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Flipgrid Live

You're in the right place! Holly Clark's Flipgrid Feature: Empowering Gen Z debuts LIVE right here at 7:00 PM CT!Check…

Posted by Flipgrid on Tuesday, November 27, 2018

Recording available here: https://vimeo.com/302720572/a2d799560f

#GridTip: Flipgrid + Screencastify

https://blog.flipgrid.com/news/screencastify

Screencastify is a tool that allows students and educators to personalize their learning experience through sharing their voice via a screen recording. The app is a Chrome extension, meaning the tool is always at the ready whenever you want to capture some magic!

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More about Flipgrid in this IMS blog
https://blog.stcloudstate.edu/ims?s=flipgrid

digital assessment session for SCSU faculty

please consider the following opportunities:

  1. Remote attendance through : https://webmeeting.minnstate.edu/collaborate
  2. Recording of the session: (URL will be shared after the session)
  3. Request a follow up meeting for your individual project: https://doodle.com/digitalliteracy

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more on digital assessment in this IMS blog
http://blog.stcloudstate.edu/ims?s=edpuzzle

digital assessment

Unlocking the Promise of Digital Assessment

By Stacey Newbern Dammann, EdD, and Josh DeSantis October 30, 2017

https://www.facultyfocus.com/articles/teaching-with-technology-articles/unlocking-promise-digital-assessment/

The proliferation of mobile devices and the adoption of learning applications in higher education simplifies formative assessment. Professors can, for example, quickly create a multi-modal performance that requires students to write, draw, read, and watch video within the same assessment. Other tools allow for automatic grade responses, question-embedded documents, and video-based discussion.

  • Multi-Modal Assessments – create multiple-choice and open-ended items that are distributed digitally and assessed automatically. Student responses can be viewed instantaneously and downloaded to a spreadsheet for later use.
    • (socrative.com) and
    • Poll Everywhere (http://www.pollev.com).
    • Formative (http://www.goformative.com) allows professors to upload charts or graphic organizers that students can draw on with a stylus. Formative also allows professors to upload document “worksheets” which can then be augmented with multiple-choice and open-ended questions.
    • Nearpod (http://www.nearpod.com) allows professors to upload their digital presentations and create digital quizzes to accompany them. Nearpod also allows professors to share three-dimensional field trips and models to help communicate ideas.
  • Video-Based Assessments – Question-embedded videos are an outstanding way to improve student engagement in blended or flipped instructional contexts. Using these tools allows professors to identify if the videos they use or create are being viewed by students.
    • EdPuzzle (edpuzzle.com) and
    • Playposit (http://www.playposit.com) are two leaders in this application category. A second type of video-based assessment allows professors to sustain discussion-board like conversation with brief videos.
    • Flipgrid (http://www.flipgrid.com), for example, allows professors to posit a video question to which students may respond with their own video responses.
  • Quizzing Assessments – ools that utilize close-ended questions that provide a quick check of student understanding are also available.
    • Quizizz (quizizz.com) and
    • Kahoot (http://www.kahoot.com) are relatively quick and convenient to use as a wrap up to instruction or a review of concepts taught.

Integration of technology is aligned to sound formative assessment design. Formative assessment is most valuable when it addresses student understanding, progress toward competencies or standards, and indicates concepts that need further attention for mastery. Additionally, formative assessment provides the instructor with valuable information on gaps in their students’ learning which can imply instructional changes or additional coverage of key concepts. The use of tech tools can make the creation, administration, and grading of formative assessment more efficient and can enhance reliability of assessments when used consistently in the classroom. Selecting one that effectively addresses your assessment needs and enhances your teaching style is critical.

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more on digital assessment in this IMS blog
http://blog.stcloudstate.edu/ims/2017/03/15/fake-news-bib/

Academy of distinguished teachers

Academy of distinguished teachers, Innovation

University of Minnesota, McNamara Alumni Center – Twin Cities Campus. April 8, 2015

Full program available here: https://guidebook.com/g/adt/


Randy Bass

Randy Bass

Randy Bass
https://www.linkedin.com/pub/randall-bass/14/94/77

flipping disruption into Design

there are two type of universities: the ones that are in control of change and the ones, which are pressed to change.

what kind of education is needed at this moment of history.
Assumptions: 5-10 years will be for a first time outcompeted in terms of delivering information and degrees. What is that the university can do distinctively well that WWW cannot do: mentored learning and the arc of learning (beyond collection of granular separate learning)

book: The New Division of Labor. http://www.amazon.com/The-New-Division-Labor-Computers/dp/0691124027
External forces of potential disruption: 1. MOOCs, nearly free education, 2. skilled-based learning (Codeacademy, Udacity), 3. data analytic 4. public pressure on access, metrics of impact.

Gartner group (http://www.gartner.com/technology/home.jsp) hype cycle : overvalued in a short term and undervalued in a long term. MOOC is excellent example.
NMC: competing models of education.

learning analytics. adaptive learning, intelligent tutoring etc. Open Learning Initative. http://oli.cmu.edu/

In the 19th century, railroads companies which were in the business of railroad companies went under; the ones which were in the business of transportation survived. Parallel, universities, which are in the business of delivering information will die out; the ones, which will survive must look to a very different picture.

formative wider outcomes

formative wider outcomes

integration and dis-integration

integration and dis-integration

the white light

high impact integrative curriculum

high impact integrative curriculum

what makes high inpact practices high impact

what makes high inpact practices high impact

formal versus informal

formal versus informal

integrative versus disintegrative


Selected sessions:

 

The Value of Assessing Outcomes of Teaching Methodologies to guide instructional design

https://guidebook.com/guide/33541/event/10594685/


game-based learning:

Upping your Game – Best Practices in Using Game-Based Learning

https://guidebook.com/guide/33541/event/10594684/

Implementing Game Dynamics in Moodle

https://guidebook.com/guide/33541/event/10693434/

visuals:

Engaging Students through Video Integration

https://guidebook.com/guide/33541/event/10676389/

Innovative Options for Recording Your Own Course Videos

https://guidebook.com/guide/33541/event/10676375/

Using Flipgrid Video Commentary to Share Student Learning

https://guidebook.com/guide/33541/event/10676361/

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Enhancing learning with online narrated presentations using VoiceThread

https://guidebook.com/guide/33541/event/10676372/

flipped:

Essential Technology & Tools for Flipping Your Classroom

https://guidebook.com/guide/33541/event/10676385/

Improving Delivery of Technical Course Content through Incremental Use of Classroom “Flipping”

https://guidebook.com/guide/33541/event/10676376/

Flipping our classrooms: Faculty from UMD’s Flipped Classroom Community of Practice sharing their experiences.

https://guidebook.com/guide/33541/event/10594850/

The Pros and Cons of Flipping the Classroom

https://guidebook.com/guide/33541/event/10676323/


Using Google Forms for Student Group Evaluations

https://guidebook.com/guide/33541/event/10734863/


Library:

The University Libraries Partnership for Affordable Content – Enhance Student Learning and Save Them Money!

https://guidebook.com/guide/33541/event/10676358/


CRS Tophat:

Using Classroom Debates as an Interactive Learning Tool in a Course on Companion Animal Ethical Issues

https://guidebook.com/guide/33541/event/10676369/


 

online:

Adapting the Harvard Case Method for Online Courses

https://guidebook.com/guide/33541/event/10595018/

Readiness Assessment for Online Courses

https://guidebook.com/guide/33541/event/10595040/

 

technology showcase

technology showcase general view

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