Searching for "video 360"
Twenty-fifth International Conference on Learning
2018 Special Focus: Education in a Time of Austerity and Social Turbulence 21–23 June 2018 University of Athens, Athens, Greece http://thelearner.com/2018-conference
Theme 8: Technologies in Learning
- Technology and human values: learning through and about technology
- Crossing the digital divide: access to learning in, and about, the digital world
- New tools for learning: online digitally mediated learning
- Virtual worlds, virtual classrooms: interactive, self-paced and autonomous learning
- Ubiquitous learning: using the affordances of the new mediaDistance learning: reducing the distance
Theme 9: Literacies Learning
- Defining new literacies
- Languages of power: literacy’s role in social access
- Instructional responses to individual differences in literacy learning
- The visual and the verbal: Multiliteracies and multimodal communications
- Literacy in learning: language in learning across the subject areas
- The changing role of libraries in literacies learning
- Languages education and second language learning
- Multilingual learning for a multicultural world
- The arts and design in multimodal learning
- The computer, internet, and digital media: educational challenges and responses
PROPOSAL: Paper presentation in a Themed Session
Virtual Reality and Gamification in the Educational Process: The Experience from an Academic Library
VR, AR and Mixed Reality, as well as gaming and gamification are proposed as sandbox opportunity to transition from a lecture-type instruction to constructivist-based methods.
The NMC New Horizon Report 2017 predicts a rapid application of Video360 in K12. Millennials are leaving college, Gen Z students are our next patrons. Higher Education needs to meet its new students on “their playground.” A collaboration by a librarian and VR specialist is testing the opportunities to apply 360 degree movies and VR in academic library orientation. The team seeks to bank on the inheriting interest of young patrons toward these technologies and their inextricable part of a rapidly becoming traditional gaming environment. A “low-end,” inexpensive and more mobile Google Cardboard solution was preferred to HTC Vive, Microsoft HoloLens or comparable hi-end VR, AR and mixed reality products.
The team relies on the constructivist theory of assisting students in building their knowledge in their own pace and on their own terms, rather than being lectured and/or being guided by a librarian during a traditional library orientation tour. Using inexpensive Google Cardboard goggles, students can explore a realistic set up of the actual library and familiarize themselves with its services. Students were polled on the effectiveness of such approach as well as on their inclination to entertain more comprehensive version of library orientation. Based on the lessons from this experiment, the team intends to pursue also a standardized approach to introducing VR to other campus services, thus bringing down further the cost of VR projects on campus. The project is considered a sandbox for academic instruction across campus. The same concept can be applied for [e.g., Chemistry, Physics, Biology) lab tours; for classes, which anticipate preliminary orientation process.
Following the VR orientation, the traditional students’ library instruction, usually conducted in a room, is replaced by a dynamic gamified library instruction. Students are split in groups of three and conduct a “scavenger hunt”; students use a jQuery-generated Web site on their mobile devices to advance through “hoops” of standard information literacy test. E.g., they need to walk to the Reference Desk, collect specific information and log their findings in the Web site. The idea follows the strong interest in the educational world toward gaming and gamification of the educational process. This library orientation approach applies the three principles for gamification: empowers learners; teaches problem solving and increases understanding.
Similarly to the experience with VR for library orientation, this library instruction process is used as a sandbox and has been successfully replicated by other instructors in their classes.
digitally mediated learning
Unlocking the Promise of Digital Assessment
By Stacey Newbern Dammann, EdD, and Josh DeSantis October 30, 2017
The proliferation of mobile devices and the adoption of learning applications in higher education simplifies formative assessment. Professors can, for example, quickly create a multi-modal performance that requires students to write, draw, read, and watch video within the same assessment. Other tools allow for automatic grade responses, question-embedded documents, and video-based discussion.
- Multi-Modal Assessments – create multiple-choice and open-ended items that are distributed digitally and assessed automatically. Student responses can be viewed instantaneously and downloaded to a spreadsheet for later use.
- (socrative.com) and
- Poll Everywhere (http://www.pollev.com).
- Formative (http://www.goformative.com) allows professors to upload charts or graphic organizers that students can draw on with a stylus. Formative also allows professors to upload document “worksheets” which can then be augmented with multiple-choice and open-ended questions.
- Nearpod (http://www.nearpod.com) allows professors to upload their digital presentations and create digital quizzes to accompany them. Nearpod also allows professors to share three-dimensional field trips and models to help communicate ideas.
- Video-Based Assessments – Question-embedded videos are an outstanding way to improve student engagement in blended or flipped instructional contexts. Using these tools allows professors to identify if the videos they use or create are being viewed by students.
- EdPuzzle (edpuzzle.com) and
- Playposit (http://www.playposit.com) are two leaders in this application category. A second type of video-based assessment allows professors to sustain discussion-board like conversation with brief videos.
- Flipgrid (http://www.flipgrid.com), for example, allows professors to posit a video question to which students may respond with their own video responses.
- Quizzing Assessments – ools that utilize close-ended questions that provide a quick check of student understanding are also available.
Integration of technology is aligned to sound formative assessment design. Formative assessment is most valuable when it addresses student understanding, progress toward competencies or standards, and indicates concepts that need further attention for mastery. Additionally, formative assessment provides the instructor with valuable information on gaps in their students’ learning which can imply instructional changes or additional coverage of key concepts. The use of tech tools can make the creation, administration, and grading of formative assessment more efficient and can enhance reliability of assessments when used consistently in the classroom. Selecting one that effectively addresses your assessment needs and enhances your teaching style is critical.
more on digital assessment in this IMS blog
Library instruction Information Literacy Digital Literacy
Instructor, Michael Pickle. September 26, 4-5:30PM for SPED 204
short link to this blog entry: http://bit.ly/scsusped204
My name is Plamen Miltenoff and I will be leading your digital literacy instruction today: Here is more about me: http://web.stcloudstate.edu/pmiltenoff/faculty/ and more about the issues we will be discussing today: https://blog.stcloudstate.edu/ims/
As well as my email address for further contacts: email@example.com
- How do we search?
- Google and Google Scholar (more focused, peer reviewed, academic content)
- Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com/
- SCSU Library search, Google, Professional organization, (e.g. NASET), Stacks of magazines, SCSU library info, but need to know what all of the options mean on that page
- Custom Search Engine:
- Basic electronic (library) search information and strategies. Library research services
- Searching SCSU library
here is the link to SPED:
- Articles and Dbases
- Movies and Streaming Media
- Course Reserves: https://www.stcloudstate.edu/library/borrow/reserves.aspx
- Virtual Librarian: https://www.stcloudstate.edu/library/ask-librarian.aspx
- Reserve a study room: https://www.stcloudstate.edu/library/space/default.aspx
- InterLibrary Loan (ILL): https://www.stcloudstate.edu/library/about/policies/interlibrary-loan.aspx
50 min : http://web.stcloudstate.edu/pmiltenoff/bi/
5 min to introduce and make a connection
Plan 1. Introduction to the library (for library novices: Virtual Reality library orientation and gamified library instruction )
15 min for a Virtual Reality tours of the Library + quiz on how well they learned the library:
and 360 degree video on BYOD:
Play a scavenger hunt IN THE LIBRARY: http://bit.ly/learnlib
What is gamification? Common Craft’s latest video explains gamification in clear and concise terms.
more on gamification in this IMS blog
Survey: IoT Overtakes Mobile as Security Threat
By Rhea Kelly 06/05/17
a report from ISACA, a nonprofit association focused on knowledge and practices for information systems. The 2017 State of Cyber Security Study surveyed IT security leaders around the globe on security issues, the emerging threat landscape, workforce challenges and more.
- 53 percent of survey respondents reported a year-over-year increase in cyber attacks;
- 62 percent experienced ransomware in 2016, but only 53 percent have a formal process in place to address a ransomware attack;
- 78 percent reported malicious attacks aimed at impairing an organization’s operations or user data;
- Only 31 percent said they routinely test their security controls, while 13 percent never test them; and
- 16 percent do not have an incident response plan.
- 65 percent of organizations now employ a chief information security officers, up from 50 percent in 2016, yet still struggle to fill open cyber security positions;
- 48 percent of respondents don’t feel comfortable with their staff’s ability to address complex cyber security issues;
- More than half say cyber security professionals “lack an ability to understand the business”;
- One in four organizations allot less than $1,000 per cyber security team member for training; and
- About half of the organizations surveyed will see an increase in their cyber security budget, down from 61 percent in 2016.
IoT to Represent More Than Half of Connected Device Landscape by 2021
By Sri Ravipati 06/09/17
analysis comes from Cisco’s recent Visual Networking Index for the 2016-2021 forecast period.
- IP video traffic will increase from 73 percent of all internet consumer traffic in 2016 to 82 percent in 2021 (with live streaming accounting for 13 percent);
- Virtual and augmented reality traffic is expected to increase 20-fold during the forecast period at a compound annual growth rate of 82 percent; and
- Internet video surveillance traffic is anticipated to grow during the forecast period, comprising 3.4 percent of all internet traffic.
To learn more, view the full report.
5 ways to use the Internet of Things in higher ed
Asynch Delivery and the LMS Still Dominate for Online Programs
By Dian Schaffhauser 05/22/17
a recent research project by Quality Matters and Eduventures, the “Changing Landscape of Online Education (CHLOE)” offers a “baseline” examination of program development, quality measures and other structural issues.
95 percent of larger programs (those with 2,500 or more online program students) are “wholly asynchronous” while 1.5 percent are mainly or completely synchronous. About three-quarters (73 percent) of mid-sized programs (schools with between 500 and 2,499 online program students) and 62 percent of smaller programs are fully asynchronous.
The asynchronous nature of this kind of education may explain why threaded discussions turned up as the most commonly named teaching and learning technique, mentioned by 27.4 percent of respondents, closely followed by practice-based learning, listed by 27.3 percent of survey participants.
Blackboard and Instructure Canvas dominated. Audio- and videoconferencing come in a “distant second,” according to the researchers. The primary brands that surfaced for those functions were Adobe Connect, Cisco WebEx, Zoom, Kaltura, Panopto, TechSmith Camtasia and Echo360.
While the LMS plays a significant role in online programming, the report pointed to a distinct lack of references to “much-hyped innovations,” such as adaptive learning, competency-based education systems, simulation or game-based learning tools. (my note: my mouth run dry of repeating every time people start becoming orgasmic about LMS, D2L in particular)
four in 10 require the use of instructional design support, three in 10 use a team approach for online course design and one in 10 outsources the work. Overall, some 80 percent of larger programs use instructional design expertise.
In the smallest programs, instructional design support is treated as a “faculty option” for 53 percent of institutions. Another 18 percent expect faculty to develop their online courses independently. For 13 percent of mid-sized programs, the faculty do their development work independently; another 64 percent may choose whether or not to bring in instructional design help. (my note: this is the SCSU ‘case’)
Among the many possible quality metrics suggested by the researchers, the five adopted most frequently for internal monitoring were:
- Student achievement of program objectives (83 percent);
- Student retention and graduation rates (77 percent);
- Program reputation (48 percent);
- Faculty training (47 percent); and
- Student engagement measures (41 percent).
Digital Literacy and History
Plamen Miltenoff – http://web.stcloudstate.edu/pmiltenoff/faculty/
with Heather Abrahamson, Becker High School Social Studies, 763-261-4501 (Ext. 3507)
9:50-11:15; 11:20-11:45; 12:20-1:20 |
link to this blog entry: https://blog.stcloudstate.edu/ims/2017/05/01/history-becker/
short link – http://bit.ly/histbecker
list of web sites with images for the students’ projects:
- Cold War
Defining my interests. Narrowing a topic. How do I collect information? How do I search for information?
|How do we search for “serious” information?|
||https://www.google.com/; https://scholar.google.com/ (3 min); http://academic.research.microsoft.com/; http://www.dialog.com/;|
||http://digg.com/, https://www.reddit.com/, https://www.quora.com/ StackExchange http://stackexchange.com/Kngine.com; AskScience https://www.reddit.com/r/askscience/, , and similar, https://medium.com/ (5 min)|
|YouTube, SlideShare https://www.slideshare.net/ and similar||https://www.slideshare.net/search/slideshow?searchfrom=header&q=modern+history|
|LinkedIn Groups https://www.linkedin.com/groups/my-groups|
|team work||using your social media accounts (e.g. Facebook, Twitter), search for information related to your topic of interest (5 min)|
|every university library has subject guides for different disciplines. here are the ones from SCSU http://stcloud.lib.mnscu.edu/subjects/guide.php?subject=HIST-WOR||Kahoot game (5 min)|
|basic electronic (library) search information and strategies. Library research services (5 min)
using the library database, do a search on a topic of your interest.
compare the returns on your search. make an attempt to refine the search.
retrieve the following information about the book of interest: is it relevant to your topic (check the subjects); is it timely (check the published date); is it available
|Strategies for conducting advanced searches (setting up filters and search criteria)|
|Articles and databases (10 min)|
|Kahoot competition||use your smart phones to find the best researcher among you
|Reference and Facts|
|Streaming and Video||http://www.stcloudstate.edu/library/research/video.aspx|
|Journal Title and Citation Finder|
|shall more info be needed and or “proper” session with a reference librarian be requested||http://stcloud.lib.mnscu.edu/subjects/guide.php?subject=EDAD-D|
|Academic.com and ResearchGate|
||http://bit.ly/360lib and http://bit.ly/360lib2; http://bit.ly/VRlib (15 min)|
|Zotero, Mendeley, Endnote|
|Fast and easy bibliographic tools:||https://blog.stcloudstate.edu/ims/2013/12/06/bibliographic-tools-fast-and-easy/|
|Primary and secondary sources video|
more on history in this IMS blog
Immersive Tech Brings VR to Live Events
By Sri Ravipati 04/18/17
Voke VR, a virtual reality (VR) company founded by two former Washington State University (WSU) professors, is working to build Intel-backed immersive tech for live events.
At the core of the platform is Voke’s TrueVR product, which delivers full stereoscopic 3D video that is integrated with augmented content in a 360-degree VR environment. It uses multiple camera angles with zoom capabilities and synchronized DVR, so that viewers can control what they want to watch. Additionally, with TrueVR, content is captured, encoded, synced with scores, metadata and audio and delivered in real time to multiple platforms.
more on VR in this IMS blog
Why I’m Asking You Not to / Use Laptops
++++++++++ against: ++++++++++++++++
Children who use smartphones, tablets, and video games for more than seven hours a day are more likely to experience premature thinning of the cortex, the outermost layer of the brain that processes thought and action, a 2018 study found. https://t.co/OJe6ZTBVkx
— EdWeek Teacher (@EdWeekTeacher) August 1, 2019
research showing how laptops can be more of a distraction than a learning enabler. Purdue University even started blocking streaming websites such as Netflix, HBO, Hulu and Pandora.
But others say banning laptops can be counterproductive, arguing these devices can create opportunity for students to discover more information during class or collaborate. And that certain tools and technologies are necessary for learners who struggle in a traditional lecture format.
The professor is upset. The professor has taken action, by banning laptops.
Bruff, whose next book, Intentional Tech: Principles to Guide the Use of Educational Technology in College Teaching, is set to be published this fall, is among the experts who think that’s a mistake. Why? Well, for one thing, he said, students are “going to have to graduate and get jobs and use laptops without being on Facebook all day.” The classroom should help prepare them for that.
Study: Use of digital devices in class affects students’ long-term retention of information
- A new study conducted by researchers at Rutgers University reveals that students who are distracted by texts, games, or videos while taking lecture notes on digital devices are far more likely to have their long-term memory affected and to perform more poorly on exams, even if short-term memory is not impacted, EdSurge reports.
- Exam performance was not only poorer for students using the devices, but also for other students in classes that permitted the devices because of the distraction factor, the study found.
- After conducting the study, Arnold Glass, the lead researcher, changed his own policy and no longer allows his students to take notes on digital devices.
By Jack Grove Twitter: @jgro_the April 4, 2017
Using laptops in class harms academic performance, study warns. Researchers say students who use computers score half a grade lower than those who write notes
findings, published in the journal Economics of Education Review in a paper, based on an analysis of the grades of about 5,600 students at a private US liberal arts college, found that using a laptop appeared to harm the grades of male and low-performing students most significantly.
While the authors were unable to definitively say why laptop use caused a “significant negative effect in grades”, the authors believe that classroom “cyber-slacking” plays a major role in lower achievement, with wi-fi-enabled computers providing numerous distractions for students.
April 07, 2006
A Law Professor Bans Laptops From the Classroom
by Anne Curzan http://www.chronicle.com/blogs/linguafranca/2014/08/25/why-im-asking-you-not-to-use-laptops/
Laptop multitasking hinders classroom learning for both users and nearby peers
March 13, 2017
The Distracted Classroom
Welcome, Freshmen. Look at Me When I Talk to You.
October 28, 2015
Memorization, Cheating, and Technology. What can we do to stem the increased use of phones and laptops to cheat on exams in class?
+++++++++++++++ for +++++++++++++
The learning experience is different in schools that assign laptops, a survey finds
Blended Learning – the idea of incorporating technology into the every day experience of education – can save time, raise engagement, and increase student retention.
Lets face it, our students are addicted to their phones. Like…drugs addicted. It is not just a bad habit, it is hard wired in their brains(literally) to have the constant stimulation of their phones.
If you are interested in the research, there is a lot out there to read about how it happens and how bad it is.
a Scientific American article published about a recent study of nomophobia – on adults (yes, many of us are addicted too).
Best Practices for Laptops in the Classroom
September 11, 2016
No, Banning Laptops Is Not the Answer. And it’s just as pointless to condemn any ban on electronic devices in the classroom
Don’t Ban Laptops in the Classroom
Use of Laptops in the Classroom: Research and Best Practices. Tomorrow’s Teaching and Learning
On Not Banning Laptops in the Classroom
+++++++++++++ neutral / observation +++++++++++++++
F January 26, 2001
Colleges Differ on Costs and Benefits of ‘Ubiquitous’ Computing
“Bring Your Own Device” Policies?
June 13, 2014, 2:40 pm By Robert Talbert
Three issues with the case for banning laptops
3 Tips for Managing Phone Use in Class
more on mobile learning in this IMS blog
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