During Lab work on Jan 28, we experienced Video 360 cardboard movies
let’s take 5-10 min and check out the following videos (select and watch at least three of them)
F2F students, please Google Cardboard
Online students, please view on your computer or mobile devices, if you don’t have googles at your house (you can purchase now goggles for $5-7 from second-hand stores such as Goodwill)
Both F2F and online students. Here directions how to easily open the movies on your mobile devices:
Copy the URL and email it to yourself.
Open the email on your phone and click on the link
If you have goggles, click on the appropriate icon lower right corner and insert the phone in the goggles
Open your D2L course on your phone (you can use the mobile app).
Go to the D2L Content Module with these directions and click on the link.
After the link opens, insert phone in the goggles to watch the video
Videos: While watching the videos, consider the following objectives:
– Does this particular technology fit in the instructional design (ID) frames and theories covered, e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?
Find one F2F and one online peer to form a group.
Based on the questions/directions before you started watching the videos:
– Does this particular technology fit in the instructional design (ID) frames and theories covered. e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?
exchange thoughts with your peers and make a plan to create similar educational product
Evaluate the ability of the game you watched to be incorporated in the educational process
Assignment: In 10-15 min (mind your peers, since we have only headset), do your best to evaluate one educational app (e.g., Labster) and one leisure app (games).
Use the same questions to evaluate Lenovo DayDream:
– Does this particular technology fit in the instructional design (ID) frames and theories covered, e.g. PBL, CBL, Activity Theory, ADDIE Model, TIM etc. (https://blog.stcloudstate.edu/ims/2020/01/29/im-690-id-theory-and-practice/ ). Can you connect the current state, but also the potential of this technology with the any of these frameworks and theories, e.g., how would Google Tour Creator or any of these videos fits in the Analysis – Design – Development – Implementation – Evaluation process? Or, how do you envision your Google Tour Creator project or any of these videos to fit in the Entry – Adoption – Adaptation – Infusion – Transformation process?
– how does this particular technology fit in the instructional design (ID) frames and theories covered so far?
– what models and ideas from the videos you will see seem possible to be replicated by you?
PISA scores were recently released, and results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.
Even on seemingly-serious websites, credibility is not a given. When I was in middle and high school, we were taught that we could trust .org websites. Now, with the practice of astroturfing, responsible consumers of information must dig deeper and go further to verify the legitimacy of information. https://www.merriam-webster.com/dictionary/astroturfing
Experiences like these, where students are challenged to consider the validity of information and sort what’s real from what’s fake, would better prepare them not only to be savvier consumers of news, but also to someday digest contradictory information to make complicated decisions about their own health care, finances or civic engagement.
freely available resources to help educators teach how to vet information and think critically about real-world topics.
In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counselling; Ubiquitous and lifelong learning; Training programmes and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education.
• In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects.
• In TEACHING AND LEARNING: Critical Thinking; Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education.
• In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programmes; Equity, social justice and social change; Ethics and values; Organizational learning and change; Corporate Education.
= Types of Contributions =
All submissions are subjected to a blind-review refereeing process and are divided in these categories:
– Oral Presentations
– Posters
– Workshops
– Virtual presentations
– Company Presentation
Corporates can also showcase their products or services in the conference exhibitions area by contacting the secretariat or publicity email (provided below).
= Conference Date and Location =
END 2020 will be held in Zagreb, Croatia (Hotel Dubrovnik) and will occur from 27 to 29 of June, 2020.
A 2016 Pew Research Center study indicates that the digital divide in the United States is not solely about access to technology; it also is about the ability to use technology to get what we need.1 What does digital readiness mean; applying cumulative knowledge to real-world situations. Having a tech or STEM-related degree does not ensure digital readiness.
How Can We Encourage Digital Agility in the Liberal Arts?
Digital pedagogy often creates opportunities for instructors to create non-disposable assignments—assignments that are not designed to be thrown away but rather have a purpose past being required.3
“We need to marry the best of our academic work with the best of edtech. In other words, what would it look like if education technology were embedded in the everyday practice of academic disciplines?”4
Project-based learning fits well within the curricular flexibility of the liberal arts. In project-based work, students apply what they are learning in the context of an engaging experience.
Building off frameworks that are already in place, like the Association for College and Research Libraries (ACRL) Framework for Information Literacy,
External-facing work offers students real situations where, if we imagine what digital agility looks like, they have to adjust to possible new digital environments and approaches.
Reflection provides a way for meaning-making to happen across individual assignments, projects, and classes. Without the chance to assemble assignments into a larger narrative, each experience lives in its own void.
How Can Institutions Build Systems-Level Support?
Liberal arts colleges in particular are interested in the ways they prepare graduates to be agile and critical in a digital world—as seen in the Association of American Colleges & Universities (AAC&U) Valid Assessment of Learning in Undergraduate Education (VALUE) Rubrics.
he Bryn Mawr Digital Competencies Framework5 was followed by more formal conversations and the formation of a working group (including Carleton College,
My note: this is the first step toward the conclusion of my dissertation: the CIO in education must wear three hats: computer geek, educator and administrator.
Since edtech varies from district to district and state to state, it’s unlikely that an IT candidate will be up-to-speed on the current system in use. Alabama solves this problem by offering the Alabama Chief Technology Officer certification program.
It is critical for those in K-12 IT leadership to understand the unique customer service needs of the education industry. When technology doesn’t work, it throws a wrench into an entire day of learning. Educators need a fast fix and responsive service. Effective tech leaders will delegate by teaming up with tech-savvy teachers who can serve as school tech leaders. This strategy allows for an on-site tech expert to step in to put out fires before the tech expert arrives.
Former teachers can also make strong chief technology officers because they understand both tech and education. This allows them to build trust with the staff, which is a critical component to launching new technology initiatives.
Research supports the impact that school librarians make on academic achievement, especially with regard to reading and writing scores. For instance, a Pennsylvania study cited in the Spokesman-Review article notes that 1.6% fewer students tested at the below basic level in reading when they had access to full-time librarians. The difference was even greater for minority students and those with disabilities, averaging at about a 5% improvement for those populations. Other research also supports the academic benefit of school librarians and demonstrates how they contribute to learning gains.
An interactive discussion on the Innovating Pedagogy 2019 report from The Open University
About the Guest
Rebecca is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures, and how people learn together online and I supervise doctoral students in both these areas.
Rebecca worked for several years as a researcher and educator on the Schome project, which focuses on educational futures, and was also the research lead on the SocialLearn online learning platform, and learning analytics lead on the Open Science Lab (Outstanding ICT Initiative of the Year: THE Awards 2014). She is currently a pedagogic adviser to the FutureLearn MOOC platform, and evaluation lead on The Open University’s FutureLearn MOOCs. She is an active member of the Society for Learning Analytics Research, and have co-chaired many learning analytics events, included several associated with the Learning Analytics Community Exchange (LACE), European Project funded under Framework 7.
Rebecca’s most recent book, Augmented Education, was published by Palgrave in spring 2014.
Mor, Y., Ferguson, R., & Wasson, B. (2015). Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221–229. https://doi.org/10.1111/bjet.12273
Hansen, C., Emin, V., Wasson, B., Mor, Y., Rodriguez-Triana, M., Dascalu, M., … Pernin, J. (2013). Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics. Scaling up Learning for Sustained Impact – Proceedings of EC-TEL 2013, 8095, 605–606. https://doi.org/10.1007/978-3-642-40814-4_73
how to decolonize educational technology: MOOCs coming from the big colonial powers, not from small countries. Video games: many have very colonial perspective
strategies for innovative pedagogies: only certainly groups or aspects taking into account; rarely focus on support by management, scheduling, time tabling, tech support.
Date: Wednesday, April 3rd Time: 3:30 PM to 4:15 PM Conference Session: Concurrent Session 3 Streamed session Lead Presenter: Brian Kane (General Design LLC) Track: Research: Designs, Methods, and Findings Location: Juniper A Session Duration: 45min Brief Abstract:What happens when you apply design thinking to AI? AI presents a fundamental change in the way people interact with machines. By applying design thinking to the way AI is made and used, we can generate an unlimited amount of new ideas for products and experiences that people will love and use.https://onlinelearningconsortium.org/olc-innovate-2019-session-page/?session=6964&kwds=
Notes from the session:
design thinking: get out from old mental models. new narratives; get out of the sci fi movies.
narrative generators:
we need machines to make mistakes. Ai even more then traditional software.
Lessons learned: don’t replace people
Date: Thursday, April 4th Time: 8:45 AM to 9:30 AM Conference Session: Concurrent Session 4 Streamed session Lead Presenter: Matt Crosslin (University of Texas at Arlington LINK Research Lab) Track: Experiential and Life-Long Learning Location: Cottonwood 4-5 Session Duration: 45min Brief Abstract:How can teachers utilize chatbots and artificial intelligence in ways that won’t remove humans out of the education picture? Using tools like Twine and Recast.AI chatobts, this session will focus on how to build adaptive content that allows learners to create their own heutagogical educational pathways based on individual needs.++++++++++++++++
Date: Thursday, April 4th Time: 9:45 AM to 10:30 AM Conference Session: Concurrent Session 5 Streamed session Lead Presenter: Maikel Alendy (FIU Online) Co-presenter: Sky V. King (FIU Online – Florida International University) Track: Teaching and Learning Practice Location: Cottonwood 4-5 Session Duration: 45min Brief Abstract:“This is Us” demonstrates how leveraging storytelling in learning engages students to effectively communicate their authentic story, transitioning from consumerism to become creators and influencers. Addressing responsibility as a digital citizen, information and digital literacy, online privacy, and strategies with examples using several edtech tools, will be reviewed.++++++++++++++++++
Date: Thursday, April 4th Time: 11:15 AM to 12:00 PM Conference Session: Concurrent Session 6 Streamed session Lead Presenter: Kristin Bushong (Arizona State University ) Co-presenter: Heather Nebrich (Arizona State University) Track: Effective Tools, Toys and Technologies Location: Juniper C Session Duration: 45min Brief Abstract:Considering today’s overstimulated lifestyle, how do we engage busy learners to stay on task? Join this session to discover current efforts in implementing ubiquitous educational opportunities through customized interests and personalized learning aspirations e.g., adaptive math tools, AI support communities, and memory management systems.+++++++++++++
Date: Thursday, April 4th Time: 1:15 PM to 2:00 PM Conference Session: Concurrent Session 7 Streamed session Lead Presenter: Katie Linder (Oregon State University) Co-presenter: June Griffin (University of Nebraska-Lincoln) Track: Teaching and Learning Practice Location: Cottonwood 4-5 Session Duration: 45min Brief Abstract:The concept of High-impact Educational Practices (HIPs) is well-known, but the conversation about transitioning HIPs online is new. In this session, contributors from the edited collection High-Impact Practices in Online Education will share current HIP research, and offer ideas for participants to reflect on regarding implementing HIPs into online environments.https://www.aacu.org/leap/hipshttps://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf+++++++++++++++++++++++
Date: Thursday, April 4th Time: 3:45 PM to 5:00 PM Streamed session Lead Presenter: Manoush Zomorodi (Stable Genius Productions) Track: N/A Location: Adams Ballroom Session Duration: 1hr 15min Brief Abstract:How can we ensure that students and educators thrive in increasingly digital environments, where change is the only constant? In this keynote, author and journalist Manoush Zomorodi shares her pioneering approach to researching the effects of technology on our behavior. Her unique brand of journalism includes deep-dive investigations into such timely topics as personal privacy, information overload, and the Attention Economy. These interactive multi-media experiments with tens of thousands of podcast listeners will inspire you to think creatively about how we use technology to educate and grow communities.Friday
Date: Friday, April 5th Time: 8:30 AM to 9:30 AM Streamed session Lead Presenter: Michael Caulfield (Washington State University-Vancouver) Track: N/A Location: Adams Ballroom Position: 2 Session Duration: 60min Brief Abstract:Years ago, John Lyndon (then Johnny Rotten) sang that “anger is an energy.” And he was right, of course. Anger isn’t an emotion, like happiness or sadness. It’s a reaction, a swelling up of a confused urge. I’m a person profoundly uncomfortable with anger, but yet I’ve found in my professional career that often my most impactful work begins in a place of anger: anger against injustice, inequality, lies, or corruption. And often it is that anger that gives me the energy and endurance to make a difference, to move the mountains that need to be moved. In this talk I want to think through our uneasy relationship with anger; how it can be helpful, and how it can destroy us if we’re not careful.++++++++++++++++
Date: Friday, April 5th Time: 10:45 AM to 11:30 AM Conference Session: Concurrent Session 10 Streamed session Lead Presenter: Laurie Daily (Augustana University) Co-presenter: Sharon Gray (Augustana University) Track: Problems, Processes, and Practices Location: Juniper A Session Duration: 45min Brief Abstract:The purpose of this session is to explore the implementation of a Community of Practice to support professional development, enhance online course and program development efforts, and to foster community and engagement between and among full and part time faculty.+++++++++++++++
Date: Friday, April 5th Time: 11:45 AM to 12:30 PM Conference Session: Concurrent Session 11 Streamed session Lead Presenter: Katrina Rainer (Strayer University) Co-presenter: Jennifer M McVay-Dyche (Strayer University) Track: Teaching and Learning Practice Location: Cottonwood 2-3 Session Duration: 45min Brief Abstract:Learning is more effective and organic when we teach through the art of storytelling. At Strayer University, we are blending the principles story-driven learning with research-based instructional design practices to create engaging learning experiences. This session will provide you with strategies to strategically infuse stories into any lesson, course, or curriculum.
In 2018 we witnessed a clash of titans as government and tech companies collided on privacy issues around collecting, culling and using personal data. From GDPR to Facebook scandals, many tech CEOs were defending big data, its use, and how they’re safeguarding the public.
1. Companies will face increased pressure about the data AI-embedded services use.
2. Public concern will lead to AI regulations. But we must understand this tech too.
In 2018, the National Science Foundation invested $100 million in AI research, with special support in 2019 for developing principles for safe, robust and trustworthy AI; addressing issues of bias, fairness and transparency of algorithmic intelligence; developing deeper understanding of human-AI interaction and user education; and developing insights about the influences of AI on people and society.
This investment was dwarfed by DARPA—an agency of the Department of Defence—and its multi-year investment of more than $2 billion in new and existing programs under the “AI Next” campaign. A key area of the campaign includes pioneering the next generation of AI algorithms and applications, such as “explainability” and common sense reasoning.
Federally funded initiatives, as well as corporate efforts (such as Google’s “What If” tool) will lead to the rise of explainable AI and interpretable AI, whereby the AI actually explains the logic behind its decision making to humans. But the next step from there would be for the AI regulators and policymakers themselves to learn about how these technologies actually work. This is an overlooked step right now that Richard Danzig, former Secretary of the U.S. Navy advises us to consider, as we create “humans-in-the-loop” systems, which require people to sign off on important AI decisions.
3. More companies will make AI a strategic initiative in corporate social responsibility.
