May
2022
Digital Literacy for St. Cloud State University
https://techxplore.com/news/2022-05-framework-individual-machine-learning-decisions.html
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more on machine learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=machine+learning
A new study co-authored by Richard Mayer,
The study took place with about 100 middle school students taking a brief “virtual field trip” to learn about climate science. Some students experienced the field trip while wearing a VR headset, while others watched the same material in standard video on a computer screen.
“higher ratings of presence, interest, and enjoyment,”
The paper noted an obvious logistical benefit to virtual field trips over getting on a bus for an in-person outing. “Virtual field trips make it possible to experience things that are too expensive, dangerous, or impossible in the real world,” it says. The experiment did not address the difference in educational value between a real-world field trip and a virtual one.
for programs like nursing, pharmacy and medicine, VR seems promising for teaching some skills, as a piece of a broader curriculum that includes in-person hands-on learning as well.
McGraw Hill Plus, a new tool, Focusing first on math and then expanding to ELA and science, its objective is to make personalized learning scalable.
Smith: The modern classroom sits at the intersection of blended learning, competency-based learning and personalized learning.
reimagine instructional time and use technology to scale personalized learning.
First, pulling data into one place is the key fundamental driver that will change the teacher workflow. Second, we need to manipulate that data into some advanced data visualization tools, so it’s easy for teachers to understand and use. Third, we need to be able to visualize student performance and take action on it.
Using these data analytics, we can drive personalized learning based on student performance. And the last thing is the automation of teacher workflow.
eachers get data visualization from different sources, such as an adaptive software solution like our ALEKS program, our Redbird Mathematics, or our recently acquired Achieve3000 Literacy.
https://elearninginfographics.com/debunking-common-myths-about-udl-infographic/
It is important to use the lessons of this transition to challenge what Paulo Freire calls “the banking system” of education—where professors aim to simply deposit knowledge into students—and instead create inclusive pedagogies that acknowledge the diversity of our students and provide a safe space that invites them to speak up. Decolonization is not just about removing a few dead white men from our syllabi, or adding more women of color. It’s about making sure that everyone’s experience is represented. It’s about decentering the traditional power hierarchy in the classroom, so that the professor is not the sole transmitter of knowledge who imposes a singular (and often Western) view. It’s about ensuring equitable participation among students, so that they don’t remain silent and passive receivers whose varied life experiences are dismissed.
In a Zoom classroom, the teacher is no longer the central authority. Chat offers real-time parallel participation. The ability to enter and exit at will equalizes power.
Even before the pandemic, many educators knew that the traditional methods of teaching and research would have to be overhauled at some point. As a professor of humanities, I had been aware of the need to employ hybrid pedagogies more in tune with the digital age and shortened, over-stimulated attention spans. Advantages to joining students in their digital space far outweigh dated arguments railing against the medium; if anything, the pandemic’s isolating effects already prompted students to seek refuge there.
At this moment, the modern university stands at a turning point. Instead of wanting to go back to how things were, we should be looking at radical pedagogical interventions that make the most of remote learning as an accompaniment to the traditional classroom experience. This is the time to put “interdisciplinary” ideas into practice by experimenting with new methodologies.
BLEND-ONLINE : Call for Chapter Proposals– Privacy and Remote Learning
Digital Scholarship Initiatives at Middle Tennessee State University invites you to propose a chapter for our forthcoming book.
Proposal submission deadline: January 21, 2022
Interdisciplinary perspectives are highly encouraged
Topics may include but are not limited to:
More details, timelines, and submission instructions are available at dsi.mtsu.edu/cfpBook2022