Email and Social media as we know it will die out. I’m not saying this year or in 5 years, but they will. I honestly think you are going to see Tablets in office spaces more and hybrid mobile devices take over at work.
The Interface of SMS is well, shiny and nice and not so annoying like a binary like Facebook feed, plain Jane like Twitter feed or hyper pseudo-useful like a LinkedIn one. Visual social channels like Pinterest and Instagram have more to offer, a better interface, UX and actual social utility.
SMS produces engagement 6-8 times higher than Email
98% of text messages are read
Only 22% of Email are read
And 12% of Facebook feed posts
By 2016, it’s estimate apps like these below have been used to send 2x as many messages as traditional text messaging form person to person.
According to the Team 5 meeting notes of 9/22/2015, presented to the library administration, under individual updates, e. Pedagogy, Active Learning/Interactivity/Focused Engagement, there are six points, including ‘flipped classroom,’ as proposed by Chris Inkster, but nothing about my proposal, which can be outlined as “changing the pedagogy of library instruction to fit the increased environment of mobile devices.”It makes the absence of my proposal even more bizarre considering that:
– during a meeting of Team 5 on Sept 23, I was questioned about my proposal and i delivered renewed explainations
Thus, since past proposals submitted by me were cut/ignored in a similar fashion as well as this one, I am formally entering it in a medium, which will bear the time stamp and the seal, so my proposal is not bastardized in the future and everyone can refer to the original idea, shall misunderstandings occur.
From: Miltenoff, Plamen Sent: Monday, September 21, 2015 5:33 PM To: Inkster, Christine D. <cinkster@stcloudstate.edu>; Gruwell, Cindy A. <cagruwell@stcloudstate.edu>; Gorman, Michael S. <msgorman@stcloudstate.edu>; Hubbs, Susan <shubbs@stcloudstate.edu> Subject: Miller Center 218 – Remodel – TWO Questions
Good evening,
I will pick up from the correspondence below and share my thoughts thereafter.
Several weeks ago, Cisco announced a technology, which will allow the institutional IT to assign preference of teaching content over personal usage. In my understanding, the news signals that questions about accessibility need to be accordingly rephrased. It also craves transparency on the SCSU IT.
I have difficulties following Henry May’s ideas because of: 1. Lack of transparency and 2. Lack of didactical understanding.
The quintessential disparity (cart in front of the ox) is that from the emails below, it seems that the technology is driving didactic. If I need to prove that pedagogy drives technology, not vice versa, then there is a profound problem. I will assume that everyone agrees with pedagogy being in the center and technology is serving it. In that sense, this team and any other faculty unit trying to line up their curricular process to Henry’s vision, becomes preposterous; Henry is the one who has to be listening to the faculty and serve them.
Therefore, trying to adjust [long-term]future plans about pedagogy, by asking technology questions first, is in its best limiting. One needs to come up with a didactic frame and ask the responding questions how to furbish such frame with technology. If one assumes, as it is claimed, that this campus is moving to m-learning (mobile learning), BYOD, BYOx or any other fancy acronym, which de facto reflects the preponderance of mobile devices as main gateway to information used by students, then the pedagogy must be [re]designed for m-learning. In that sense, from a pedagogical point of view, I find perplexing focusing on MC 218 and subduing BYOD/x/mobile learning to the pedagogy, which will be exercised in a room ( MC 218). How is it mobile? Using mobile devices in room full with desktops does not make sense to me. Keep teaching a dynamic content such as library instruction in a confined room, also does not make sense to me.
Here is how I see the pedagogical reconsideration of library instruction must be considered.
In April 214, I proposed a plan, adopted from a Chicago librarian:
the plan reflects one of numerous possibilities to change the pedagogy of lecturing in a room (MC 218) to hands-on, real-life construct of knowledge by students on their own (constructivism). The pedagogical foundation is based on the use of personal mobile devices (BYOx), which renders the issue of MC 218 accessibility by wi fi as non-significant, since the hit on the wi fi network will be evenly distributed across the entire building.
The example above is only one of many on curriculum that needs to be changed by adopting gaming and gamification techniques:
the essence of library instruction needs to change from lecturing to facilitation and consultations of students’ own construct and discovery how the library works and can help them; it needs to be a F2F rehearsal of students-librarian virtual relationship, which later on can guide and help students individually then in groups.
In that sense, MC 218 can/should to be considered a hub for activities, which mostly take place across the library. MC 218 can be the center place, where in-depth exercises are performed. Exercises, which require either: 1. Stronger processing power, 2. Intensive typing, or 3. Larger screens. While it needs to be further surveyed, I believe that MC 218 needs to have prevalent presence of dock-type of stations (recharge, dongles to connect to large screens) and other peripherals which can allow students to connect their laptops, tablets and mobile devices, then desktops.
The Balancing Act: Team-Creating an eBook as an Alternative Method for Content Delivery Tom Nechodomu, University of Minnesota
David Wiley. Making Teaching and Learning Awesome with Open: MN Learning Commons
David sited same stats as in this article:
“According to the Student Monitor, 87 percent of textbooks purchased by students in 2014 were print editions (36 percent new, 36 percent used, 15 percent rented). E-books comprised only 9 percent of the market. The remaining 4 percent was made up by file sharing.”
but puts the stress on e-books as an option to cut the greedy publishing houses and bring down the cost (MN Learning Commons)
As repeated by me for years, PPT should not be the one and only. Here are some choices. Please consider that IMS delivers workshops, one-on-one sessions and class sessions on the applications listed below:
About 80% of the revenue still comes from renting textbooks, which might seem a bit outdated with everyone talking about tablet deployments and digital textbooks.
Though heavily funded and with more than 225,000 digital textbooks in its library, the startup was sold for pennies on a dollar to Intel Education last week.
With the Internet and tablet devices, publishers themselves can now go directly for the students through digital products. There is no need for physical bookstores or other middlemen to distribute the textbooks. Also professors are now able to sell their own textbooks directly to students.
This IPO is not so much about the current business of renting physical textbooks but about the time after paper-based textbooks. Chegg apparently does not see a future with publishers or professors by their side, and they will probably choose more direct sales channels in order to balance out sinking margins.
To help improve understanding of BYOD and its impacts on modern network environments, this white paper will further explore the many differences that exist between corporate and educational approaches to the technology.
In the education space, dealing with non-standard, user-managed devices has been and still remains the norm. Unfortunately, the variety of devices means a multitude of operating systems and software are encountered, with many “standards” being defined. As a result there is little consistency in the device type or the software being installed. Since the device is owned by the student and is a personal resource, it is often difficult or impossible to enforce a policy that prevents users from installing software. In addition, due to the nature of learning as opposed to a corporate environment, it is also difficult to put a restriction on certain classes of software since all may provide a worthwhile educational purpose.
providing a solution that unifies management and deployment polices across both wired and wireless devices is very desirable.
The Internet of Everything (IoE) has spurred a revolution in mobility. Collaboration anywhere, anytime and with any device is quickly becoming the rule instead of the exception. As a result it is now common for students to bring mobile devices such as smartphones, tablets and e-readers into the academic environment to support their educational endeavors.
The infrastructure supporting BYOD no longer has the sole purpose of providing a wireless radio signal within a given area. The focus is now about providing the appropriate bandwidth and quality to accommodate the ever-growing number of devices and ensure that an application provides a good end-user experience. In a sense, applications are now the major driving force behind the continuing evolution of BYOD. For example, a teacher accessing video in the classroom for educational purposes during class hours should have greater priority than a student in the same area accessing a gaming site for recreation.
A state-of-the-art BYOD infrastructure should now be capable of providing more than just generic, general-purpose wireless connectivity. In the classroom environment, the notion of “differentiated access” often resonates with faculty and staff. Once this has been determined, a policy can be applied to the user and their activity on the network.
Granular security can also be intelligently delivered.
Quality of Service (QoS) rate limiting has been available for some time, but now there are newer QoS techniques available.
Location-based services can provide their first interaction with the university. By delivering campus maps and directional information, location-enabled services can enhance the experience of these visitors and provide a positive image to them as well. As a visitor enters a particular building location, information could automatically be provided. In the case of a visiting student, information about the history of a building, departments contained within the building, or other resources could be presented to enhance a guided tour, or provide the perspective student the ability to have a self-directed tour of the campus facilities.
is an interactive tool that allows participants in a meeting or students in a classroom to share and view documents and notes on the screens of all participating PCs or tablets. Compatible with multiple operating systems such as Windows, Mac OS, Android, and iOS.
More on interactive presentations and wifi presentations in this IMS blog:
What Microsoft is getting right with tablets–seamless synching between devices, more computing power, and accessories–and why Apple should go there too.
“The iPad is nearly 5 years old. That product, ever since, has continued to ride a thin dividing line between iPhones and Macs: mobile, and computers.
…Will there be both a 12-inch iPad and a 12-inch MacBook Air in 2015? If so, how will they co-exist? Could they be meant for different customers?
…the iPad needs a change. It needs something to ignite interest. It needs a few new ideas.
Microsoft — with its hardware, and with its upcoming Windows 10 operating system — is actually blazing a bold trail. One that Apple may actually be able to learn from.”