Digital Literacy for St. Cloud State University
with Melanie Guentzel, Director of Graduate Student Services, mjguentzel@stcloudstate.edu
when: Tue, Jan. 22, 2 PM
where: Plymouth campus on Zoom: https://minnstate.zoom.us/j/438287799
who: new international graduate students at SCSU
students in Engineering Management, Regulatory Affairs, and Applied Clinical Research.
Access the library from a distance: https://www.stcloudstate.edu/library/
Research and Writing Tips
Digital fluency
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more on ECAR studies in this IMS blog
https://blog.stcloudstate.edu/ims?s=ecar
See the 2013 report for a full list of key messages, findings, and supporting data.
Infographic:
http://net.educause.edu/ir/library/pdf/ERS1302/Eig1302.pdf
Three Covid-inspired innovations shed light on what needs to change in graduate education
https://www.chronicle.com/article/what-we-learned-in-the-pandemic-about-graduate-training
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more on grad students in this IMS blog
https://blog.stcloudstate.edu/ims?s=graduate+students
https://www.thebestcolleges.org/the-best-colleges-for-first-generation-college-students/
Students should seek out schools that offer outreach or counseling programs to help freshmen matriculate into collegiate life. It’s more than just an enrollments numbers game.
“Students should ask themselves, ‘Do these schools care about my success?’ and ‘Is it more important for me to be admitted than to graduate?'” said Ontiveros. “Colleges should really be upfront and share information about their efforts because many students don’t know to ask these questions.”
The decline in enrollment has been seven times as steep among men as among women.
Posted by The Hechinger Report on Monday, January 25, 2021
The pandemic is speeding up the mass disappearance of men from college
While enrollment in higher education overall fell 2.5 percent in the fall, or by more than 461,000 students compared to the fall of 2019, the decline among men was more than seven times as steep as the decline among women, according to an analysis of figures from the National Student Clearinghouse Research Center.
Women now comprise nearly 60 percent of enrollment in universities and colleges and men just over 40 percent, the research center reports. Fifty years ago, the gender proportions were reversed.
Despite the allure of a paycheck versus going into debt and spending years pursuing a degree, the reality is that “a lot of these young men at 17 or 18 years old end up working 12-hour shifts, getting married, buy a truck, get a mortgage, and by the time they’re 30, their bodies are broken,” Ponjuan said. “And now they have a mortgage, three kids to feed and that truck, and no idea what to do next.”
Not everyone has to go to college. Faster and less costly career and technical education can lead to in-demand, well-paying jobs in skilled trades, automation and other fields.
Graduates with bachelor’s degrees still generally make more than people with lesser credentials, however.
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more on male students in this IMS blog
https://blog.stcloudstate.edu/ims?s=%22male+students%22
Faculty searching for survey[s] reflecting students’ feelings about the level of belonging to online community.
https://www.edweek.org/ew/articles/2017/06/21/belonging-at-school-starts-with-teachers.html
http://jolt.merlot.org/vol7no2/young_0611.pdf
Drouin, M., & Vartanian, L. (2010). Students’ feelings of and desire for sense of community in face-to-face and online courses.(Survey). Quarterly Review of Distance Education, 11(3).
Keengwe, J., & Wilsey, B. (2012). Online graduate students’ perceptions of face-to-face classroom instruction.(Report). International Journal of Information and Communication Technology Education, 8(3), 45–54. https://doi.org/10.4018/jicte.2012070106
Singh, A., & Srivastava, S. (2014). Development and Validation of Student Engagement Scale in the Indian Context. Global Business Review, 15(3), 505–515. https://doi.org/10.1177/0972150914535137
Microcredentials, or short-form online learning programs, is the latest buzzword that higher education providers are latching onto. They come with diminutive names such as Micromasters (by several universities working with edX) and nanodegrees (by Udacity). But they have the potential to shake up graduate education, potentially reducing demand for longer, more-traditional professional programs. At the core of the trend is the idea that professionals will go “back to school” repeatedly over their lifetimes, rather than carving out years at a time for an MBA or technical degree.
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https://www.edsurge.com/news/2018-01-25-edx-quietly-developing-microbachelors-program
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Credential Engine, a nonprofit funded by the Lumina Foundation, Microsoft and JPMorgan Chase, today launched its Credential Registry, a digital platform where institutions can upload degrees and credentials so prospective students can search for and compare credentials side-by-side.
Also: https://blog.stcloudstate.edu/ims/2019/01/14/promoting-credential-transparency/
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EdX, the nonprofit founded by Harvard University and MIT to offer MOOCs, now lists 40 “MicroMasters” programs from 24 colleges and universities around the world.
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Also: https://blog.stcloudstate.edu/ims/2017/09/27/blockchain-credentialing-in-higher-ed/
https://blog.stcloudstate.edu/ims/2018/07/12/blockchain-and-higher-ed/
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No one owns the term “master’s degree.”
Udacity won a trademark for Nanodegree last year. And in April, the nonprofit edX, founded by MIT and Harvard University to deliver online courses by a consortium of colleges, applied for a trademark on the word MicroMasters. And MicroDegree? Yep, that’s trademarked too, by yet another company.
Sean Gallagher, chief strategy officer at Northeastern University’s Global Network, wrote the book on “ The Future of University Credentials.” BOok is available online: https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=gale_ofa542844867&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en
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U.S. employers spent nearly $71 billion on training in 2016
Pluralsight—an online IT training provider—has scaled to become an edtech “unicorn,” with a valuation over $1 billion. Similarly, LinkedIn’s $1.5 billion acquisition of Lynda.com in 2015—and LinkedIn’s subsequent acquisition by Microsoft in 2016 for $26 billion—are connected to the new business models in the provision of corporate learning.
“learning experience platforms”—such as Degreed and EdCast.
SAP’s Shelly Holt describes the movement toward a curation model… The curation approach and microlearning philosophy also provides a level of personalization that individuals have come to expect.
it may be reducing demand for executive education offerings, and even for degree programs like the traditional MBA.
colleges and universities that seek to meet corporate needs must move beyond monolithic programs and think in terms of competencies, unbundling curriculum, modularizing and “microlearning.” Many institutions are already pioneering efforts in this direction, from the certificate- and badge-oriented University of Learning Store (led by the Universities of Wisconsin, California, Washington and others) to Harvard Business School’s HBX, and the new “iCert” that we developed at Northeastern University. These types of shorter-form, competency-oriented programs can better fit corporate demands for targeted and applied learning.
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more on microcredentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcred
By Jorge Valenzuela 1/7/2019
https://www.iste.org/explore/articleDetail?articleid=2329
When school leaders set out to create a profile of their ideal graduate, many trip up on defining technological literacy and subsequently struggle to select the right edtech to get students there.
digital equity and digital citizenship
use your divisionwide or statewide profile of a graduate.
STEP 1: Have a model and unpack it
In my state of Virginia (like many other states), we focus on these four:
STEP 2: Tag team with colleagues to plan instruction
In step one we created our graduate profile by brainstorming and identifying both the personal and professional knowledge and skills that our future graduates need. Now it’s time to formulate plans to bring the profile to fruition. To ensure student success, implementation should take place in the classroom and tap the expertise of our colleagues.
Student success is never due to one teacher, but a collaborative effort.
STEP 3: Identify and leverage the right industry partners
Technological literacy requires students to create authentic products using appropriate edtech, therefore developing technologically literate graduates should not be left entirely to teachers and schools.
Soliciting the help of our industry and business partners is so crucial to this process
Step 4: Create career pathways in schools
schools create systemic K-12 career pathways — or pipelines — for their students and give teachers ample time and space to plan and work together to maximize the learning aligned to well-developed graduate profiles.