bibliography on the impact of music on intellectual development.
Does music help learn better? get smarter? advance in life?
keywords: music, education, intelligence.
Misra, S., & Shastri, I. (2015). Pairing Linguistic and Music Intelligence. International Journal Of Multidisciplinary Approach & Studies, 2(5), 32-36.
Costa-Giomi, E. (2015). The Long-Term Effects of Childhood Music Instruction on Intelligence and General Cognitive Abilities. Update: Applications Of Research In Music Education, 33(2), 20-26.
Pelayo, J. M. G., & Galang, E. (2013). Social and Emotional Dynamics of College Students with Musical Intelligence and Musical Training: A Multiple Case Study. Retrieved from http://eric.ed.gov/?id=ED542664
Neves, V., Tarbet, V. (2007). Instrumental Music as Content Literacy Education: An Instructional Framework Based on the Continuous Improvement Process. Retrieved from http://eric.ed.gov/?id=ED499123
Conzelmann, K., & Süß, H. (2015). Auditory intelligence: Theoretical considerations and empirical findings. Learning And Individual Differences, 4027-40. doi:10.1016/j.lindif.2015.03.029
Juchniewicz, J. (2010). The Influence of Social Intelligence on Effective Music Teaching. Journal Of Research In Music Education, 58(3), 276-293.
Silvia, P. J., Thomas, K. S., Nusbaum, E. C., Beaty, R. E., & Hodges, D. A. (2016). How Does Music Training Predict Cognitive Abilities? A Bifactor Approach to Musical Expertise and Intelligence. Psychology Of Aesthetics, Creativity, And The Arts, doi:10.1037/aca0000058
Rickard, N. S., Bambrick, C. J., & Gill, A. (2012). Absence of Widespread Psychosocial and Cognitive Effects of School-Based Music Instruction in 10-13-Year-Old Students. International Journal Of Music Education, 30(1), 57-78.
Munsey, C. (2006). Music lessons may boost IQ and grades. American Psychological Association, 37(6), 13.
Schellenberg, E. G. (2011). Music lessons, emotional intelligence, and IQ. Music Perception, 29(2), 185-194. doi:10.1525/mp.2011.29.2.185
Kaviani, H., Mirbaha, H., Pournaseh, M., & Sagan, O. (2014). Can music lessons increase the performance of preschool children in IQ tests?. Cognitive Processing, 15(1), 77-84. doi:10.1007/s10339-013-0574-0
Degé, F., Kubicek, C., & Schwarzer, G. (2011). Music lessons and intelligence: A relation mediated by executive functions. Music Perception, 29(2), 195-201. doi:10.1525/mp.2011.29.2.195
Sharpe, N. N. (2014). The relationship between music instruction and academic achievement in mathematics. Dissertation Abstracts International Section A, 75.
keywords: music, education, multimedia.
Crappell, C., Jacklin, B., & Pratt, C. (2015). Using Multimedia To Enhance Lessons And Recitals. American Music Teacher, 64(6), 10-13.
le Roux, I., & Potgieter, H. M. (1998). A Multimedia Approach to Music Education in South Africa.
Ho, W.-C. (2007). Music Students’ Perception of the Use of Multi-Media Technology at the Graduate Level in Hong Kong Higher Education. Asia Pacific Education Review, 8(1), 12–26.
Ho, W. (. (2009). The role of multimedia technology in a Hong Kong higher education music program. Visions Of Research In Music Education, 1337.
Bolden, B. (2013). Learner-Created Podcasts: Students’ Stories with Music. Music Educators Journal, 100(1), 75-80.
Pao-Ta, Y., Yen-Shou, L., Hung-Hsu, T., & Yuan-Hou, C. (2010). Using a Multimodal Learning System to Support Music Instruction. Journal Of Educational Technology & Society, 13(3), 151-162.
Where is MC 205? Per campus map, Miller Center 205 is on the second floor, direction computer lab, right-handside, pass the counter with printers on both sides. Please use this virtual reality direction map to find the room (use Google Chrome and activate QuickTime plugin).
Dreamweaver: 4 Mondays – 10-10:45AM . Jan 18, 25, Feb 1, 8 ; location MC 205. attendees cap is 5
Keywords: web development, web design, Adobe Dreamweaver
Description: Adobe Dreamweaver CC is the default web development tool on campus. In four consecutive weeks, learn the basics of Dreamweaver, web development, web design and maintaining web pages on the Web. Site map and site structure. HTML and HTML5 basics, basics of CSS, page properties, text editing, hyperlinks and images, tables, forms.
Description: In four 45 min sessions, learn the basics of image editing. A comprehensive understanding of Adobe Photoshop and its essential tools. Design and edit, adjusting images for the Internet and print outs. Learn image formats, compressions, layers. Retouching, repairing and correcting photos
Social Media in Education 9:30-10:15 AM. Feb 3, 10, 17, 24. location MC 205. attendees cap is 15
Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text
Description: In four 45 min sessions, structure your approach to social media and assess how to use in teaching and learning. What is social media and how to use it. How to discriminate between personal and professional use of social media. Amidst 180 most popular social media tools, acquire a robust structure to cluster them and orient yourself quick and easy, which tools fit best your teaching materials and methods to enable learning and communication with your students. Visuals versus text and how to combine them for effective communication and teaching. Policies, engagement of students. Expanding and improving research and organization of your research through social media and networking toward your research through social media.
Description: in 45 minutes we can start a conversation about identification of cheating practices and determination of what plagiarism is, considering generational differences, the evolution of the Internet. Identifying of “cheating” can provide robust boundaries for understanding students’ behavior and identifying practices and methods to alleviate such behavior, including change of teaching methods and practices.
10 basics steps to start social media. March 16, 11-11:45AM location MC 205. attendees cap is 15
Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text
Description: introduction to social media and its use for personal and professional purposes. Ideas and scenarios of using different social media tools in education. Hands-on exercises for using social media in teaching.
Description: Gaming and Gamification is one of the most pronounced trends in education as per the New Horizon Report. Besides the increase of participation and enthusiasm, it increases learning. Introduction to gaming and gamification by establishing definitions, learning to distinguish gaming and gamification and learning the basics of gaming and gamification in the teaching process. Hands-on exercises for introducing gaming practices in the teaching and learning process and gamifying the existing syllabi.
Description: this 45 min session is aimed to help you transition your F2F teaching to hybrid and online teaching. Learn about synchronous and asynchronous modes of teaching and communication to structure and organize your class materials and methods for better delivery. Hands-on exercises for improving content delivery, class discussions and communications among instructor and students.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Effective Presentations. Jan 28, 2-2:45PM. MC 205. attendees cap is 10
Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Prezi, SlideShare, LodeStar, Zentation, Zoho, Powtoon, Zaption, Thinglink, Haiku, Kahoot, Storify, EdPuzzle, PollDaddy, Evernote, Mammoth, SideVibe, Paddlet, Remind, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . These four 45 minute sessions are aimed to introduce and orient faculty, staff and students to the opulence of alternatives to PowerPoint and revisit the basics of well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.
Remote participation through desktopsharing at http://scsuconnect.stcloudstate.edu/ims upon registration and specific request
Death by PowerPoint. Feb 26, 10-10:45PM. MC 205. attendees cap is 10
Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals.
Description: https://blog.stcloudstate.edu/ims/2016/01/07/effective-presentations/ . This 45 minute session is aimed to introduce and orient faculty, staff and students to the basics of PowerPoint and revisit the basics of a well-tailored presentation. Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools.
Contemplative Computing or Disconnect: How to Bring Balance in Your Life by Managing well Your Technology. Feb 17. 2-2:45PM. MC 205. attendees cap is 10
Description: this 45 min session introduces faculty, staff and students to the idea of regulating the use of technology in a meaningful way. Hands-on exercises and sharing good practices on balancing the use of technology in daily life.
Videos in the classroom: fast and easy. Jan 28, 10-10:45PM. MC 205. attendees cap is 5.
Keywords: video, video editing, video manipulation, visual literacy, digital literacy, MovieMaker, iMovie, Instagram, Vine, YouTube, Kaltura
Description: this 45 min session is an orientation to the resources available for delivery of visual materials in the classroom. Hands-on experience of different basics tools on different computer platforms.
Infographics: make your projects, presentations and research credible through presentable data. Feb 10, 2-2:45PM. March 29, 10-10:45AM, MC 205. attendees cap is 10
Keywords: Piktochart, Infogr, Visualy, statistics, visual literacy, digital literacy
Description: https://blog.stcloudstate.edu/ims/2014/04/09/infographics-how-to-create-them/. This 45 min session is an orientation to the world of infographics. Short introduction to the basics of statistics and their importance in presenting a research and idea. Hands-on exercise using one of the 3 popular infographic tools.
In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.
Audience: beginners to advanced
Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine
Outcomes:
By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine
By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L
By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study
By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L
D2L and Twitter
microblogging of 140 characters is often viewed as limiting. However, it can be the ultimate test how well students understand the learning material: making someone sum up in 140 characters what they learned this particular week in their class can take a lot of rewriting.
D2L allows a widget on its main page, where students can view and tweet. Students also can view and tweet from their mobile devices.
Tweeting during class is becoming mainstream in K12, also called “backchanneling.” Harnessing peers help to understand a concept discussed in class can save both time and efforts on the instructors’ side
Twitter is “making your twitter.com timeline more immersive by uncropping photos, so you can experience and present them as they were meant to be viewed.” https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
D2L and Vine
Vine is a social media services, which provides the ability to share 7 sec videos. Vine is becoming more popular then Instagram (15 sec videos), with the simplicity to create short videos. Students can take sequence of short videos, which amount to 7 sec to reflect the main points of a project. E.g.: chemical reaction, biology dissection, progress of engineering planning, solving a math formula.
URL to the vine can be posted in the D2L discussion area for further collaborative effort or for peers’ and instructions evaluation
Vines are a click away from a FB group page or, with the right handle and hashtag, to a Twitter discussion
The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Vine can be your salvation. How to Create Social Videos With Your Smartphonehttps://blog.stcloudstate.edu/ims/2015/01/10/social-videos-with-your-smartphone/
Per SCSU IT disclaimer: MediaSpace (Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes. Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site. YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server
I can cover this in 5-15 minutes, just let me know what you prefer
Integrating Facebook Groups
I will show a couple of groups that I have used
I can also come up with an “exercise” that participants can do, just let me know: (1) if you want me to and (2) if participants are suppose to have a Facebook account that they can log into during the session
Title
Engage your students: gaming and gamification in the learning process.
Outline
As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re
Audience: beginners to advanced
Outcomes:
By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)
By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.
By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study
Plan:
Introduce each other and share the reason and interest to attend this discussion; what are the expectations from this discussion
Your Brain on Video Game http://www.zaption.com/present/566b26d4cbda6b1c1c482aa6
(use presenter, ask for mobile devices)
Work on the definitions: play, games, serious games, game-based learning, gaming, gamification and badges
Title
Present and be presented: engage your students with modern ways to share information
Outline
Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.
Audience: beginners to advanced
Outcomes:
By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint
By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.
By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study
By the end of the session, the participants will be able to discriminate between technology integration and blended learning.
Plan:
Introduce each other and share the reason and interest to attend this discussion; what are the expectations from this discussion
EdPuzzle https://edpuzzle.com/ https://blog.stcloudstate.edu/ims/2015/02/19/edpuzzle-flipped-lessons/
crops the video so one can watch only a segment. Does not make much sense, since YouTube gives an URL to the reference point, but it allows instructor’s audio feedback. It is still too much “instructor’s proprietary” and not so much students-engaging as Zaption Presenter and Kahoot.
This session will present results from an evaluation of the integration of RealizeIT adaptive learning technology into three fully online courses: General Psychology, Pathophysiology for Nursing Practice, and College Algebra. Presenters will discuss the impact on students, faculty, and the university.
Adaptive learning systems provide each student with a personalized learning experience, adapting the presentation of the content, and possibly the assessment to the individual ability of the student
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Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement. Outcomes: Understand the basics of a three-tiered framework for digital badges * Review the online badging platform * Explore topics for faculty development
Mozilla Open Badges 101: Digging into Badges (a webinar)
personalized learning or competency-based does not resolve it. GPA does not respond to employers search
regimenting credentials. digital representation of of skill or achievement. represent achievements on the web. social status (foursquare). granular, evidence-based and transferable. badge ecosystem (across multiple areas), this is why open badges; open system. Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags
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Data Visualization: The What, the Who, and the How
Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it. OUTCOMES: Identify multiple opportunities for use of data visualization * Learn about multiple user communities, including those not centrally managed * Explore ways to support users and steer them toward good practiceshttp://www.educause.edu/sites/default/files/library/presentations/E15/SESS029/Data%2BViz%2BEducause%2B151028%2BFINAL1.pptxslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.
Data Wrapper
Raw
Infogram
Tableau
Oracle suite of OBIEE (Oracle Business Intelligence Enterprise Edition) has been very successful for CSU
Cognos (IBM) is another tool that is very popular for developers and has been used by USG central office
D3 (For Data Driven Documents)
Fusion Charts
Chart js
Google Charts
slide 11: Two primary design goals supported through Data Visualization:
Discovery and Exploration
–What story is the data telling you
–Identify patterns and exceptions
Decision-making
–Compare, contrast, choose
–Explain, make a point, decide
slide 15:
qTo communicate
qPresent more clearly or more forcefully than would be accomplished with text or tables
qReports, dashboards, infographics, etc.
qTo discover
qAllow us to see what would be difficult or impossible to see if not presented in a useful visualization
qRealm of research but moving into the mainstream
qCan same visualization serve both purposes?
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iPad, You Pad, We All Pad: Transforming Teaching and Learning
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned. Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom * Understand the need for extensive faculty development and faculty adoption strategies * Appreciate deployment and support challenges====================
The Avalon Video and Audio Repository for Libraries and Beyond
The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases. Outcomes: Understand the problems Avalon solves * Understand the extended use cases addressed with Avalon, both present and intended future * Learn how best to engage with the Avalon project.========================
The Karuta Open Source Portfolio, currently under incubation by the Apereo Foundation, offers dramatic flexibility for designing portfolio workflows with rubrics to assess learning outcomes. Karuta is LTI enabled for integration with the LMS for easy access and transfer of evidence of learning. Subsequent releases will add functionality for showcasing as well as reporting. Outcome: Learn how Karuta can flexibly support your programs and institution through leveraging its functionality
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Supporting the Discovery and Adoption of Open E-Textbooks
The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library. Outcomes: Identify quality open textbooks for general education, high-impact courses * Learn how to interpret textbook peer reviews with a faculty-created rubric * Understand how to reference these resources for the discovery of quality no- or low-cost materialshttp://www.educause.edu/sites/default/files/library/presentations/E15/PS58/COOL%2BEducause%2BPoster%2B2015.pdf
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Seminar 12P – Six Secrets for Evaluating Online Teaching (separate registration is required)
What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus. OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors * Design self-, peer-, and administrative-evaluation analytic tools * Develop a 6-stage, campus-wide program for evaluating online teachinghttp://www.educause.edu/annual-conference/2015/seminar-12p-six-secrets-evaluating-online-teaching-separate-registration-required
Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines. Outcomes: Identify and apply the principles of active learning associated with learning space deign * Understand the design process * Assemble an effective learning space design teamhttp://www.educause.edu/annual-conference/2015/reimagining-learning-space-design-across-disciplines
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Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation. Outcomes: Understand the value of incorporating digital literacy into curriculum * Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios * Adapt a methodology for developing partnerships to advance digital literacy across the organizationhttp://www.educause.edu/annual-conference/2015/thinking-digitally-advancing-digital-literacy-personalized-learning-tools===============
A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered. Attendees can share their experiences with official and rogue drone activities at their institutions. Outcomes: Learn about the drone devices in use, from miniature to massive * Understand the impact of drones on academic institutions, for better or worse * Learn what drone activities are legally allowable, banned, or discouragedhttp://www.educause.edu/annual-conference/2015/whats-droning-overhead
Resources – Higher Ed Drone Policies
The Ohio State University
Iowa State University
Indiana University
University of Kansas
Penn State University
University of New Mexico
The Association of College and University Policy
Administrators (ACUPA, acupa.org)
Join this lively discussion and discovery of innovative and functional uses and support for mobile computing. We will explore creative ideas for projects using mobile devices in teaching, learning, and administration. Topics may include hardware, applications, tools, special uses, wireless and mobile connectivity, web services, support issues, and security.
Sessoms, D. (2008). DIGITAL STORYTELLING: Training Pre-service Teachers to Use Digital Storytelling Across the Curriculum. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 958-960). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). http://www.editlib.org/p/27300/
Yuksel, P., Robin, B. & McNeil, S. (2011). Educational Uses of Digital Storytelling all around the World. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1264-1271). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). http://www.editlib.org/p/36461/
Ohler, J. (2008). Digital storytelling in the classroom : new media pathways to literacy, learning, and creativity /. Corwin Press.
Rudnicki, A., Cozart, A., Ganesh, A., Markello, C., Marsh, S., McNeil, S., Mullins, H., Odle Smith, D. & Robin, B. (2006). The Buzz Continues…The Diffusion of Digital Storytelling across disciplines and colleges at the University of Houston. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 717-723). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). http://www.editlib.org/p/22130/
Churchill, N., Ping, L. C., Oakley, G., & Churchill, D. (2008). DIGITAL STORYTELLING AND DIGITAL LITERACY LEARNING. In Rea dings in Education and Technology: Proceedings of ICICTE 200. http://www.icicte.org/ICICTE2008Proceedings/churchill043.pdf
Digital Storytelling and Philosophy | Sociology | Anthropology | History classes:
IVala, E., Chigona, A., Gachago, D., & Condy, J. (2012). Digital Storytelling and Student Engagement: A Case of Pre-Service Student Teachers and their Lecturers’ at a University of Technology – ProQuest. Presented at the International Conference on e-Learning. Retrieved from http://search.proquest.com/openview/498ddf3873e0433dd9ef1b0a67c1d9a9/1?pq-origsite=gscholar
Digital Storytelling and Communication Studies | Mass Communication:
Tharp, K., & Hills, L. (2004). Digital Storytelling: Culture, Media and Community. In: Marshall, S., Taylor, W., & Yu, X. H. (Eds). Using Community Informatics to Transform Regions. Idea Group Inc (IGI).
Boa-Ventura, A., & Rodrigues, I. (2010). “Making news with digital stories: digital storytelling as a forma of citizen journalism – case Studies analysis in the U.S., UK and Portugal. Revista PRISMA.COM, 0(7). Retrieved from http://revistas.ua.pt/index.php/prismacom/article/view/674
Eales-Reynolds, L., Gillham, D., Grech, C., Clarke, C., & Cornell, J. (2012). A study of the development of critical thinking skills using an innovative web 2.0 tool. Nurse Education Today, 32(7), 752-756. doi:10.1016/j.nedt.2012.05.017
finding ways to capture meaningful informal learning experiences by explicitly linking these to formal structures, and providing frameworks within which informal learning can then be validated and accredited (Cedefop Report 2007).
Education is clearly a social process but it is probably much closer to an ongoing discussion or debate than an extended celebration with an ever-expanding network of friends (p. 179, Ravenscroft et al.)
the community of inquiry (COI) model developed by Garrison and Anderson (2003) and social network analysis (SNA). European Commission-funded integrated
project called MATURE (Continuous Social Learning in Knowledge Networks), which is investigating how technology-mediated informal learning leads to improved knowledge practices in the digital workplace
Key to using socialmedia is the ability to stand back and evaluate the credibility of a source of information, apart from the actual content. While developing this critical attitude toward traditional media is important, the attitude is even more crucial in the context of using socialmedia because information didn’t go through the vetting process of formal publication. Can the student corroborate the information from multiple sources? How recent is this information? Are the author’s credentials appropriate? In other words, the ability to step back, to become aware of the metatext or metacontext is more important than ever.
Coad, D. T. (2013). Developing Critical Literacy and Critical Thinking through Facebook. Kairos: A Journal Of Rhetoric, Technology, And Pedagogy, 18(1).
Many instructors believe that writing on social networking sites undermines the rhetorical skills students learn in class because of the slang and abbreviations often used on these sites; such instructors may believe that social networks are the end of students’ critical awareness when they communicate. Johndan Johnson-Eilola and Stuart A. Selber (2009) contended that electronic writing forms actually require “sophisticated skills of understanding concrete rhetorical situations, analyzing audiences (and their goals and inclinations), and constructing concise, information-laden texts, as a part of a dynamic, unfolding, social process” (p. 18). It is this dynamic process that makes social networking a perfect match for the composition classroom and for teaching rhetorical skills: It helps students see how communication works in real, live rhetorical situations. Many students do not believe that communication in these media requires any kind of valuable literacy skills because they buy into the myth of how the news media portray social networks as valueless forms of communication that are decaying young people’s minds. This is why I introduced students to the passage from Invisible Man: to get them thinking about what kinds of skills they learn on Facebook. I found the text useful for helping them acknowledge the skills they are building in these writing spaces.
Stuart A. Selber (2004) in Multiliteracies for a Digital Age criticized so-called computer literacy classes for having “focused primarily on data representations, numbering systems, operating systems, file formats, and hardware and software components” rather than on the task of teaching students to be “informed questioners of technology” (p. 74). In a time when, as Sheelah M. Sweeny (2010) noted, “the ability to stay connected with others is constant,” it is increasingly important to engage composition students in critical thinking about the spaces they write in (p. 121). It is becoming clearer, as technology giants such as Google® and Apple® introduce new technologies, that critical literacy and critical thinking about technology are necessary for our students’ futures.
Valentini, C. (2015). Is using social media “good” for the public relations profession? A critical reflection. Public Relations Review, 41(2), 170-177. doi:10.1016/j.pubrev.2014.11.009
p. 172 there is no doubt that digital technologies and social media have contributed to a major alteration in people’s interpersonal communications and relational practices. Inter- personal communications have substantially altered, at least in Western and developed countries, as a result of the culture of increased connectivity that has emerged from social media’s engineering sociality ( van Dijck, 2013 ), which allows anyone to be online and to connect to others. Physical presence is no longer a precondition for interpersonal communication.
(Jiping) The Pew Research Center ( Smith & Duggan, 2013 , October 21) indicates that one in every ten American adults has used an online dating site or mobile dating app to seek a partner, and that in the last eight years the proportion of Americans who say that they met their current partner online has doubled. Another study conducted by the same organization ( Lenhart & Duggan, 2014 , February 11) shows that 25% of married or partnered adults who text, have texted their partner while they were both home together, that 21% of cell-phone owners or internet users in a committed relationship have felt closer to their spouse or partner because of exchanges they had online or via text message. Another 9% of adults have resolved online or by text message an argument with their partner that they were having difficulty resolving person to person ( Lenhart & Duggan, 2014 , February 11). These results indicate that digital technologies are not simply tools that facilitate communications: they have a substantial impact on the way humans interact and relate to one another. In other words, they affect the dynamics of interpersonal relations
In this digital age it has become increasingly important for libraries to infuse technology into their programs and services. Youth services librarians are faced with many technology routes to consider and app options to evaluate and explore. Join Claire Moore from the Darien Public Library to discuss innovative and effective ways the library can create opportunities for children, parents and caregivers to explore new technologies.
Key Trends Accelerating Technology Adoption in Higher Education 6
Long-Term Trends: Driving Ed Tech adoption in higher education for five or more years
> Advancing Cultures of Change and Innovation 8
> Increasing Cross-Institution Collaboration 10
Mid-Term Trends: Driving Ed Tech adoption in higher education for three to five years
> Growing Focus on Measuring Learning 12
> Proliferation of Open Educational Resources 14
Short-Term Trends: Driving Ed Tech adoption in higher education for the next one to two years
> Increasing Use of Blended Learning 16
> Redesigning Learning Spaces 18
Significant Challenges Impeding Technology Adoption in Higher Education 20
Solvable Challenges: Those that we understand and know how to solve
> Blending Formal and Informal Learning 22
> Improving Digital Literacy 24
Difficult Challenges: Those we understand but for which solutions are elusive
> Personalizing Learning 26
> Teaching Complex Thinking 28
Wicked Challenges: Those that are complex to even define, much less address
> Competing Models of Education 30
> Rewarding Teaching 32
Important Developments in Educational Technology for Higher Education 34
I’ve typically come to the defense of Gen Y, to which I belong, when baby boomers and others accuse us of neglecting personal relationships in favor of social networking, or of growing so reliant on technology that we’re unable to operate an actual telephone book or read a paper map. I even make my living doing all kinds of Millennial-y things like blogging and writing for online publications. But I also went to a solid journalism school that instilled me with plenty of old-old-school values, many of which I don’t think are forgiving when it comes to lifting another person’s writing or insights without also admitting where you got them.
The current concept of plagiarism is based on a capitalist view of property and ownership. It assumes that everything of value can be owned, bought, and sold and that ideas, knowledge, and art are created by individuals who have the rights of ownership. This view is deeply ingrained in Western culture.
Traditional definitions of plagiarism are further challenged by the digital revolution.
This situation has caused the current Millennial generation to see knowledge ownership, acquisition, and distribution in radically different terms than in previous generations. Clearly,
academia is past due in reevaluating the concept and how we deal with it in secondary and higher
education.