Key issues in teaching and learning 2017 — from Educause Learning Initiative (ELI)

Excerpt:

Since 2011, ELI has surveyed the higher education teaching and learning community to identify its key issues. The community is wide in scope: we solicit input from all those participating in the support of the teaching and learning mission, including professionals from the IT organization, the center for teaching and learning, the library, and the dean’s and provost’s offices.

 

 

 

What educators can learn about effective teaching from a Harvard prof — from ecampusnews.com by Alan November

Excerpt:

Harvard professor David Malan has managed to pull off a neat trick: His Computer Science 50 course is the most popular course at both Harvard and Yale. By examining his success, we can learn some important lessons about effective teaching.

CS50 assumes no prior knowledge or skill in computer programming, yet it’s extremely demanding. Despite its rigor, CS50 regularly attracts thousands of students each year. While some aspire to become software engineers, others enroll just to experience the course.

Why is Professor Malan’s course so popular, even with students who don’t plan a career in computer science—and even though it requires a lot of work? Here are three keys to Malan’s effective teaching that I think all schools everywhere should apply, from K-12 schools to colleges and universities.

  • Strengthen the social side of learning.
  • Teach students to self-assess.
  • Provide a public audience to inspire students to invent.
 

Don’t discount the game-changing power of the morphing “TV” when coupled with AI, NLP, and blockchain-based technologies! [Christian]

From DSC:

Don’t discount the game-changing power of the morphing “TV” when coupled with artificial intelligence (AI), natural language processing (NLP), and blockchain-based technologies!

When I saw the article below, I couldn’t help but wonder what (we currently know of as) “TVs” will morph into and what functionalities they will be able to provide to us in the not-too-distant future…?

For example, the article mentions that Seiki, Westinghouse, and Element will be offering TVs that can not only access Alexa — a personal assistant from Amazon which uses artificial intelligence — but will also be able to provide access to over 7,000 apps and games via the Amazon Fire TV Store.

Some of the questions that come to my mind:

  • Why can’t there be more educationally-related games and apps available on this type of platform?
  • Why can’t the results of the assessments taken on these apps get fed into cloud-based learner profiles that capture one’s lifelong learning? (#blockchain)
  • When will potential employers start asking for access to such web-based learner profiles?
  • Will tvOS and similar operating systems expand to provide blockchain-based technologies as well as the types of functionality we get from our current set of CMSs/LMSs?
  • Will this type of setup become a major outlet for competency-based education as well as for corporate training-related programs?
  • Will augmented reality (AR), virtual reality (VR), and mixed reality (MR) capabilities come with our near future “TVs”?
  • Will virtual tutoring be one of the available apps/channels?
  • Will the microphone and the wide angle, HD camera on the “TV” be able to be disconnected from the Internet for security reasons? (i.e., to be sure no hacker is eavesdropping in on their private lives)

 

Forget a streaming stick: These 4K TVs come with Amazon Fire TV inside — from techradar.com by Nick Pino

Excerpt:

The TVs will not only have access to Alexa via a microphone-equipped remote but, more importantly, will have access to the over 7,000 apps and games available on the Amazon Fire TV Store – a huge boon considering that most of these Smart TVs usually include, at max, a few dozen apps.

 

 

 

 

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 


Addendums


 

“I’ve been predicting that by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet,” Frey, the senior futurist at the DaVinci Institute think tank, tells Business Insider.

.

  • Once thought to be a fad, MOOCs showed staying power in 2016 — from educationdive.com
    Dive Brief:

    • EdSurge profiles the growth of massive online open courses in 2016, which attracted more than 58 million students in over 700 colleges and universities last year.
    • The top three MOOC providers — Coursera, Udacity and EdX — collectively grossed more than $100 million last year, as much of the content provided on these platforms shifted from free to paywall guarded materials.
    • Many MOOCs have moved to offering credentialing programs or nanodegree offerings to increase their value in industrial marketplaces.
 

From DSC:
Recently, my neighbor graciously gave us his old Honda snowblower, as he was getting a new one. He wondered if we had a use for it.  As I’m definitely not getting any younger and I’m not Howard Hughes, I said, “Sure thing! That would be great — it would save my back big time!  Thank you!” (Though the image below is not mine, it might as well be…as both are quite old now.)

 

 

Anyway…when I recently ran out of gas, I would have loved to be able to take out my iPhone, hold it up to this particular Honda snowblower and ask an app to tell me if this particular Honda snowblower takes a mixture of gas and oil, or does it have a separate container for the oil? (It wasn’t immediately clear where to put the oil in, so I’m figuring it’s a mix.)

But what I would have liked to have happen was:

  1. I launched an app on my iPhone that featured machine learning-based capabilities
  2. The app would have scanned the snowblower and identified which make/model it was and proceeded to tell me whether it needed a gas/oil mix (or not)
  3. If there was a separate place to pour in the oil, the app would have asked me if I wanted to learn how to put oil in the snowblower. Upon me saying yes, it would then have proceeded to display an augmented reality-based training video — showing me where the oil was to be put in and what type of oil to use (links to local providers would also come in handy…offering nice revenue streams for advertisers and suppliers alike).

So several technologies would have to be involved here…but those techs are already here. We just need to pull them together in order to provide this type of useful functionality!

 

 

From DSC:
The other day I had posted some ideas in regards to how artificial intelligence, machine learning, and augmented reality are coming together to offer some wonderful new possibilities for learning (see: “From DSC: Amazing possibilities coming together w/ augmented reality used in conjunction w/ machine learning! For example, consider these ideas.”) Here is one of the graphics from that posting:

 

horticulturalapp-danielchristian

These affordances are just now starting to be uncovered as machines are increasingly able to ascertain patterns, things, objects…even people (which calls for a separate posting at some point).

But mainly, for today, I wanted to highlight an excellent comment/reply from Nikos Andriotis @ Talent LMS who gave me permission to highlight his solid reflections and ideas:

 

nikosandriotisidea-oct2016

 

 

From DSC:
Excellent reflection/idea Nikos — that would represent some serious personalized, customized learning!

Nikos’ innovative reflections also made me think about his ideas in light of their interaction or impact with web-based learner profiles, credentialing, badging, and lifelong learning.  What’s especially noteworthy here is that the innovations (that impact learning) continue to occur mainly in the online and blended learning spaces.

How might the ramifications of these innovations impact institutions who are pretty much doing face-to-face only (in terms of their course delivery mechanisms and pedagogies)?

Given:

  • That Microsoft purchased LinkedIn and can amass a database of skills and open jobs (playing a cloud-based matchmaker)
  • Everyday microlearning is key to staying relevant (RSS feeds and tapping into “streams of content” are important here, and so is the use of Twitter)
  • 65% of today’s students will be doing jobs that don’t even exist yet (per Microsoft & The Future Laboratory in 2016)

 

futureproofyourself-msfuturelab-2016

  • The exponential pace of technological change
  • The increasing level of experimentation with blockchain (credentialing)
  • …and more

…what do the futures look like for those colleges and universities that operate only in the face-to-face space and who are not innovating enough?

 

 

 

From Microsoft and LinkedIn:

Microsoft and LinkedIn: Together changing the way the world works — from blog.linkedin.com

Excerpt:

Today [6/13/16] we are excited to share that LinkedIn has entered into an agreement to be acquired by Microsoft. We are joining forces with Microsoft to realize a common mission to empower people and organizations. LinkedIn’s vision – to create economic opportunity for every member of the global workforce – is not changing and our members still come first.

Our companies are the world’s leading professional cloud and network. This deal will allow us to keep growing, investing in and innovating on LinkedIn to drive value for our members and our customers. Our members will continue to develop their skills, find a job and be great at that job, using our platform. We will continue to help our customers hire top talent, market their brand, and sell to their customers.

 

 

 

From DSC:
It’s interesting to reflect upon what this acquisition could mean and what it could bring to the workplace/career development table.

LinkedIn.com purchased/acquired Lynda.com (announced in April 2015), a growing/thriving (online-based learning) training and development company who can deliver lifelong learning and credentials to people…which continues to help people reinvent themselves.

LinkedIn.com is working on an economic graph, a digital mapping of the global economy…building a database/marketplace of job openings and people who can fill those jobs.

What is the Economic Graph?
The Economic Graph is, in short, a digital mapping of the global economy. It will include a profile for every one of the 3 billion members of the global workforce, enabling them to represent their professional identity and subsequently find and realize their most valuable opportunities. It will include a profile for every company in the world, who you know at those companies up to three degrees to help you get your foot in the door, and the product and services those companies offer to enable you to be more productive and successful. It will digitally represent every economic opportunity offered by those companies, full-time, temporary and volunteer, and every skill required to obtain those opportunities. It will include a digital presence for every higher education organization in the world that can help members obtain those skills. And it will overlay the professionally relevant knowledge of every one of those individuals, companies, and universities to the extent that they want to publicly share it. Learn more about the Economic Graph and join the discussion.

Now Microsoft is purchasing/acquiring LinkedIn.com and the data/endeavors/technologies/platforms LinkedIn.com has been working on.

(Add to that the fact that Microsoft has been working on artificial intelligence (AI), personal assistants (i.e., Cortana).  It has been working on other forms of HCI as well, such as HoloLens.)

Therefore, some questions come to my mind:

  • Will the purchase of LinkedIn.com now add a potentially huge new reason to choose their platform/ecosystem as well?  In fact, Microsoft could be expanding their platform/ecosystem — or creating a new platform — to take advantage of using AI, personal assistants, and big data to play the ultimate match maker in the workplace.
  • Will freelancers utilize their services to find work? (The use of freelancing continues to grow; already in the mid-30 percents of the American workforce now.)
  • Will Microsoft be a source of cloud-based learner profiles?
  • Will Microsoft now get into the credentialing business?  Will Microsoft employ blockchain-based technologies? (Higher ed, take note if so.)
  • How will badges/badging play into this platform?
  • Will Microsoft work with companies to offer assessments into whether person A can be successful in position B?
  • What will this mean for lifelong learning?

Hmmmm….time will tell.

 


 

Addendums later on 6/13/16

Excerpt from this article:

Nadella explained it in a sentence to Business Insider’s Matt Rosoff Monday morning.

He said that buy buying LinkedIn’s professional network:

“It helps us differentiate our CRM product with social selling. It helps us take Dynamics into new spaces like human capital management with recruiting, and learning, and talent management.”

He later told analysts that connecting LinkedIn data with Dynamics [Microsoft’s suite of business management software] is “where the magic starts to happen.”

 

 

MicrosoftPurchasesLinkedIn-June2016

MicrosoftPurchasesLinkedIn-2-June2016

 

MicrosoftPurchasesLinkedIn-3-June2016

 

 

Excerpt from this article:

Think about it: How people find jobs, build skills, sell, market and get work done and ultimately find success requires a connected professional world. It requires a vibrant network that brings together a professional’s information in LinkedIn’s public network with the information in Office 365 and Dynamics. This combination will make it possible for new experiences such as a LinkedIn newsfeed that serves up articles based on the project you are working on and Office suggesting an expert to connect with via LinkedIn to help with a task you’re trying to complete. As these experiences get more intelligent and delightful, the LinkedIn and Office 365 engagement will grow. And in turn, new opportunities will be created for monetization through individual and organization subscriptions and targeted advertising.

 


 

 

CIO Explainer: What is blockchain? — from blogs.wsj.com by Steve Norton

Excerpt:

Known by many as the technology underpinning the bitcoin digital currency, blockchain has acquired a new identity in the enterprise. At a time when companies face new challenges in data management and security, it’s emerging as a way to let companies make and verify transactions on a network instantaneously without a central authority. Today, more than 40 top financial institutions and a growing number of firms across industries are experimenting with distributed ledger technology as a secure and transparent way to digitally track the ownership of assets, a move that could speed up transactions and cut costs while lowering the risk of fraud. Some companies see an opportunity to use blockchain to track the movement of assets throughout their supply chains or electronically initiate and enforce contracts.

Blockchain remains in the experimental phase inside many large firms and there are few tested use cases, experts and analysts caution. Here’s a look at how this emerging technology works:

 

 

Why is the financial industry so interested in Blockchain? — from dcebrief.com

Executive Brief:
With huge money and effort being put into blockchain research by almost the entire financial industry, many have wondered what the reasoning behind it is. To investigate this, Goldman Sachs, the global banking business, has used its research division to put together a report on the effects of blockchain implementation will have on the industry itself. Showing massive cost savings, improved security and a wide range of suitability for other market sectors, the report identifies the many benefits of blockchain technology and emphasizes the robust nature of the foundation of digital currency itself.

 

 

Opinion: What Blockchain means for higher education — from edsurge.com by Kerri Lemoie

Excerpt:

Originally created as the underlying database for bitcoin (the peer-to-peer digital asset and payment system), blockchain’s technology is now being seen as valuable and purposeful beyond the financial sector. The advantages blockchain provides to store information on a secure, permanent, historical ledger that can be both public and private will change how edtech applications approach student data.

In higher ed this means that student data could be shared across many institutions—rather than a single one—and also include data from online learning tools, co-curricular activities, employment history and other learning experiences. This would allow the data to be exchanged, understood and validated amongst many parties. Imagine the pictures of students’ learning experiences that this could provide and how these pictures could help develop and improve upon course design, facilitate transferring credits, or prove qualifications for a job to a potential employer.

 

 

“The learner could have a record of their learning from MOOCs, professional development activities and universities.”

 

 

 

How blockchain will disrupt the higher education transcript — from campustechnology.com by David Raths
Blockchain technology could offer a more learner-centered alternative to traditional credentialing.

Excerpt:

Last year, the MIT Media Lab began issuing digital certificates to the participants in its Director’s Fellows program. The authentication behind the certificates relies on blockchain technology, best known for its connection to the cryptocurrency bitcoin.

In a blog post, Philipp Schmidt, director of learning innovation at the Media Lab, described how blockchain works: “In essence, it is a just a distributed ledger to record transactions. What makes it special is that it is durable, time-stamped, transparent and decentralized. Those characteristics are equally useful for managing financial transactions as for a system of reputation. In fact, you can think of reputation as a type of currency for social capital, rather than financial capital.”

The technology has tremendous potential for higher education, according to Phil Long, chief innovation officer and associate vice provost for learning sciences at the University of Texas at Austin. In a May 12 Future Trends Forum video chat hosted by consultant and futurist Bryan Alexander, Long pointed to credentialing as an obvious first place to apply blockchain in higher ed.

 

 

 

From DSC:
Could blockchain be the tech to create cloud-based learner profiles?

 

 


Addendum on 6/7/16:

  • Blockchain Revolution| Is the future of business a company without workers, managers, or a CEO? — from qz.com
    Excerpt:
    These days, it’s hardly surprising to hear that a hot new startup has received gobs of money from eager investors. But a new company called the DAO (short for “decentralized autonomous organization”) is not your average startup. The DAO, designed to serve as a kind of venture capital fund for the cryptocurrency community, is the first of a new breed of business. It has no CEO and no staff; indeed, it has no human management at all. The company itself is simply software that runs on a blockchain, the technology that powers digital currencies like bitcoin. Through its first three weeks, the DAO raised over $130 million from tens of thousands of global investors, and it’s not done yet. But regardless of how the company fares, its mere existence portends profound changes for business, government, and the roles that people play in our economy. Analysts have questioned whether the DAO is legal or viable. Like any startup, it may fail. It may have attracted investors who don’t understand the risks. Some investors may be speculators in it for a quick buck, in turn, reducing the size of the fund. It may be attracting criminals or terrorists masquerading as entrepreneurs. To be sure, these are important concerns. But the DAO’s debut is a watershed moment in the history of financial services. It demonstrates that autonomous entities can raise huge sums of money without traditional intermediaries. How will venture capitalists and investment banks respond to these blockchain IPOs that crowd-source hundreds of millions of dollars from a global investor base?

 


 

Addendums on 6/8/16:

  • Blockchain’s hype exceeds its grasp – for now — from cio.com by Clint Boulton
    Broad adoption of blockchain technology is likely years away as companies struggle to understand how to apply the digital ledger technology to practical scenarios amid regulatory, governance and standards obstacles.

Excerpt:
Blockchain has been touted by venture capitalists, technophiles and pundits as the Next Big Thing in computer science. The reality, however, is that the digital ledger software at the heart of Bitcoin and other cryptocurrencies has a long way to go before it gains mainstream adoption.

That was a key takeaway from a blockchain panel at last month’s MIT Sloan CIO Symposium. Noting that blockchain enables parties to ferry financial transactions, contracts and other digital records over the Internet, MIT professor Christian Catalini asked the panel about potential enterprise applications for the technology.

 

  • Credentials | MIT Media Lab, Learning Machine Partner on Blockchain-Based Credentials — from campustechnology.com by Joshua BolkanExcerpt:
    The MIT Media Lab’s Learning Initiative has partnered with Learning Machine to release the initial version of an open-source project designed to build an ecosystem for creating, sharing and verifying education credentials based on blockchain technology.Using the Bitcoin blockchain, the certificates can be shared with anyone who requires documentation as simply as sending a link and future versions will add features to improve real-world usability, such as versioning, revocation, cohort issuance, document encryption and cost reducation. “The goal of our collaboration with the MIT Media Lab is to empower individuals with shareable credentials that can be used peer-to-peer and verified as authentic,” said Chris Jagers, co-founder and CEO of Learning Machine, in a prepared statement.

 

 

 

20 awesome BYOD and mobile learning apps — from edutopia.org by Vicki Davis; updated 2/4/16

Excerpt:

We have now been Bring Your Own Device (BYOD) for three years, and boy, do the students bring it. They bring it all! We have iPads, Surface, iPhones, Droids, Chromebooks, Macs, and PC laptops. Here’s my current thinking.

 

 

 

7 best Google apps and tools — from interestingengineering.com

  1. Google Keep
  2. Google Scholar
  3. Gmailify
  4. Google Lego
  5. Google Mars
  6. Google Developers
  7. Google Sky

 

GoogleSky-April2016

 

 

 

Chrome Music Lab

Excerpt:

Music is for everyone. So this year for Music In Our Schools month, we wanted to make learning music a bit more accessible to everyone by using technology that’s open to everyone: the web. Chrome Music Lab is a collection of experiments that let anyone, at any age, explore how music works. They’re collaborations between musicians and coders, all built with the freely available Web Audio API. These experiments are just a start. Check out each experiment to find open-source code you can use to build your own.

 

ChromeMusicLab-March2016

 

 

 

My challenge to you – 8 things all teachers should learn about #edtech — from ictevangelist.com by Mark Anderson

Excerpt:

I love the School Report scheme that the BBC run via Newsround. We all remember the Newsrounds of our youth. For me it was John Craven who made me watch it whenever it was on. It was this report I saw recently on eight things teachers should learn, which got me thinking about eight things I thought teachers should learn about edtech.

My work sees me regularly helping teachers learn different things related to the use of technology and so in this post, I’m going to talk about the eight things I think teachers should learn with #edtech to help support their use of technology to enhance learning in the classroom.

Mark mentions: Google, Padlet, Kahoot, Socrative, Camera, Microphone, Twitter, Videoconferencing software

 

 

 

Quiz accommodations for students in Canvas and Moodle — from thejournal.com by Emmett Dulaney03/16/16

Excerpt:

As we move toward interacting more with students who have an individualized education program (IEP) indicating that they need additional time on tests and quizzes or just need to deal with life issues, it is imperative that the learning management system (LMS) depended upon by an instructor and student alike be properly configured for such accommodations. Canvas and Moodle are currently two of the most popular learning management systems, and both offer the ability to make adjustments to quiz functions within the course without compromising the overall structure of the course. In this article, we will examine how to do so and offer some tips on situations where they are relevant.

 

 

 

Use these Chrome apps to unleash students’ creativity — from educatorstechnology.com

Excerpt:

[The] Chrome web store is packed full of all kinds of educational apps and extensions some of which are also integrated with Google Drive. For those of you looking for a handy resource of Chrome apps to use with students in class, check out this comprehensive chart. In today’s post we are sharing with you a collection of some practical Chrome extensions to unleash learners creativity. Using these resources, students will be able to engage in a number of creative literacy activities that will allow them to multimodally communicate their thoughts, share their ideas and develop new learning skills.

 

 

 

Integrating technology and literacy — from edutopia.org by Frank Ward

Excerpt:

How do you work technology into the pedagogy, instead of just using something cool? That task can be especially daunting in language arts literacy classrooms where reading and writing skill development is the crux of daily lessons. However, as 1:1 technology initiatives roll out, integrating technology into the classroom is our reality.

With hundreds of sites, apps, Chrome extensions, and platforms available, choosing the right ones can seem overwhelming. As an eighth-grade language arts teacher, I’ve experienced this myself. Following are four tools that can help provide immediate formative assessment data as well as top-of-the-rotation feedback to help students develop personal learning goals.

If, like my school, you’re in a “Chromebook District,” these suggested tools will work well because all integrate perfectly when you sign in with your Google ID, limiting the need for multiple passwords. This saves a lot of student confusion, too.

 

 

 

Teachers are using theater and dance to teach math — and it’s working — from washingtonpost.com by Moriah Balingit

Excerpt:

This giggly play session actually was a serious math lesson about big and small and non-standard measurements. Dreamed up by Richardson and kindergarten teacher Carol Hunt, it aims to get the children to think of animal steps as units of measurement, using them to mark how many it takes each animal to get from a starting line to the target.

Teachers call such melding of art and traditional subjects “art integration,” and it’s a new and increasingly popular way of bringing the arts into the classroom. Instead of art as a stand-alone subject, teachers are using dance, drama and the visual arts to teach a variety of academic subjects in a more engaging way.

 

 

Some older items include:

Tech Tip: Using Nearpod for math instruction — from smartblogs.com

 

Storytelling app a hit; launches a new chapter in transmedia — from blogs.vancouversun.com

Excerpt:

Paul Pattison and Luke Minaker knew they were onto something when they got an email from the mother of a nine-year-old who read the first instalment of their interactive story, Weirdwood Manor.

She wrote that she couldn’t get her son to pick up a book,” said Pattison, technical director of All Play No Work, producer of the iPad app. “She got the app for her son and he went through it in two nights. He finished both books.

And then because we don’t have book 3 out yet, unprompted by her he went over to the bookshelf and pulled off a paperback and started reading chapter books again.

.

 

 

 

 

Key point from DSC:
Digitally-based means of learning are going to skyrocket!!! Far more than what we’ve seen so far!  There are several trends that are occurring to make this so.


 

As background here, some of the keywords and phrases that are relevant to this posting include:

  • Wireless content sharing
  • Wireless collaboration solutions
  • Active learning based classrooms
  • Conference rooms
  • Bring Your Own Device (BYOD)
  • Enterprise wireless display solutions
  • Enterprise collaboration solutions
  • Cross platform support: iOS, Android, Windows
  • Personalized learning
  • Learning analytics

Some of the relevant products in this area include:

  • Bluescape
  • Mezzanine from Oblong Industries
  • Montage from DisplayNote Technologies
  • ThinkHub and ViewHub from T1V
  • Mersive Solstice
  • Crestron AirMedia
  • Barco Clickshare
  • Haworth Workware Wireless
  • Christi Brio
  • AMX enzo
  • NovoConnect from Vivitek
  • Arrive MediaPoint
  • Apple TV
  • Chromecast

From DSC:

First of all, consider the following products and the functionalities they offer.

People who are in the same physical space can collaborate with people from all over the world — no matter if they are at home, in another office, on the road, etc.

For several of these products, remote employees/consultants/trainers/learners can contribute content to the discussions, just like someone in the same physical location can.

 

Bluescape-March2016

 

BlueScape-2015

 

Mezzanine-from-Oblong-May2013

Mezzanine-By-Oblong-Jan2016

 

mezzanine-feb-2015

 

 

ThinkHub-March2016

 

mersive-March2016

Montage-March2016

ArriveMediaPoint-March2016

 


From DSC:

Many of these sorts of systems & software are aimed at helping people collaborate — again, regardless of where they are located. Remote learners/content contributors are working in tandem with a group of people in the same physical location. If this is true in business, why can’t it be true in the world of education?

So keep that in mind, as I’m now going to add on a few other thoughts and trends that build upon these sorts of digitally-based means of collaborating.

Q: Towards that end…ask yourself, what do the following trends and items have in common?

  • The desire to capture and analyze learner data to maximize learning
  • Colleges’ and universities’ need to increase productivity (which is also true in the corporate & K-12 worlds)
  • The trend towards implementing more active learning-based environments
  • The increasing use of leveraging students’ devices for their learning (i.e., the BYOD phenomenon)
  • The continued growth and increasing sophistication of algorithms

A: All of these things may cause digitally-based means of learning to skyrocket!!!

To wrap up this line of thought, below are some excerpts from recent articles that illustrate what I’m trying to get at here.


 

Embrace the Power of Data
A continuous improvement mindset is important. Back-end learning analytics, for example, can reveal where large numbers of students are struggling, and may provide insights into questions that require new feedback or content areas that need more development. Data can also highlight how students are interacting with the content and illuminate things that are working well—students’ lightbulb moments.

Five Principles for Your Learning Design Toolkit
from edsurge.com by Amanda Newlin

 

Mitchell gave the example of flight simulators, which not only provide students with a way to engage in the activity that they want to learn, but also have data systems that monitor students’ learning over time, providing them with structured feedback at just the right moment. This sort of data-centric assessment of learning is happening in more and more disciplines — and that opens the door to more innovation, he argued.

A promising example, said Thille, is the use of educational technology to create personalized and adaptive instruction. As students interact with adaptive technology, the system collects large amounts of data, models those data, and then makes predictions about each student based on their interactions, she explained. Those predictions are then used for pedagogical decision-making — either feeding information back into the system to give the student a personalized learning path, or providing insights to faculty to help them give students individualized support.

“We need the models and the data to be open, transparent, peer-reviewable and subject to academic scrutiny.”

“We began to actually examine what we could do differently — based not upon hunches and traditions, but upon what the data told us the problems were for the students we enroll,” said Renick. “We made a commitment not to raise our graduation rate through getting better students, but through getting better — and that gain meant looking in the mirror and making some significant changes.”

A 21st-century learning culture starts with digital content. In 2010, Jackson State University was looking for ways that technology could better address the needs of today’s learner. “We put together what we call our cyberlearning ecosystem,” said Robert Blaine, dean of undergraduate studies and cyberlearning. “What that means is that we’re building a 21st-century learning culture for all of our students, writ large across campus.” At the core of that ecosystem is digital content, delivered via university-supplied iPads.

7 Things Higher Education Innovators Want You to Know
from campustechnology.com by Rhea Kelly

 

 

On Bennett’s wish list right now is an application that allows students to give feedback at specific points of the videos that they’re watching at home. This would help him pinpoint and fix any “problem” areas (e.g. insufficient instructions for difficult topics/tasks) and easily see where students are experiencing the most difficulties.

TechSmith’s now-retired “Ask3” video platform, for example, would have done the trick. It allowed users to watch a video and ask text-based questions at the point where playback was stopped. “I’d like to be able to look at my content and say, ‘Here’s a spot where there are a lot of questions and confusion,'” said Bennett, who also sees potential in an “I get it” button that would allow students to hit the button when everything clicks. “That would indicate the minimum viable video that I’d need to produce.” Learning Catalytics offers a similar product at a fee, Bennett said, “but I can’t charge my students $20 a year to use it.”

6 Flipped Learning Technologies To Watch in 2016
from thejournal.com by Bridget McCrea

 


All of these trends lend themselves to causing a major increase in the amount of learning that occurs via digitally-based means and methods.


 

 

Personal Response Systems and Student Engagement — from er.educause.edu by Stephanie Blackmon

Key Takeaways (the professor used Poll Everywhere)

  • A professor who wanted a mechanism for students to share their learning experiences, particularly a tool with the potential for anonymized feedback, implemented a mobile personal response system to accomplish that goal.
  • This article explains how the Poll Everywhere system helped the professor gauge students’ experiences in her course and consequently adjust aspects of the course based on students’ learning needs.
  • Practical uses for a mobile personal response system in a face-to-face course can spur further ideas for their effective use in synchronous and asynchronous online courses and other online environments.


Practical Online-Course Uses

Specific practical uses for a mobile personal response system in synchronous and asynchronous online courses can spur other ideas for their effective use. Some immediately practical uses include:

  • Poll students at the end of a lesson to assess student learning and adjust the remainder of the class time based on their responses (synchronous courses)
  • Use polls to quiz students on course material (synchronous and asynchronous courses)
  • Use polls for early course activities to get to know students and allow them to get to know each other (synchronous and asynchronous courses)
  • Imbed polls in course presentations to get just-in-time responses from students about course material during the presentation (synchronous courses)

 

From DSC:
A polling/student response system can be a solid tool in your toolbox, especially if you are teaching in an active learning environment.

Stephanie Blackmon, in the article above, mentioned that she was using Poll Everywhere:

 

PollEverywhere-Feb2016

 

Professor Derek Bruff also uses Poll Everywhere and has some solid thoughts re: clickers out at his website:

DerekBruffDotCom-Feb2016

 

In fact, Derek was presenting last year at Vanderbilt University, during a Next Generation Learning Spaces Conference.  He effectively used Poll Everywhere’s clickable image question type in the session that I attended:

 

 

 



While not an exhaustive list, below are some other tools to consider in this space:



 

FreemanXP-Feb2016

 

 

Turning Technologies

TurningTechnologies-feb2016

 

 

iclicker

iclicker-feb2016

 

 

Top Hat

TopHat-Feb2016

 

 

Mentimeter.com

Mentimeter-Feb2016

 

 

Socrative

Socrative-Feb2016

 

 

Via Response

ViaResponseFeb2016

 

 

Microsoft Pulse

MicrosoftPulse-feb2016

 

Survey Monkey

 

 



 

From Campus Technology 2015 Readers’ Choice Awards (09/30/15):

Student Response Systems and Classroom Clickers
Faculty members want to know whether their students are paying attention in class, and student response systems provide a simple way to know whether that’s happening. i>clicker, grabbing first place, introduced REEF Polling in April 2015, a free app for instructors that can be set up in two minutes, according to the company, and can allow dynamic polling sessions with any presentation application without having to import content first. Students subscribe to a paid version of REEF Polling to use with their smart devices to answer questions and show the instructor whether lessons have stuck or not. Runner-up Turning Technologies sells software and response devices for polling in the classroom (TurningPoint) and remote locations (RemotePoll). Third-place finisher Poll Everywhere’s higher ed plan offers an app that’s free for up to 40 responses per poll.

Platinum: i>clicker

Gold: Turning Technologies

Silver: Poll Everywhere



 

 

Addendum on 2/9/16:

Excerpt (emphasis DSC):
Nelson said there are many ways of effectively utilizing the i>clicker in classes: to facilitate discussion; to test preexisting knowledge; to ask anonymous questions; or to quiz students on the material taught, where instructors can give points to correct answers or simply to student participation.

 
© 2016 Learning Ecosystems