple potential solutions and possibilities for exploration. However, after studying this problem or question in their teams, students are challenged to develop a plan and create a product or artifact that addresses the problem.

14
Oct
2021

emotional value of immersive virtual reality in education

categories: AR, VR

Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66(5), 1141–1164. https://doi.org/10.1007/s11423-018-9581-2

an affective path in which immersion predicted presence and positive emotions, and a cognitive path in which immersion fostered a positive cognitive value of the task in line with the control value theory of achievement emotions.

business analyses and reports (e.g., Belini et al. 2016; Greenlight and Roadtovr 2016), predict that virtual reality (VR) could be the biggest future computing platform of all time.

better understanding of the utility and impact of VR when it is applied in an educational context.

several different VR systems exist, including cave automatic virtual envi-ronment (CAVE), head mounted displays (HMD) and desktop VR. CAVE is a projection-based VR system with display-screen faces surrounding the user (Cruz-Neira et al. 1992). As the user moves around within the bounds of the CAVE, the correct perspective and stereo projections of the VE are displayed on the screens. The user wears 3D glasses insidethe CAVE to see 3D structures created by the CAVE, thus allowing for a very lifelikeexperience. HMD usually consist of a pair of head mounted goggles with two LCD screens portraying the VE by obtaining the user ́s head orientation and position from a tracking system (Sousa Santos et al. 2008). HMD may present the same image to both eyes (monoscopic), or two separate images (stereoscopic) making depth perception possible. Like the CAVE, HMD offers a very realistic and lifelike experience by allowing the user to be completely surrounded by the VE. As opposed to CAVE and HMD, desktop VR does not allow the user to be surrounded by the VE. Instead desktop VR enables the user to interact with a VE displayed on a computer monitor using keyboard, mouse, joystick or touch screen (Lee and Wong 2014; Lee et al. 2010).

the use of simulations results in at least as good or better cognitive outcomes and attitudes
toward learning than do more traditional teaching methods (Bayraktar 2000; Rutten et al.
2012; Smetana and Bell 2012; Vogel et al. 2006). However, a recent report concludes that
there are still many questions that need to be answered regarding the value of simulations
in education (Natioan Research Council 2011). In the past, virtual learning simulations
were primarily accessed through desktop VR. With the increased use of immersive VR it is
now possible to obtain a much higher level of immersion in the virtual world, which
enhances many virtual experiences (Blascovich and Bailenson 2011).

an understanding of how to harness the emotional appeal of e-learning tools is a central issue for learning and instruction, since research shows that initial situ-ational interest can be a first step in promoting learning
several educational theories that describe the affective, emotional, and motivational factors that play a role in multimedia learning which are relevant for understanding the role of immersion in VR learning environments.

the cognitive-affective theory of learning with media (Moreno and
Mayer 2007),

and

the integrated cognitive affective model of learning with multimedia
(ICALM; Plass and Kaplan 2016)

control-value theory of achievement emotion CVTAE
https://psycnet.apa.org/record/2014-09239-007

Presence, intrinsic motivation, enjoyment, and control and active learning are the affective factors used in this study. defintions

The sample consisted of 104 students (39 females and 65 males; average age =23.8 years)
from a large European university.

immersive VR (Samsung Gear VR with Samsung Galaxy S6) and
the desktop VR version of a virtual laboratory simulation (on a standard computer). The
participants were randomly assigned to two groups: the first used the immersive VR
followed by the desktop VR version, and the second used the two platforms in the opposite
sequence.

The VR learning simulation used in this experiment was developed by the company Labster and designed to facilitate learning within the field of biology at a university level. The VR simulation was based on a realistic murder case in which the participants were required to investigate a crime scene, collect blood samples and perform DNA analysis in a high-tech laboratory in order to identify and implicate the murderer

we conclude that the emotional value of the immersive VR version of the learning simulation is significantly greater than the desktop VR version. This is a major empirical contribution of this study.

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Working book title: Privacy and Safety in Remote Learning Environments