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Key Issues in Teaching and Learning Survey

The EDUCAUSE Learning Initiative has just launched its 2018 Key Issues in Teaching and Learning Survey, so vote today: http://www.tinyurl.com/ki2018.

Each year, the ELI surveys the teaching and learning community in order to discover the key issues and themes in teaching and learning. These top issues provide the thematic foundation or basis for all of our conversations, courses, and publications for the coming year. Longitudinally they also provide the way to track the evolving discourse in the teaching and learning space. More information about this annual survey can be found at https://www.educause.edu/eli/initiatives/key-issues-in-teaching-and-learning.

ACADEMIC TRANSFORMATION (Holistic models supporting student success, leadership competencies for academic transformation, partnerships and collaborations across campus, IT transformation, academic transformation that is broad, strategic, and institutional in scope)

ACCESSIBILITY AND UNIVERSAL DESIGN FOR LEARNING (Supporting and educating the academic community in effective practice; intersections with instructional delivery modes; compliance issues)

ADAPTIVE TEACHING AND LEARNING (Digital courseware; adaptive technology; implications for course design and the instructor’s role; adaptive approaches that are not technology-based; integration with LMS; use of data to improve learner outcomes)

COMPETENCY-BASED EDUCATION AND NEW METHODS FOR THE ASSESSMENT OF STUDENT LEARNING (Developing collaborative cultures of assessment that bring together faculty, instructional designers, accreditation coordinators, and technical support personnel, real world experience credit)

DIGITAL AND INFORMATION LITERACIES (Student and faculty literacies; research skills; data discovery, management, and analysis skills; information visualization skills; partnerships for literacy programs; evaluation of student digital competencies; information evaluation)

EVALUATING TECHNOLOGY-BASED INSTRUCTIONAL INNOVATIONS (Tools and methods to gather data; data analysis techniques; qualitative vs. quantitative data; evaluation project design; using findings to change curricular practice; scholarship of teaching and learning; articulating results to stakeholders; just-in-time evaluation of innovations). here is my bibliographical overview on Big Data (scroll down to “Research literature”http://blog.stcloudstate.edu/ims/2017/11/07/irdl-proposal/ )

EVOLUTION OF THE TEACHING AND LEARNING SUPPORT PROFESSION (Professional skills for T&L support; increasing emphasis on instructional design; delineating the skills, knowledge, business acumen, and political savvy for success; role of inter-institutional communities of practices and consortia; career-oriented professional development planning)

FACULTY DEVELOPMENT (Incentivizing faculty innovation; new roles for faculty and those who support them; evidence of impact on student learning/engagement of faculty development programs; faculty development intersections with learning analytics; engagement with student success)

GAMIFICATION OF LEARNING (Gamification designs for course activities; adaptive approaches to gamification; alternate reality games; simulations; technological implementation options for faculty)

INSTRUCTIONAL DESIGN (Skills and competencies for designers; integration of technology into the profession; role of data in design; evolution of the design profession (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims/2017/10/04/instructional-design-3/); effective leadership and collaboration with faculty)

INTEGRATED PLANNING AND ADVISING FOR STUDENT SUCCESS (Change management and campus leadership; collaboration across units; integration of technology systems and data; dashboard design; data visualization (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims?s=data+visualization); counseling and coaching advising transformation; student success analytics)

LEARNING ANALYTICS (Leveraging open data standards; privacy and ethics; both faculty and student facing reports; implementing; learning analytics to transform other services; course design implications)

LEARNING SPACE DESIGNS (Makerspaces; funding; faculty development; learning designs across disciplines; supporting integrated campus planning; ROI; accessibility/UDL; rating of classroom designs)

MICRO-CREDENTIALING AND DIGITAL BADGING (Design of badging hierarchies; stackable credentials; certificates; role of open standards; ways to publish digital badges; approaches to meta-data; implications for the transcript; Personalized learning transcripts and blockchain technology (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims?s=blockchain

MOBILE LEARNING (Curricular use of mobile devices (here previous blog postings on this issue:

http://blog.stcloudstate.edu/ims/2015/09/25/mc218-remodel/; innovative curricular apps; approaches to use in the classroom; technology integration into learning spaces; BYOD issues and opportunities)

MULTI-DIMENSIONAL TECHNOLOGIES (Virtual, augmented, mixed, and immersive reality; video walls; integration with learning spaces; scalability, affordability, and accessibility; use of mobile devices; multi-dimensional printing and artifact creation)

NEXT-GENERATION DIGITAL LEARNING ENVIRONMENTS AND LMS SERVICES (Open standards; learning environments architectures (here previous blog postings on this issue: http://blog.stcloudstate.edu/ims/2017/03/28/digital-learning/; social learning environments; customization and personalization; OER integration; intersections with learning modalities such as adaptive, online, etc.; LMS evaluation, integration and support)

ONLINE AND BLENDED TEACHING AND LEARNING (Flipped course models; leveraging MOOCs in online learning; course development models; intersections with analytics; humanization of online courses; student engagement)

OPEN EDUCATION (Resources, textbooks, content; quality and editorial issues; faculty development; intersections with student success/access; analytics; licensing; affordability; business models; accessibility and sustainability)

PRIVACY AND SECURITY (Formulation of policies on privacy and data protection; increased sharing of data via open standards for internal and external purposes; increased use of cloud-based and third party options; education of faculty, students, and administrators)

WORKING WITH EMERGING LEARNING TECHNOLOGY (Scalability and diffusion; effective piloting practices; investments; faculty development; funding; evaluation methods and rubrics; interoperability; data-driven decision-making)

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learning and teaching in this IMS blog
http://blog.stcloudstate.edu/ims?s=teaching+and+learning

code4lib 2018

Code4Lib 2018 is a loosely-structured conference that provides people working at the intersection of libraries/archives/museums/cultural heritage and technology with a chance to share ideas, be inspired, and forge collaborations. For more information about the Code4Lib community, please visit http://code4lib.org/about/.

The conference will be held at the Omni Shoreham Hotel in Washington, DC, from February 13, 2018 – February 16, 2018.  More information about Code4lib 2018 is available on this year’s conference website http://2018.code4lib.org.

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Mark Gill and Plamen Miltenoff proposal:

Gamification of Library Orientation and Instruction

Abstract

The rapid advent in the technologies of augmented and virtual reality (VR) in the last several years and the surge down in price creates possibilities for its increasing and ubiquitous application in education. A collaboration by a librarian and VR specialist led to testing opportunities to apply 360 video in academic library orientation. The team seeks to bank on the inherited interest of Millennials toward these technologies and their inextricable part of a growing gaming environment in education. A virtual introduction via 360 video aims to familiarize patrons with the library and its services: http://bit.ly/VRlib. I short Surveymonkey survey following the virtual introduction assesses learning outcomes and allows further instruction when necessary. Patrons can use any electronic devices from desktop to any size mobile devices. Patrons can also watch in panorama mode, and are provided with goggles if they would like to experience the VR mode.

The next step is an introduction to basic bibliographic instruction, followed by a gamified “scavenger hunt”-kind of exercise, which aims to gamify students’ ability to perform basic research: http://bit.ly/learnlib. The game is web-based and it can be played on any electronic devices from desktops to mobile devices. The game is followed by a short Google Form survey, which assesses learning outcomes and allows further work shall any knowledge gaps occur.

The team relies on the constructivist theory of assisting patrons in building their knowledge in their own pace and on their own terms, rather than being lectured and guided by a librarian only.

This proposal envisions half a day activities for participants to study the opportunities presented by 360 video camera and acquire the necessary skills to collect quickly useful footage and process it for the library needs. The second half of the day is allocated for learning Adobe Dreamweaver to manipulate the preexisting “templates” (HTML and jQuery code) for the game and adapt the content and the format to the needs of the participants’ libraries.

Mark Gill mcgill@stcloudstate.edu 320-308-5605

Mr. Gill is a Visualization Engineer for the College of Science and Engineering and runs the Visualization Laboratory.  He has worked for several major universities as well as Stennis Space Center and Mechdyne, Inc.  He holds a Masters of Science in Software Engineering.

Plamen Miltenoff, Ph.D., MLIS  pmiltenoff@stcloudstate.edu 320-308-3072

Dr. Miltenoff is part of a workgroup within the academic library, which works with faculty, students and staff on the application of new technologies in education. Dr. Miltenoff’s most recent research with Mark Gill is on the impact of Video 360 on students during library orientation: http://web.stcloudstate.edu/pmiltenoff/bi/

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more about code4lib in this IMS blog
http://blog.stcloudstate.edu/ims/2016/11/11/code4lib/

directions immersive learning

Emerging Directions in Immersive Learning

Presented by: Maya Georgieva and Emory Craig, May 17, 1:00 – 2:00pm (EDT)

http://events.shindig.com/event/campus-tech

Digital Bodies cofounders Emory Craig and Maya Georgieva for an interactive session that will examine five developments in virtual, augmented, and mixed reality with the greatest potential to impact teaching and learning.   Ask your questions live as they explore how groundbreaking developments in VR, AR, MR, and artificial intelligence will power immersive technologies and transform learning.

Hololense $3000 and it is difficult to use outside. persistent digital objects
https://mixed.reality.news/news/whats-difference-between-hololens-meta-magic-leap-0171361/

https://events.google.com/io/

https://unity3d.com/sundance2017

education: new media, gaming

storytelling: immersive storytelling and AI

Jeremy Bailenson https://vhil.stanford.edu/

Julie Johnston – https://uits.iu.edu/learning-spaces

immersive VR

Immersive Tech Brings VR to Live Events

By Sri Ravipati 04/18/17

https://campustechnology.com/articles/2017/04/18/immersive-tech-brings-vr-to-live-events.aspx

Voke VR, a virtual reality (VR) company founded by two former Washington State University (WSU) professors, is working to build Intel-backed immersive tech for live events.

At the core of the platform is Voke’s TrueVR product, which delivers full stereoscopic 3D video that is integrated with augmented content in a 360-degree VR environment. It uses multiple camera angles with zoom capabilities and synchronized DVR, so that viewers can control what they want to watch. Additionally, with TrueVR, content is captured, encoded, synced with scores, metadata and audio and delivered in real time to multiple platforms.

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more on VR in this IMS blog
http://blog.stcloudstate.edu/ims?s=virtual+reality

risks of AR

Report: IT Professionals Worldwide Say It’s Still Early for AR Adoption

By Sri Ravipati 11/15/16

https://campustechnology.com/articles/2016/11/15/report-it-professionals-worldwide-say-its-still-early-for-ar-adoption.aspx

a new study from ISACA. The global business technology and cybersecurity association recently published a report of findings from its annual IT Risk/Reward Barometer survey, which asked nearly 6,600 business and technology professionals across 140 countries about the “risks and rewards of AR, and how organizations and individuals are beginning to use it,” according to the ISACA website.

Only 21 percent of the respondents believe the benefits of AR outweigh the risks. In the United States, IT professionals said that security concerns (18 percent) and insufficient ROI (18 percent) are the biggest barriers to AR adoption, followed by insufficient budgets (13 percent). Across all countries, about eight in 10 IT professionals think that organizations should be concerned about the privacy risks of AR, such as “virtual graffiti” attacks. These attacks use AR-enhanced Internet of Things devices “to virtually deface buildings, landmarks, signage or other workplace surfaces with negative, unauthorized imagery, and then share with others,” according to the report.

Overall, consumers are more optimistic about AR than IT professionals. Most Americans, for example, “see the value in the range of potential applications of AR that was presented,” according to the report. The report cites a recent analysis from a financial firm that estimates AR and VR (virtual reality) hardware and software markets will grow to $80 billion by 2025 in the U.S. – with education to grow to $700 million.

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more on AR in this IMS blog
http://blog.stcloudstate.edu/ims?s=augmented+reality

thatcamp

http://twincities2016.thatcamp.org/

virtual scatchnoting sharing

confluence as a service.

notability versus evernote http://www.gingerlabs.com/

Virtual Reality

put the horse before the cart.

immersive augmented (elements 4D, comes with iPAD) reality. MS Hololens

Google imcardboard.com
HTC Vive (comes with two handheld controllers), Oculus (special relation in front of user), OSVR, laser towers, spacial awareness in the room,

http://blog.stcloudstate.edu/ims?s=holo

what is available now and what will be available.

how do you distinguish VR from gaming and gamification: when the latter lets us be in control and try again and again

and when it is digital storytelling.

hearts and minds. immersive environment. based on PTSD ethnography

virtual reality as recreating lost reality. whereas CL is more of creating new reality.

MS Hololens incorporates Skype

Rise of the Videogame Zinesters: How Freaks … – Seven Stories Press

Agisoft PhotoScan

cheating in virtual environment versus cheating in real environment.

computer archaeology. just a tool, but not something will solve all problems.

Google Glass (GG)

See our IMS blog entry:
http://blog.stcloudstate.edu/ims/2014/04/08/3-learning-tools-of-the-future/

and

http://blog.stcloudstate.edu/ims/2014/02/18/google-glass-at-lrs/

I start testing GG several days ago and I am still in the stage of Jeff Jarvis : http://www.businessinsider.com/jeff-jarvis-on-google-glass-2014-2

The questions is: how to make GG applicable for our daily tasks at work?

GG can be very useful for training students: by having a live, streaming G Hangout session with the supervisor. The latter can be in his/her office multitasking, while also monitoring the work of the student. E.g., shelving books for the Circulation supervisor.

A Surgeon Shows How Google Glass Makes Procedures Dramatically Easier. http://venturebeat.com/2014/03/13/this-stanford-surgeon-shows-us-the-future-of-medicine-augmented-reality-google-glass-exclusive/#ixzz2yJEZqSBR

my observations:
– GG is a glorified mobile devices, which, instead of being handheld is head-worn. the logic of navigating is the same, although still more cumbersome with GG.

– it certainly can have a niche as is, but it will take time (price, usability) until it becomes ubiquitous.

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