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Free Slideshow Presentation and Creation Tools for Teachers

The 5 Best Free Slideshow Presentation and Creation Tools for Teachers

http://elearningindustry.com/the-5-best-free-slideshow-presentation-and-creation-tools-for-teachers

A List of 20 Free Tools for Teachers to Create Awesome Presentations and Slideshows ~ Educational Technology and Mobile Learning
http://www.educatorstechnology.com/2012/05/list-of-20-free-tools-for-teachers-to.html
1-  SlideShare

It Offers  users the ability to upload and share publicly or privately PowerPoint presentations, Word documents and Adobe PDF Portfolios.

2-  Animoto  ( no option for collaboration)
Animoto turns your photos and video clips into professional video slideshows in minutes.

 3- VUVOX ( side is down)

VUVOX allows you to create interactive slideshows and presentations from photos, video and music from Flickr, Picasa Web Albums, YouTube, Facebook and more.

 4- Knovio

Knovio gives life to static slides and with a simple click you will be able to turn them into rich video and audio presentations that you can share with your friends and colleagues via email or popular social media websites. Knovio does not require any software installation or download, it is all web based.

 5- Ahead

 

Ahead is a great presentation tool for educators. It  works in such a way that it instantly transforms your layouts into a zooming presentation. Check it out its is great.

6- HelloSlide

 

HelloSlide is a cool web tool that allows its users to create awesome slides together with voice narration.

7- Jux
Jux is one of the best showcase for your stories. You can embed videos and photos from your hard drive or from a URL.
8-  Slidestaxx
Slidestaxx is a great presentation tool. It allows its users to create amazing social media slideshows. You can now gather media from different sources and put them together in an engaging slideshow using Slidestaxx to embed it in your blog, website or wiki.
9- Present.me
It allows its users to record and share their presentations using their webcams.

 10- PhotoPeach

 

PhotoPeach is a free  online service that allows it users to create media rich slideshows.What i like the most about this tool is the fact that it supports background music .Integrating audio into photo slideshows makes them quite engaging and presentable

11- Slideboom

12-  Zentation

13- Empressr

14- VoiceThread

15- Slidesix

16- Zoho Show

17- Prezentit

18- Popplet

19- AuthorStream
20- SlideRocket

21- Prezi

“Best Presentations of the Decade”

http://portal.sliderocket.com/sliderocket/Best-Presentations-of-the-Decade

 

8 Best PowerPoint Presentations: How to Create Engaging Presentations

https://www.udemy.com/blog/best-powerpoint-presentations/

 

Make PowerPoint Presentations Using Movie Maker

http://www.youtube.com/watch?v=ieDTmRgb3-Y

 

Creating Presentations in Windows Movie Maker

http://www.kidsnetsoft.com/global/moviemaker.pdf

 

How to Make a PowerPoint video presentation in Windows Movie Maker

http://movie-maker.wonderhowto.com/how-to/make-powerpoint-video-presentation-windows-movie-maker-322520/

 

Using Windows Movie Maker to Edit or Compile Media for Use with Presentations and Classroom Activities

http://matnonline.pbworks.com/f/Movie+Maker+presentation+pdf.pdf

 

Create Interactive Infographics

http://infogr.am/

 

visual.ly

http://visual.ly/

 

Piktochart

http://piktochart.com/

1001Freefonts.com

http://pf.kizoa.com/
Kizoa is neat but expensive. It does most of what iMovie does, including direct posting to social media. However, one needs to pay in order to do that.

Teachers Customize Textbooks Online

http://blogs.kqed.org/mindshift/2010/10/teachers-customize-textbooks-online/

http://www.curriki.org/welcome/about-curriki/

Connexions: A place for teachers, students, and professionals to search and contribute scholarly content, organized into “modules” or topic areas instead of entire textbooks.

CK12 FlexBooks: A nonprofit that aims to reduce the cost of textbook materials by encouraging the development of what they call the “FlexBook.” Anyone can view or help create these standards-based, customizable, collaborative texts.

Shmoop: An up-and-coming collection of freely shared, expert-written content (most Shmoop authors are Ph.D.s and high school or college-level educators) with the goal of inspiring students and providing tons of free resources to teachers that include writing guides, analyses, and discussions.

MIT Open CourseWare: The Massachusetts Institute of Technology publishes nearly all of its course content on this site, from videos to lecture notes to exams, all free of charge and open to the public. Many other universities are doing the same, often using the content management system EduCommons.

Media and Technology Literacy and Skills: May 10 workshop offered…

A a workshop for COLL 150 and HONS 100 instructors on May 10.

Here is the outline and resources.

Media Literacy and Skills

Media Literacy (according to Wikipedia — http://en.wikipedia.org/wiki/Media_literacy)

The term has been conceived in many different ways and across all academic departments (Mihalidis, 2008).

Media literacy is central in a broader concept of access (Sourbati, 2009).

The relationship between visual competencies and the notion of media literacy have not been fully explored or adequately specified (Griffin, 2008).

Media literacy interventions refer to education programs designed to reduce harmful effects of the media by informing the audience about one or more aspects of the media, thereby influencing media-related beliefs and attitudes, and ultimately preventing risky behaviors.  Positive effects of media literacy interventions were observed across diverse agents, target age groups, settings, topics, and countries (Jeong et al, 2012).

Media literacy, information literacy and digital literacy are the three most prevailing concepts that focus on a critical approach towards media messages

The 21st century has marked an unprecedented advancement of new media. New media has become so pervasive that it has penetrated into every aspect of our society. New media literacy plays an essential role for any citizen to participate fully in the 21st century society. Researchers have documented that literacy has evolved historically from classic literacy (reading-writing-understanding) to audiovisual literacy to digital literacy or information literacy and recently to new media literacy. A review of literature on media literacy reveals that there is a lack of thorough analysis of unique characteristics of newmedia and its impacts upon the notion of new media literacy. The purpose of the study is to unpack new media literacyand propose a framework for a systematic investigation of new media literacy

Hobbs versus Potter

Media Skills

Ten basic new media skills that today’s journalist should know: http://www.siliconvalleywatcher.com/mt/archives/2008/03/ten_basic_new_m.php

  • HTML is not dead. QR codes are only one new technology, which can revive it. But:
  • WordPress might be preferable to Adobe Dreamweaver.
  • PPT is not enough. Prezi does not replace it. Then what? Desktop/lpatop versus tablet (Stampsy). Or the Cloud m(VoiceThread)? Does Media skills = presentation skills?
  • iMovie | Movie Maker (local) versus YouTube (Cloud)
  • Flickr (Cloud) versus Photoshop (local).

Sources:

Mihailidis, P. (2008). Are We Speaking the Same Language? Assessing the State of Media Literacy in U.S. Higher Education. Simile8(4), 1-14. doi:10.3138/sim.8.4.001 http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=40303609

Hobbs, R. (2011). EMPOWERING LEARNERS WITH DIGITAL AND MEDIA LITERACY. Knowledge Quest39(5), 12-17. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=61819923

http://www.knightcomm.org/digital-and-media-literacy-a-plan-of-action/

Koltay, T. (2011). The media and the literacies: media literacy, information literacy, digital literacy. Media, Culture & Society33(2), 211-221. doi:10.1177/0163443710393382  http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=59569702

“Victor” CHEN, D., WU, J., & WANG, Y. (2011). Unpacking New Media Literacy. Journal Of Systemics, Cybernetics & Informatics9(2), 84-88. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=83259046

Sourbati, M. (2009). Media Literacy and Universal Access in Europe. Information Society25(4), 248-254. doi:10.1080/01972240903028680  http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=43050924

GRIFFIN, M. (2008). Visual competence and media literacy: can one exist without the other?. Visual Studies,23(2), 113-129. doi:10.1080/14725860802276255  http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=33944793

Jeong, S., Cho, H., & Hwang, Y. (2012). Media Literacy Interventions: A Meta-Analytic Review. Journal Of Communication62(3), 454-472. doi:10.1111/j.1460-2466.2012.01643.x http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=76349359

Yates, B. L. (2002). Media education’s present and future: A survey of teachers. Simile2(3), N.PAG. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=10537377

Technology Literacy and Skills

Technology Literacy

definition:

consider this: http://blog.lib.umn.edu/chri1010/TLI/023958.html

Technology Literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century.

http://www.coloradotechliteracy.org/org/documentation/module1/definition.htm
http://www.setda.org/toolkit/nlitoolkit/tla/tla02.htm 

Technology literacy is the ability of an individual, working independently and with others, to responsibly, appropriately and effectively use technology tools to access, manage, integrate, evaluate, create and communicate information.

http://www.montgomeryschoolsmd.org/departments/techlit/docs/Definition%20of%20Technology%20Literacy.pdf

“Technological Literacy is the ability to use, manage, assess, and understand technology” (Gallop Poll, 2004, p. 1). “Technological literacy encompasses three interdependent dimensions: (1) knowledge, (2) ways of thinking and acting; and (3) capabilities” (Technically Speaking, 2006, p.1).

http://cms.bsu.edu/-/media/WWW/DepartmentalContent/Senate/AgendasMinutes/200708/techlit2.pdf

Comprehension of technological innovation and the impact of technology on society — may include the ability to select and use specific innovations appropriate to one’s interests and needs.

http://www.education.com/definition/technological-literacy/

Technological Literacy Reconsidered: http://scholar.lib.vt.edu/ejournals/JTE/v4n2/waetjen.jte-v4n2.html

ICT literacy, which is increasingly referred to as the fourth literacy, is neither as well defined nor as readily assessed as reading, writing, and arithmetic (Mirray and Perez, 2010).

The importance for the public and educators to be proficienttechnology users since technology literacy is one of the important skills in the 21st century (Eisenberg et al, 2010).

Technology literacy is hampered by well-intentioned educators who are trying to develop checklists and tests (Miners, 2007).

Technology Skills:

Sources:

http://www.p21.org/overview/skills-framework/350

Pérez, J., & Murray, M. (2010). Generativity: The New Frontier for Information and Communication Technology Literacy. Interdisciplinary Journal Of Information, Knowledge & Management5127-137.  http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=58079824

Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information, Communications, and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving. Library Media Connection28(6), 24-27. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=50728714

Miners, Z., & Pascopella, A. (2007). The NEW Literacies. District Administration43(10), 26-34. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=27024204

NAEP Will Include Technology Literacy in 2012. (Cover story). (2008). Electronic Education Report15(20), 1-7.  http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=62828392

Heller-Ross, H. (2004). Reinforcing information and technology literacy. College & Research Libraries News65(6), 321-325. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=13541089

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Do you have ideas and materials regarding Media and Technology Literacy and Skills? Pls contribute…

personalized learning and achievement gap

https://www.edsurge.com/news/2022-03-28-can-personalized-learning-be-scaled-to-ease-teacher-burdens-and-close-achievement-gaps

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.

critical news literacy session

Critical news literacy session for social policy analysis course

Katie Querna, Thursday, 11AM, Stewart Hall

post Higher Ed Learning Collective

https://www.theguardian.com/world/2022/feb/21/dumb-and-lazy-the-flawed-films-of-ukrainian-attacks-made-by-russias-fake-factory

https://english.elpais.com/science-tech/2022-02-24/the-war-in-ukraine-via-tiktok-how-ordinary-citizens-are-recording-russian-troops.html

+++ please cover this information at home and bring your ideas and questions to class +++++

Most students can’t tell fake news from real news, study shows
Read more: https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/

Module 1 (video to introduce students to the readings and expected tasks)

  1. Fake News / Misinformation / Disinformation
    1. Definitions
      1. Fake news, alternative facts
        https://blog.stcloudstate.edu/ims?s=fake+news
        https://blog.stcloudstate.edu/ims?s=alternative+facts
      2. Misinformation vs disinformation
        https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/

        1. Propaganda
        2. Conspiracy theories
          1. Bots, trolls
            https://blog.stcloudstate.edu/ims/2017/11/22/bots-trolls-and-fake-news/
            https://blog.stcloudstate.edu/ims/2020/04/30/fake-social-media-accounts-and-politicians/
            https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
        3. Clickbait
          Filter bubbles, echo chambers
          (8 min) video explains filter bubbles
          https://www.ted.com/talks/eli_pariser_beware_online_filter

+++++ thank you for covering this information at home. Pls don’t forget to bring your q/s and ideas to class +++++

Why we are here today?
We need to look deeper in the current 21stcentury state of information and disinformation and determine how such awareness can help policy analysis. 
How do we make up our mind about news and information; where from we get our info; who do we believe, who do we mistrust. 

What do you understand under the following three items and their place in our efforts to analyze policies?
“critical thinking,” https://blog.stcloudstate.edu/ims/2014/05/11/the-5-step-model-to-teach-students-critical-thinking-skills/

“media literacy,” “Media Literacy now considers digital citizenship as part of media literacy — not the other way around”
https://blog.stcloudstate.edu/ims/2020/01/07/k12-media-literacy/

“critical [news] literacy”
https://youtu.be/i2WyIkK9IOg

how do these three items assist a better analysis of policies?

Class assignment:
Share a topic which is very much to your heart.
Please feel welcome to use the following resources and/or contribute with your own resources to determine the sources and potential bias

library spot fake news

fake news resources

fake news and video

Feel free also to use the following guidelines when establishing the veracity of information:

Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4

  1. ACCURACY
    1. Does the author cite reliable sources?
    2. How does the information compare with that in other works on the topic?
    3. Can you determine if the information has gone through peer-review?
    4. Are there factual, spelling, typographical, or grammatical errors?
  2. AUDIENCE
    1. Who do you think the authors are trying to reach?
    2. Is the language, vocabulary, style and tone appropriate for intended audience?
    3. What are the audience demographics? (age, educational level, etc.)
    4. Are the authors targeting a particular group or segment of society?
  3. AUTHORITY
    1. Who wrote the information found in the article or on the site?
    2. What are the author’s credentials/qualifications for this particular topic?
    3. Is the author affiliated with a particular organization or institution?
    4. What does that affiliation suggest about the author?
  4. CURRENCY
    1. Is the content current?
    2. Does the date of the information directly affect the accuracy or usefulness of the information?
  5. OBJECTIVITY/BIAS
    1. What is the author’s or website’s point of view?
    2. Is the point of view subtle or explicit?
    3. Is the information presented as fact or opinion?
    4. If opinion, is the opinion supported by credible data or informed argument?
    5. Is the information one-sided?
    6. Are alternate views represented?
    7. Does the point of view affect how you view the information?
  6. PURPOSE
    1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
    2. Does the purpose affect how you view the information presented?

In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.

++++++++++++++++++++
Aditional topics and ideas for exploring at home:
civil disobedience

https://blog.stcloudstate.edu/ims/2014/09/30/disruptive-technologies-from-swarming-to-mesh-networking/
https://blog.stcloudstate.edu/ims/2019/08/30/tik-tok-students-and-teachers/
https://news.softpedia.com/news/Venezuela-Blocks-Walkie-Talkie-App-Zello-Amid-Protests-428583.shtml
http://www.businessinsider.com/yo-updates-on-israel-missile-attacks-2014-7

https://blog.stcloudstate.edu/ims/2016/11/14/internet-freedom/
https://blog.stcloudstate.edu/ims/2016/08/31/police-to-block-social-media/
https://blog.stcloudstate.edu/ims/2016/04/04/technology-and-activism/

mini conference on virtual reality in education

Our first Library 2.022 mini-conference: “Virtual Reality and Learning: Leading the Way,” will be held online (and for free) on Tuesday, March 29th, 2022.

Virtual Reality was identified by the American Library Association as one of the 10 top library technology trends for the future. The use of this technology is equally trending in the education, museum, and professional learning spheres. Virtual Reality is a social and digital technology that uniquely promises to transform learning, build empathy, and make personal and professional training more effective and economical.

Through the leadership of the state libraries in California, Nevada, and Washington, Virtual Reality projects have been deployed in over 120 libraries in the three states in both economically and geographically diverse service areas. This example, as well as other effective approaches, can help us to begin a national conversation about the use of XR/immersive learning technology in libraries, schools, and museums; and about making content available to all users, creating spaces where digital inclusion and digital literacy serves those who need it the most

This is a free event, being held live online and also recorded.
REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.

Everyone is invited to participate in our Library 2.0 conference events, which are designed to foster collaboration and knowledge sharing among information professionals worldwide. Each three-hour event consists of a keynote panel, 10-15 crowd-sourced thirty-minute presentations, and a closing keynote.

Participants are encouraged to use #library2022 and #virtualrealitylearning on their social media posts about the event.

CALL FOR PROPOSALS:The call for proposals is now open. We encourage proposals that showcase effective uses of Virtual Reality in libraries, schools, and museums. We encourage proposals that also address visions or examples of Virtual Reality impacting adult education, STEM learning, the acquisition of marketable skills, workforce development, and unique learning environments.. Proposals can be submitted HERE.

KEYNOTE SPEAKERS, SPECIAL GUESTS, AND ORGANIZERS:

Sara Jones
State Librarian, Washington State Library

Sara Jones previously served as the director of the Marin County Free Library since July 2013. Prior to her time in California, Jones held positions in Nevada libraries for 25 years, including serving as the Carson City Library Director, the Elko-LanderEureka County Library System Director and Youth Services Coordinator, and Nevada State Librarian and Administrator of the State Library and Archives from 2000-2007. Jones was named the Nevada Library Association’s Librarian of the Year in 2012; served as Nevada’s American Library Association (ALA) Council Delegate for four years; coordinated ALA National Library Legislative Day for Nevada for 12 years; served as the Nevada Library Association president; was an active member of the Western Council of State Libraries serving as both vice president and president; and served on the University of North Texas Department of Library and Information Sciences Board of Advisors for over 10 years. She was awarded the ALA Sullivan award for services to children in 2018. She is a member and past-president of CALIFA, a nonprofit library membership consortium.

 

Tammy Westergard
Senior Workforce Development Leader, Project Coordinator – U.S. Department of Education Reimagine Workforce Preparation Grant Program – Supporting and Advancing Nevada’s Dislocated Individuals – Project SANDI

As Nevada State Librarian (2020 – 2021), Tammy Douglass Westergard was a leader in envisioning the dynamic roles of libraries in the future of learning and democracy in America. Tammy was also named the Nevada Library Association’s 2020 Librarian of the Year. She deployed the first certification program within any public library in America where individuals can earn a Manufacturing Technician 1 (MT1), a nationally recognized industry credential necessary to get many of the high paying careers in advanced manufacturing. In parallel with California public libraries, Westergard launched in Nevada the first State-wide learning program in American public libraries delivering augmented reality and virtual reality STEM content and equipment, resulting in immersive learning experiences for thousands of learners. Westergard imagined and then became the project design leader for the first-ever initiative deploying 3D learning tools for the College of Southern Nevada’s (CSN) allied health programs. As a result, CSN is the first dialysis technician training program in the world to use a virtual reality simulation for instruction and CSN was able to accept remote, online learners into its program for students who were previously unable to access the program.Tammy received her bachelor’s degree from the University of Nevada, Reno, a Master of Library Science from the University of North Texas and is a member of Beta Phi Mu, the international library and information studies honor society. She is a member of the International Advisory Board of the Vaclav Havel Library Foundation. The Library Journal named Westergard an “Agent of Change Mover and Shaker.” Tammy’s great passion is advancing educational opportunities through the library. She believes there is dignity in work, which is why she is expanding first-in-the-country programs she created that help displaced workers reskill and upskill so they can step into living wage jobs.

 

Greg Lucas
California State Librarian

Greg Lucas was appointed California’s 25th State Librarian by Governor Jerry Brown on March 25, 2014. Prior to his appointment, Greg was the Capitol Bureau Chief for the San Francisco Chronicle where he covered politics and policy at the State Capitol for nearly 20 years. During Greg’s tenure as State Librarian, the State Library’s priorities have been to improve reading skills throughout the state, put library cards into the hands of every school kid and provide all Californians the information they need – no matter what community they live in. The State Library invests $10 million annually in local libraries to help them develop more innovative and efficient ways to serve their communities. Since 2015, the State Library has improved access for millions of Californians by helping connect more than half of the state’s 1,100 libraries to a high-speed Internet network that links universities, colleges, schools, and libraries around the world. Greg holds a Master’s in Library and Information Science from California State University San Jose, a Master’s in Professional Writing from the University of Southern California, and a degree in communications from Stanford University.

 

Milton Chen
Independent Speaker, Author, Board Member

Milton says that he has had a very fortunate and fulfilling career on both coasts, working with passionate innovators to transform education in creative ways. His first job out of college was at Sesame Workshop in New York, working with founder Joan Cooney and some amazingly talented colleagues in TV production and educational research. From 1976 to 1980, he worked in the research department, creating science curricula for Sesame Street and testing segments for The Electric Company, the reading series. He then served as director of research for the development of 3-2-1 Contact, a science series for 8- to 12-year-olds. Eventually, Sesame Street circled the globe, with broadcasts in more than 100 countries and versions in Spanish, Chinese, Arabic, and many other languages. He then came to the Bay Area to pursue doctoral studies in communication at Stanford. His dissertation looked at gender differences in high school computer use, including new desktop computers we called “microcomputers.” After two years as an assistant professor at the Harvard Graduate School of Education, he joined KQED-San Francisco (PBS) in 1987 as director of education. They worked with teachers to incorporate video into their lessons, using VCRs! He wrote my first book, The Smart Parent’s Guide to Kids’ TV (1994) and hosted a program on the topic with special guest, First Lady Hillary Clinton. In 1998, he joined The George Lucas Educational Foundation as executive director. During his 12 years there, thjey produced documentaries and other media on schools embracing innovations such as project-based learning, social/emotional learning, digital technologies, and community engagement. They created the Edutopia brand to represent more ideal environments for learning. Today, the Edutopia.org website attracts more than 5 million monthly users.

 

Karsten Heise
Director of Strategic Programs, Nevada Governor’s Office of Economic Development (GOED) i

Karsten Heise joined the Nevada Governor’s Office of Economic Development (GOED) in April 2012 initially as Technology Commercialization Director and then continued as Director of Strategic Programs. He leads Innovation Based Economic Development (IBED) in Nevada. As part of IBED, he created and manages Nevada’s State Small Business Credit Initiative (SSBCI) Venture Capital Program. He also leads and overseas the ‘Nevada Knowledge Fund’ to spur commercialization at the state’s research institutions and to foster Research & Development engagements with the private sector as well as supporting local entrepreneurial ecosystems and individual startups. In addition, Karsten is deeply familiar with the European vocational training system having completed his banking-apprenticeship in Germany. This experience inspired the development of the ‘Learn and Earn Advanced career Pathway’ (LEAP) framework in Nevada, which progressed to becoming the standard template for developing career pathway models in the state. He is deeply passionate about continuously developing new workforce development approaches dealing with the consequences of the Fourth Industrial Revolution. Prior to joining the GOED, Karsten spent five years in China working as an external consultant to Baron Group Beijing and as member of the senior management team at Asia Assets Limited, Beijing. Before relocating to Beijing, Karsten worked for 10 years in the international equity divisions of London-based leading Wall Street investment banks Morgan Stanley, Donaldson, Lufkin & Jenrette (DLJ), and most recently Credit Suisse First Boston (CSFB). As Vice President at CSFB, he specialized in alternative investments, structured products, and international equities. His clients were entrepreneurs, ultra-high net worth individuals and family offices as well as insurance companies, pension funds, asset managers and banks. Karsten speaks German and Mandarin Chinese. Karsten completed his university education in the United Kingdom with a Bachelor of Science with First Class Honours in Economics from the University of Buckingham, a Master of Science with Distinction in International Business & Finance from the University of Reading, and a Master of Philosophy with Merit in Modern Chinese Studies, Chinese Economy from the University of Cambridge – Wolfson College. He is also an alumnus of the Investment Management Evening Program at London Business School and completed graduate research studies at Peking University, China.

 

Dana Ryan, PhD 
Special Assistant to the President, Truckee Meadows Community College

With a doctorate in educational leadership from the University of Nevada, Reno, Dana has decades advancing education and training solutions to meaningfully link, scale, enhance and further develop digital components in healthcare, advanced manufacturing, logistics, IT and construction trades. She understands the WIOA one-stop-operating-system programs and processes and can communicate how delivery of services to clients through local offices, regional centers and libraries is achieved. Skill with analysis of a variety of labor market and other demographic information creates excellence in explaining the relevance of labor market data and local, state, and national labor market trends. Dana interfaces with labor and management groups/leaders, and others.

This is a free event, being held live online and also recorded.
REGISTER HERE
to attend live and/or to receive the recording links afterward.
Please also join this Library 2.0 network to be kept updated on this and future events.

The School of Information at San José State University is the founding conference sponsor. Please register as a member of the Library 2.0 network to be kept informed of future events. Recordings from previous years are available under the Archives tab at Library 2.0 and at the Library 2.0 YouTube channel.

SCSU Fulbright students

Spring 2021 series of presentations by Fulbright Students at SCSU:

+++++++++++++++++++++++++++

  • February, 17, 4PM

Souleymane Kassoum

Title:
Bilingual Education in Niger

Outline:
French language has been officially used in Niger since colonial rule as the only language for instruction. This monolingual instruction on the detriment of National languages negatively impacts the teaching and learning quality in public schools due to the linguistic barrier students in public school are facing. The purpose of this discussion is to shed light on the learning crisis caused by French monolingual instruction which could be solved by the introduction of national languages as languages of instruction in elementary education and French as the language of subject. The challenges of a successful implementation and generalization of French-National language education (bilingual education) are also pointed out and the discussion ends with some recommendations for applicable situations in the United States, e.g. schooling of Native American students.

Tiana Aprianti
Title:
Indonesia Education Equality and Equity

Outline:
Indonesia as an archipelago country experiences difficulties in regard to equality in education due to its geography. Lack of infrastructure leaves numerous areas isolated. Such isolation results in poor education quality to the students in remote areas. This poor quality ranges from the school infrastructure to education technology. Furthermore, the low-quality teachers also have been a concern. 94.8% of teachers in remote areas do not have a Bachelor’s degree, a legacy from the past when the teacher profession was not held in high esteem. Aging teachers and having the society respect the teaching profession, like in the United States, are issues debated in the country.


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March 24, 4PM
Ksenia Maksimova
Title:
Students at Russian vs. American Colleges and Universities. Exploring the Process of Learning and Collaboration through a Cultural len
Outline:
Please join a discussion on interaction and collaboration among students from educational systems in two different countries, the U.S. and Russia. A comparison of the specifics of Russian and American mentalities, cultures, and styles of communication, will focus on Russian and American students’ collaboration styles. The discussion will present the facilitator’s own experience and perspective to engage attendants to share their feelings and impressions.

Link to Zoom recording:
https://minnstate.zoom.us/rec/play/SSbCnB49_5_UqBRBddfFiHTYzBH_-LpOU5FUR1CqhBku5MS_kdVnDUrQdMeZ3FdCkitJOuyy3emXwAee.ccWA8V-HUKpvy8lU?_x_zm_rhtaid=961&_x_zm_rtaid=sQpouEaZTuC50jhcJSSuyg.1616618414703.63cb97b97456ee2a61b76a01b451b117&autoplay=true&continueMode=true&startTime=1616619797000

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  • April 21, 4PM
    Aminata Phoray-Musa

Title:
Sierra Leone’s School System: Does the school culture represent the culture of the people

Outline:
Please join a discussion about the educational system and culture of a West African country, Sierra Leone. The discussion will seek a comparison of the country’s culture and school structure and values compared to the ones in the United States.

student data privacy

Russia-linked spyware found on school laptops given to children by government from r/worldnews

https://www.independent.co.uk/life-style/gadgets-and-tech/russia-spyware-school-laptops-b1790759.html

Upon unboxing and preparing them, it was discovered that a number of the laptops were infected with a self-propagating network worm,” one teacher reportedly wrote

Laptops provided to schools in order to support vulnerable children learning from home during the coronavirus pandemic have been found to contain viruses.

Teachers from a Bradford school shared details about suspicious files they found on the machines which appeared to be trying to contact Russian servers, the BBC reported.

The government has sent schools over 800,000 laptops in order to help poorer children get the support they need, but have been roundly criticised about both the quality of the laptops and the time it takes to receive them.

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more on student data privacy and China in this IMS blog
https://blog.stcloudstate.edu/ims/2018/10/31/students-data-privacy/

TRACK model changes

https://www.facebook.com/groups/elearngdeveloping/permalink/10164385188890542/

TRACK model

How have you experienced the teachers move from face to face to online learning?
What is the biggest challenge created by the transition ?
How have you managed the challenge?
What are opportunities for instructors , regarding the transition to online learning ?
What have you done to ensure a smooth transition?
As previously mentioned the core of my arguments centre around the TPACK model. Based on the TPACK I propose that the move to online learning must be supported by the instatement of a Professional Development Program.
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https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/
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difference between TRACK model and SAMR model
https://www.schoology.com/blog/tpack-framework-explained


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More on TRACK model and SAMR in this blog
https://blog.stcloudstate.edu/ims?s=track+model

Harvard EdCast: Online Learning

Harvard EdCast: Making Online Learning Work

https://www.gse.harvard.edu/news/20/10/harvard-edcast-making-online-learning-work

  • Create opportunities online for students to connect with each other as part of the school day. 
  • Keep lines of communication open and constructive between teachers and parents/guardians. 
  • Focus on core skills at home. 

There’s a distinction between online and using technology versus distance learning.

It’s going to become a lot more interactive, a lot more personal, and then teachers are going to be able to zero in a lot more on what the kids need.

A lot of teachers feel a lot of pressure to have these perfectly planned lesson plans that go exactly as intended when you get into the classroom. In this environment, it’s okay to not have the planning perfect. It’s okay if things get a little bit extemporaneous, a little improvisational in the classroom.

If I’m a teacher looking at the pie of time and energy that I have in a given week, I would try to minimize the energy that I have to put into things where I’m not interacting with students …

Teachers putting a lot of time and energy getting a setup like I have with a microphone and a pen tablet and all of that. That takes a lot of work, a lot of energy, and it’s energy that once again gets taken away from time that they could be interacting with students.

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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning

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