attention

A smorgasboard of resources re: “clickers” / student response systems [Christian]

On 02/08/2016, in adjunct faculty, assessment, attention, communications, education technology, engagement / engaging students, faculty, higher education, K-12 related, learning, learning ecosystem, participation, pedagogy, teachers, teaching & learning, tools, by Daniel Christian

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:

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

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:

Turning Technologies

iclicker

Top Hat

Mentimeter.com

Socrative

Via Response

Microsoft Pulse

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:

The i>clicker: A decade later — from dailyillini.com/

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.

Example slides from one of the presentations at the Flipped Classroom Conference 2016
[Held at Harvey Mudd College in January; with special thanks to Mr. Jeremy VanAntwerp,
Professor of Engineering at Calvin College for this resource]

Three reasons for switching to flipped learning — from rtalbert.org by Robert Talbert, Mathematics Professor at Grand Valley State University in Michigan [USA]

Excerpt:

The argument from pedagogy: We use flipped learning because it puts the best-known/best-available practices for teaching and learning in the spotlight, including active learning of all kinds, student-centered instruction, constructivist techniques, differentiated instruction, spaced repetition, Vygotsky’s zone of proximal development idea, self-regulated learning, and the like. Whereas these things can be featured in a traditional classroom but it feels unnatural, like the wrong tool for the job.
The argument from logistics…
The argument from relationships…

Peer instruction for active learning — by Harvard University Prof. Eric Mazur on difficulties of beginners, teaching each other, and making sense of information

Also see Eric’s presentation out at Auburn University from back in September 2014:

Why are we so slow to change the way we teach? — from facultyfocus.com by Maryellen Weimer, PhD

Excerpt:

However, lecture isn’t the only example of where we’re slow to change. Many aspects of teaching—course design, approaches to testing, assignments, and grading—have also changed little. Granted, some faculty do change, a lot and regularly, but not the majority. The question is, “Why?” Here are some possibilities I’ve been considering.

Crafting questions that drive projects — from learninginhand.com by Tony Vincent

Excerpt:

Not only does project based learning motivate students because it is an authentic use of technology, it facilitates active learning, critical thinking, collaboration, and creativity. Projects begin with a driving question—an open-ended question that sets the stage for the project by creating interest and curiosity. Writing an effective driving question is surprisingly challenging. You want the question to be intriguing and irresistible to students, which makes it very different from the typical questions they encounter on tests.

A Driving Force
Like many educators, I call the “mission statement” of a project a driving question. It captures the heart of the project by providing purpose using clear and compelling language. With so many different flavors of project based learning (including problem based learning, challenge based learning, student centered learning, exploration, student driven inquiry, and authentic learning), it’s not surprising that we have a variety of other terms for a question or statement that is the project’s driving force. These terms include essential question, challenge, prime question, WILD HOG question, focus question, and smart question. I’ll stick with driving question, but do know that sometimes the driving question is not interrogative. It might be a statement, but I’ll still refer to is as a question.

Literacy help: Alan Peat story bags – How to develop story writing and literacy skills in younger children. — from hubpages.com

Excerpt:

There is no getting away from the fact that the more a child has been read to and the more they try to read themselves then the better their literacy skills are going to be. Parents have a massive influence on this. As a parent myself I considered reading to and teaching my daughter to read the one most important thing I could do to aid her life at school.

Sadly this is not always the case and too many students we teach read rarely at home or in rare cases don’t even own a book. Sad I know and to be honest I can’t imagine a house without books in it. I jokingly refer to my daughters collection ‘her library’ because she has so many which are updated as she reads through them.

But lets be fair, it is not only the students who struggle with reading that need help with story writing. A lot of students will benefit from this approach including your high flyers. I have taught this in year 3, although i would consider it to be more a KS1 activity, but in year 3 they do need certain aspects of a KS1 curriculum to help there development as it is a hard transitional year. Saying that I have seen other teachers use it in higher years than that and why not if it will benefit their writing.

…
On the front of each bag, so every child can read it easily should be the questions:

Who?
Where?
Where next?
Why?
What goes wrong?
Who helps?
Where last?
Feelings?

Simple tips to create a blended learning classroom — from blog.edmentum.com by Jasmine Auger

Excerpt:

We’ve compiled this list of five easy ways to start incorporating technology into your classroom and building a blended environment!

Blogging
Social Media
Virtual Presentations
Infographics
Video

Other somewhat related items:

Full STEAM ahead: Why arts are essential in a STEM education — from edutopia.org by Mary Beth Hertz

Excerpt:

The connection is also obvious for anyone who has ever worked in any traditional STEM career. Everyone from software engineers and aerospace technicians to biotechnical engineers, professional mathematicians, and laboratory scientists knows that building great things and solving real problems requires a measure of creativity. More and more, professional artists themselves are incorporating technological tools and scientific processes to their art.

Also see:
STEM to STEAM: Resources Toolkit — from edutopia.org | Originally Published: 5/21/14 | Updated: 1/20/16
Whether you are looking for resources on integrating science, technology, engineering, and math or on infusing the arts to transform STEM into STEAM, these curated compilations will help you plan different approaches to integrated studies.

…and a related item re: curriculum, but at the collegiate level:

What is the value of an education in the humanities? — from npr.org by Adam Frank

Excerpt:

In spite of being a scientist, I strongly believe an education that fails to place a heavy emphasis on the humanities is a missed opportunity. Without a base in humanities, both the students — and the democratic society these students must enter as informed citizens — are denied a full view of the heritage and critical habits of mind that make civilization worth the effort.
…

So, these are my traditional answers to the traditional questions about the value of humanities and arts education vs. science and engineering. From my standpoint as a scholar, I’ll stand by them and defend what they represent to the last breath.

But the world has changed and, I believe, these answers are no longer enough.

It’s not just the high cost of college that alters the equation. It’s also vast changes that have swept through society with the advent of a world run on information (i.e., on data). So, with that mind, here is my updated — beyond the traditional — response to the value of the humanities in education: The key is balance.

It is no longer enough for students to focus on either science/engineering or the humanities/arts.

Could virtual reality be used to help students w/ ADD and ADHD? [Christian]

On 01/21/2016, in attention, Daniel S. Christian, education technology, emerging technologies, engagement / engaging students, human-computer interaction (HCI), ideas, immersion, innovation, learning, learning ecosystem, learning preferences, learning spaces, personalized/customized learning, smart classrooms, student-related, Virtual Reality (VR) / worlds / learning, by Daniel Christian

From DSC:
A close family member struggles with maintaining focus. She is easily distracted by noises and motions inside the classroom. When she’s distracted, there’s a loss of focus…which then results in errors and missed learning cues. Although she hasn’t been diagnosed as having Attention Deficit Disorder (ADD), she still struggles in this area.

That got me to wondering…

Could virtual reality be used to help students w/ Attention Deficit Disorder (ADD), and/or with Attention Deficit Hyperactivity Disorder (ADHD), and/or with folks like my family member who are easily distracted?
.
That is, could students who are struggling within their current learning environments create their own, individualized VR-based learning environment that would better suit their learning preferences? i.e., immerse oneself into a setting that’s quieter with less visual distractions. Or into a setting where there’s soft, mellow music playing in the background while studying by a gently rolling river (or from a choice of library-based settings, or choose from a variety of rooms that offer a great deal of “natural light,” or on the beach, or on a mountaintop, etc.)

Hmmm…

Image from:
http://alchemylearning.com/adopting-virtual-reality-for-education/

Image from:
http://www.snipview.com/q/Wykoff_Run

Small changes in teaching: The first 5 minutes of class [Lang]

On 01/14/2016, in adjunct faculty, attention, colleges, community colleges, engagement / engaging students, faculty, higher education, ideas, pedagogy, teachers, teaching & learning, universities, by Daniel Christian

Small changes in teaching: The first 5 minutes of class — from chronicle.com by James Lang
4 quick ways to shift students’ attention from life’s distractions to your course content

Excerpts:

Open with a question or two.
What did we learn last time?
Reactivate what they learned in previous courses.
Write it down.

Maker-related postings

On 01/08/2016, in active learning, attention, creativity, engagement / engaging students, entrepreneurship, experimentation, learning spaces, maker movement, project-based learning, student-related, teachers, teaching & learning, by Daniel Christian

5 steps for creating a custom makerspace — from eschoolnews.com by Laura Fleming

Excerpt:

The maker movement has created opportunities for all educators to give students authentic learning opportunities that go beyond the typical classroom experiences and to rethink traditional learning environments to include those that nurture the kinds of creativity and innovation that will benefit our students both in school and beyond. We know children learn by exploring and playing and doing and making and that these kinds of things lead to deeper engagement. The maker movement embodies opportunities for experimentation and innovation to occur across all grade levels and all content areas.

Physical makerspaces have allowed us the opportunity to pull some of this excitement of the maker movement into our schools. Makerspaces can help set the stage for meaningful student learning, as well as help cultivate a culture of innovation within a school. My makerspace inspires innovation, passion, and personal motivation and interests, and has encouraged students to pursue STEM subjects and careers.

Top ten makerspace favorites of 2015 — from worlds-of-learning.com by Laura Fleming

Excerpt:

The most successful makerspaces include tools, materials and resources that inspire and allow for an environment rich with possibilities, allowing all students the opportunity for open-ended exploration. In addition to tried-and-true favorites such as Spheros, Makey-Makey kits, littleBits, and Legos, there is now such a vast array of makerspace-related products available.

As this year draws to a close, we can’t help but reflect upon some of our favorite makerspace things. Upon doing so, Travis Lape and I, have compiled a list of our ‘Top Ten Favorite Makerspace Items of 2015’. In this post, we have provided links to all of the products, as well as a brief description of each. It is our hope, that this versatile and fun list will get you thinking about things you have never thought of before and help your makerspaces to continue to grow and evolve.

Resources for youth makerspaces — from makered.org

6 Back to the Future projects as cool as the movie — from makezine.com by Lisa Martin

A variety of items that show that VR & AR are already here; plus other items that show what to expect in the near future

On 12/15/2015, in attention, Augmented Reality (AR), Australia, emerging technologies, engagement / engaging students, human-computer interaction (HCI), ideas, immersion, innovation, interactivity, internet, languages and translation, learning, learning ecosystem, media/film, nursing, user experience (UX), Virtual Reality (VR) / worlds / learning, by Daniel Christian

MIT’s amazing new app lets you program any object — from fastcodesign.com
The Reality Editor is a Minority Report style AR app that makes programming your smart home as easy as connecting the dots.

Take me away! Elderly home residents given virtual reality goggles to help them feel like they are travelling the world — from dailymail.co.uk by Belinda Cleary

Residents at a Perth nursing home are trialing virtual reality goggles
The technology will allow them to see the world without leaving their seats
It’s hoped the trial will bring back lost memories in dementia patients

NASA partners with Microsoft to provide holographic computing in space — from seriouswonder.com by B.J. Murphy

Excerpt:

Partnering with multinational technology company Microsoft, NASA has since been engaging with their astronauts to use HoloLens headsets to help them make complex computations and provide them with virtual aid as they work inside the ISS. Labeled Project Sidekick, this form of space-based holographic computing will help empower astronauts by allowing them to achieve greater autonomy in their work as they explore and connect back home at NASA headquarters.

With the Cygnus delivery of the HoloLens headsets, expect holographic computing to become a crucial facet of future space exploration – one more item to check off of our list on, “How to become more like Star Trek.”

How to try virtual reality today without breaking the bank — from bgr.com by Jacob Siegal

Excerpt:

2016 might be the year that virtual reality finally takes hold in the tech world. Sony, Microsoft and Oculus VR are all planning to launch their own hardware before the end of next year, with tons of developers already hard at work on games, apps and other software to ensure that VR hits the ground running.

But if you don’t want to wait until next year to see what VR has to offer, you can take a sneak peek at the innovations today without putting a strain on your wallet.

Breaking Down Billion-Dollar AR/VR Investment In The Last 12 Months — from techcrunch.com by Tim Merel

Which VR Headset Holds the Pole Position? — from statista.com by Felix Richter

The show goes on in Paris – through augmented-reality glasses — from theguardian.com by Barbara Casassus
If your French doesn’t go beyond bonjour, you can still enjoy a night at a Parisian theatre thanks to new glasses that provide simultaneous translations

Excerpt:

It’s Saturday night at Le Comédia theatre in central Paris and I’m staring at the stage through square plastic glasses. While the actors in the musical Mistinguett, Reine des Années Folles sing boisterously in French, the words appear simultaneously in English on a small screen in the right-hand lens. Though it’s not the same as watching the show unfettered, I find it surprisingly easy to follow the translated dialogue along with the action.

.

Immersive VR Education

Also see Immersive VREducation’s:
ER VR Trailer – Virtual Reality Medical Training Simulation

Virtual-reality lab explores new kinds of immersive learning — from chronicle.com by Ellen Wexler

Excerpt:

That can have implications in distance learning, he said. For students attending class via webcam or video lecture, the video is two-dimensional, and the audio doesn’t sound as it would if they were in a real classroom. Mr. Duraiswami thinks the virtual-reality technology could help the experience feel more immersive. “If all you’re seeing is a bunch of things in front of you, you’re not as immersed,” Mr. Duraiswami said. “You want the instructor to feel as if they’re right in front of you.”

10 killer media applications enabled by ‘virtual reality’ headsets — from eweek.com by Mike Elgan
Virtual reality headsets can do much more than ‘virtual reality,’ a technical term that is badly defined in most news reports. Here are 10 rapidly developing applications.

Deakin University to launch virtual and augmented reality hub — from cio.com.au by Rebecca Merrett
Industry partners, as well and students and staff, can get their hands on latest virtual/augmented reality tech

Excerpt:

Deakin University will launch an Interactive Digital Centre Hub in Melbourne CBD in the first half of 2016, which will allow industry partners to access the latest virtual and augmented reality technology. Partnering with EON Reality, more than US$10 million has been poured into the facility and will be the first of dedicated centre to virtual and augmented reality in the Asian region. Having a strong group of researchers in virtual reality, Deakin University decided to open a hub to facilitate working with industry and host education programs and courses in this field.

Virtual reality could finally get people to care about climate change — from techinsider.io by Chris Weller

Excerpt:

As the founding director of Stanford’s Virtual Human Interaction Lab, Jeremy Bailenson firmly believes that statistics don’t make people care about issues.

Experiences do.

That’s why Bailenson has spent the last few years developing an underwater virtual reality (VR) experience that shows people firsthand how climate change impacts ocean health.

All the data in the world won’t make a problem seem real unless people care about it on an emotional level, he says. According to Bailenson, virtual reality solves that problem without creating new ones.

Virtual reality in 2016: The 10 biggest trends to watch — from techrepublic.com by Erin Carson
2016 promises to be a watershed year for virtual reality as a commercial product. Here’s what to expect.

Revolutionary tech for the real world — from createtomorrow.co.uk

Excerpt (emphasis DSC):

AR is also highly effective for education and training says Ronald Azuma who leads the AR team at Intel Labs. Why? “Because it makes instructions easier to understand by displaying them directly over the real-world objects that require manipulation, thus removing the cognitive load and ambiguity in spatially transforming directions from traditional media like manuals, text, images and videos into the situation at hand.”

Samsung launches Gear VR virtual reality headset in Australia, promises 360-degree web browsing — from news.com.au
AUSTRALIAN phone users will be able to play virtual reality games, watch 360-degree films, and navigate the web using their eyes as Samsung launches its third virtual reality headset.

CES 2016: driverless cars and virtual reality to dominate at world’s biggest technology show — from mirror.co.uk
The world’s biggest technology showcase kicks off in Las Vegas on 6 January 2016. Here’s what we know about what will be happening at the Consumer Electronics Show

Should your institution move into the Augmentarium future? — from ecampusnews.com by Ron Bethke
The University of Maryland, College Park, is leading the way in studying the innovative applications of augmented and virtual reality across a wide range of fields

Excerpt:

The potential applications of virtual and augmented reality in a host of disciplines–including education, science, medicine, the arts, entertainment and industry–are massive, say large institutions like the University of Maryland (UMD), whose Augmentarium serves as a potential instrumental model for innovative research facilities and universities looking to make their impact on the future.

Sundance 2016 dominated by VR, over 30 experiences listed — from vrfocus.com

Excerpt:

This year’s Sundance Film Festival in Park City, Utah was a surprise hit for virtual reality (VR) technology. It was here that Oculus VR revealed its new film-focused division, Oculus Story Studio, while plenty of other filmmakers and story tellers showcased their own projects using head-mounted displays (HMDs) in the festival’s New Frontier section. That section is set to return for the 2016 edition of the festival from 21st – 31st January, and is this time utterly dominated by VR experiences.

Virtual reality for all, finally — from scientificamerican.com by Larry Greenemeier
Will the new generation of headsets hitting the consumer electronics market deliver enhanced virtual-reality experiences at more affordable prices?

Excerpt:

You can be forgiven for rolling your eyes at the latest round of promises that virtual reality has finally arrived for the masses. Tech companies have been hanging their hats on that one for decades without much success, due to high prices and poorly rendered graphics that have given people headaches—literally.

Despite these missteps, a new generation of virtual-reality tech targeted at consumers has begun to hit the market, most prominently with Samsung’s $100 Gear VR visor released in late November. Both Gear VR and Google Cardboard—which starts at less than $20 and was launched in 2014—rely on a smartphone clipped or slid into their respective visors. The headset’s binocularlike lenses—between the phone and wearer—help deliver a 3-D VR experience. That makes the gadgets a relatively low-risk investment for consumers and enables tech companies to gauge public demand for virtual reality in advance of devices such as ones from Oculus, Sony and HTC slated for next year that feature more sophisticated embedded sensors and displays.
…
Now that VR headsets no longer cost tens of thousands of dollars the door is open for educational and social applications that are true to virtual reality’s roots, allowing people to learn and interact in digital classrooms and playgrounds.

Here’s what virtual reality means for kids stuck in the hospital — from techcrunch.com by Drew Olanoff

Excerpt:

Virtual reality is here to stay and it’s more important than just playing a game or watching a boxing match in a more immersive way. It could, and will, change lives. Imagine this kind of happiness in children’s hospitals everywhere, all of the time. Then think about how doctors can train for surgery virtually. Pretty amazing stuff, eh?

Addendum on 12/20/15:

The Promise of Virtual Reality is Starting to Look Very Real — from nbcnews.com by Michael Sheetz, Special to CNBC

The future belongs to the curious: How are we bringing curiosity into school? [Gerstein]

On 11/23/2015, in attention, Daniel S. Christian, engagement / engaging students, ideas, K-12 related, learning, learning ecosystem, learning preferences, learning theories, memory, motivation, participation, passions, student-related, youth, by Daniel Christian

The future belongs to the curious: How are we bringing curiosity into school? — from User Generated Education by Jackie Gerstein

Excerpt:

A recent research study found a connection between curiosity and deep learning:

The study revealed three major findings. First, as expected, when people were highly curious to find out the answer to a question, they were better at learning that information. More surprising, however, was that once their curiosity was aroused, they showed better learning of entirely unrelated information that they encountered but were not necessarily curious about. Curiosity may put the brain in a state that allows it to learn and retain any kind of information, like a vortex that sucks in what you are motivated to learn, and also everything around it. Second, the investigators found that when curiosity is stimulated, there is increased activity in the brain circuit related to reward. Third, when curiosity motivated learning, there was increased activity in the hippocampus, a brain region that is important for forming new memories, as well as increased interactions between the hippocampus and the reward circuit. (How curiosity changes the brain to enhance learning)

From DSC:
Jackie’s posting reminded me of what Daniel Willingham asserts: “Memory is the residue of thought.” | “We remember what we think about.”

So to me, if you can’t get through the gate — get someone’s attention — you have zero chance of getting into their short-term memory, and thus zero chance to get into that person’s long-term memory.

Is-it-getting-harder-to-get-through-the-gate-2

Along these lines, if a student is curious about something, their motivation level increases and they actually THINK about something. (What a concept, right?!)

But the point here is that what a student thinks about now has a chance to make it into that student’s memories…thus, creating a variety of hooks on which to “hang future hats” (i.e., make cognitive connections in the future).

CognitiveHooks-Hats

Addendum on 11/24/15:

Asking “Why?” Instead of “How?” — from er.educause.edu by Jack Suess
Thoughts from EDUCAUSE 2015

[Re: Emily Pilloton, founder and executive director of Project H Design] Her talk focused on three aspects of learning:

Seeking > Knowing. Pushing beyond your comfort zone is the way to challenge yourself. As mentioned above, Pilloton believes in experiential learning, in challenging students with big projects where they will learn new skills as needed to complete the project.
We > I. Teams and building trust in your teammates is critical. All of Pilloton’s projects are so big that no one person can complete them alone. By being forced to make decisions and learn to work as teams, group members realize that as a collective, they can achieve much more than they could individually.
Curiosity > Passion. Encouraging curiosity is more important than helping people find their passion. Pilloton argued that it is hard for many young people to know their passion. If we encourage curiosity and give students the opportunity to push the boundaries of what they think is possible, we provide them the opportunity to both build confidence and find their passion.

Museum collections enter VR with the launch of the Woofbert VR App for Samsung gear — from techcrunch.com by Jonathan Shieber
The museum and gallery world is getting is getting one of its first doorways into virtual reality with the launch of the new WoofbertVR app, (launched on 11/17/15) on Samsung Gear VR powered by Oculus.

Excerpt:

The company has an amazing app which will soon be able to take users on a tour of several marquee museums with some of the best collections of art and artifacts in the world.

For its first offering, the company is offering users who download the app a free view into one of the most famous rooms in the Courtauld Gallery, a gallery housing one of London’s most famous art collections.

The gallery, on a bend North of the Thames near the Waterloo Bridge, holds a treasure trove of Impressionist and Post-Impressionist masterpieces including works by Gauguin, Renoir, Manet, and Monet.

Through the first offering on the app, users get a voice guided tour of the room’s paintings narrated by the author Neil Gaiman (a Woofbert investor).

Discover Explain3D [Atwater]

On 11/09/2015, in 3D, A/V -- audio/visual, animation, attention, education technology, elearning, engagement / engaging students, engineering, interactivity, science, simulations, tablets, user experience (UX), by Daniel Christian

Discover Explain3D — from interestingengineering.com by Eben Atwater

Excerpt:

Long ago, someone coined the adage, ‘a picture is worth a thousand words.’ Illustrators and teachers have grasped that simple truism throughout thousands of years of human history – It’s a fact that many, if not most of us, are visual learners. That’s especially true when it comes to things mechanical. That said, it’s 2015, and certainly time for a twenty first century iteration of this venerable learning principle to manifest. And in fact, it has – Consider Explain 3D – An interactive encyclopedia of 3D simulations and visualizations that helps kids, teachers or parents to explain and understand how things work. Explain 3D is a great tool to help youngsters develop the skills of logical thinking and imagination, while poking around in some very cool modern technologies and technical stuff.

Creating Movies With Students — from ipadsammy.com by Jon Samuelson

Excerpt:

“Here’s looking at you, Kid” – Presentation From BSD Future Ready Summit

Getting students started creating videos can seem like a daunting task. There isn’t enough time in the day to get your regular subjects done, how are you supposed to give students time to create videos? I am here to tell you it can be done. I hope that this post/presentation will provide what you need to get started.

Students can create videos on a variety within the context of what they are learning right now. Video story problem for math, a how to science experiment, or a book trailer that covers important story traits are all good ideas. Here is a list of apps, PDF Templates, and equipment that can be helpful when creating movies.

Nine Ways to Improve Class Discussions [Weimer]

On 09/30/2015, in adjunct faculty, attention, collaboration, engagement / engaging students, faculty, pedagogy, teachers, teaching & learning, by Daniel Christian

Nine Ways to Improve Class Discussions — from facultyfocus.com by Maryellen Weimer

Excerpt:

So this post offers some simple suggestions for increasing the impact of the discussions that occur in our courses.

Be more focused and for less time
Use better hooks to launch the discussion
Pause
Have note takers
Talk less or not at all
End with something definitive
Use the discussion – Keep referring to it!
Invite students to suggest discussion topics
Discuss discussions – Briefly is fine.

From DSC:
From my teaching time yesterday, I wished that I had done a better job with the transitions into and out of our class discussions. I wish that I had better prepped them for the discussion that we were about to have and to better summarize some of the key points from the class discussions. I ended up emailing them the key points that I wanted to emphasize…so there are other ways to recover from those times that we aren’t on our best game in any particular class. Also, I would add to the above list, have different students be in charge of leading the discussions — and then see if the discussions/participation rates pick up.

“Some of VR’s greatest potential, though, lays not at home, but in the classroom.”

On 09/23/2015, in attention, education technology, emerging technologies, engagement / engaging students, future, higher education, history, human-computer interaction (HCI), immersion, innovation, interactivity, K-12 related, technologies for your home, virtual field trips, Virtual Reality (VR) / worlds / learning, by Daniel Christian

Discovr Labs brings Virtual Reality to the classroom, lets teachers see what students see — from techcrunch.com by Greg Kumparak

Excerpt (emphasis DSC):

As consumers, we tend to focus on how virtual reality will work in our homes — the new types of games it allows, the insane 360-degree cinematic experiences, etc. Some of VR’s greatest potential, though, lays not at home, but in the classroom.
…
Discovr Labs has built an interface and technology to help teachers use VR as a teaching tool. After the student straps on their headset, Discovr allows the teacher to select which module the student is interacting with, and to see exactly what the student sees; everything from the headset is beamed, wirelessly, to an all-seeing interface.

For now, Discovr is focusing on a local experience, with all of the students being in the same room as the teacher. Moving forward, they envision remote experiences where students and their teachers can come together in VR experiences regardless of their physical location.

Also see:

We’re talking about virtual reality as the new reality at #TCDisrupt pic.twitter.com/hGnhTgDB0i

— TechCrunch (@TechCrunch) September 21, 2015

A somewhat related addendum on 9/24/15:

Virtual Zeno Robot – The Future of Augmented Reality in Education — from virtual-strategy.com

Excerpt:

Digital Elite developed a new line of low-cost head mounted augmented reality paper viewers specifically for the education market. A number of novel applications in the field of robotics, virtual physics and a unique book for autism is already readily supported by the viewer. More Apps in the pipeline are being developed to support other immersive and virtual experiences.

In a scientific study the new viewers have compared favorably against expensive VR headsets, such as the Samsung/Oculus Gear VR and Zeiss VR One. The viewers were also tested in a number of real-life education scenarios and Apps. One example is a virtual robot teaching physics and geography deployed in an Augmented Reality (AR) application to break down the final frontier between physical robots and their virtual counterparts. Results are being published in conferences in Hong Kong today and Korea later this month.

Addendum on 9/25/15:

Five emerging trends for innovative tech in education — from jisc.ac.uk by Matt Ramirez
No longer simply future-gazing, technologies like augmented and virtual reality (AR/VR) are becoming firmly accepted by the education sector for adding value to learning experiences.

Could/should some of these things be leveraged in the public schools as well?

On 09/17/2015, in attention, digital learning, education, education reform, education technology, engagement / engaging students, experimentation, K-12 related, learning, learning ecosystem, learning hubs & pods & microschooling, learning spaces, student teaching/teacher education, student-related, teachers, teaching & learning, using teams, youth, by Daniel Christian

From DSC:
I don’t care for the title here, but there are some valuable items that can be found by digging around in this article entitled, “Silicon Valley billionaires are appalled by normal schools — so they’ve created this new one” — from businessinsider.com by Melia Robinson

Excerpts:

A typical day at Altschool, the Bay Area-based school system that raised $100 million in venture capital in May, is anything but typical.

Kids take attendance on an iPad, complete a “playlist” of activities, and learn 3D modeling software to design a playhouse for the class pet.

Founder and CEO Max Ventilla previously helmed the personalization team at Google, where he helped build Google+ and other products that make the internet feel more personal.

His latest venture aims to transform the outdated, early-1900s model of elementary education for the digital age.

In May, we spent the day at AltSchool‘s Fort Mason location in San Francisco to see its revolutionary teaching style in action.

From DSC:
Is there anything here that public schools would find attractive and/or could implement?

AltSchool divides students between the ages of 4 and 14 into three groups: lower elementary, upper elementary, and middle school. There are no traditional grade levels.
A typical day at AltSchool begins with attendance. As kids arrive, they sign in to the school’s attendance app on a dedicated iPad.
The attendance app is one of a dozen or so tech tools developed by the school’s 50-person product team, which includes former employees of Apple, Uber, Zynga, and Ventilla’s alma mater, Google.
The PLP is the foundation of the AltSchool experience. Teachers collaborate with families and students to design a set of goals for the learner based on the student’s interests, passions, strengths, and weaknesses.
Each child receives a weekly “playlist” of individual and group activities that are aimed at achieving those goals. This student is writing an entry for his blog on coin collecting.
Teachers pick activities for their students by creating items in their playlists or searching the My.AltSchool library to find items that other teachers have made.
This 8-year-old demonstrates a game of Pac-Man using MaKey MaKey — a simple circuit board that transforms everyday objects into touchable user interfaces …he attaches alligator clips to four mounds of clay and tapes one clip to himself. When he taps the clay and completes the circuit, the computer interprets the input as arrow key actions.
This streamlined instruction time frees up the teacher to walk around the classroom and interact face-to-face with students.
The lower elementary students spend the morning knocking a shared item off their playlists: “writing the news.” These guys are chronicling a recent trip to the park.

Many of the younger kids wear headphones during playlist time to drown out distractions.
Technology isn’t necessary to complete all activities, but it is used to document students’ work. This student takes a picture of her news clipping using an iPad and uploads the image to her playlist.
The classroom, like the tech, fosters AltSchool’s individualized learning approach. Students sprawl across the room on carpets, beanbags, and even lofts of their own construction.

Classrooms are treated like stations, rather than designated areas for particular grade levels, and students move from room to room throughout the day. It’s especially important for micro-schools to maximize space so that a four-room schoolhouse doesn’t feel cramped
Craft and cleaning supplies are stored where the smaller kids can reach them, giving them a sense of agency.
After lunch and PE in the nearby park, students put aside their playlists and work on more integrated group projects.
The middle-school students were tasked with a classroom redesign. This 11-year-old, who was wearing an Iron Man T-shirt, built a parkour course. He’s writing a parent permission slip on his Google Chromebook now.
His classmate learned from online tutorials how to use the 3D-modeling software SketchUp, and she designed an urban-garden-inspired seating area for the unused deck on the second floor. There’s an obstacle course inside the benches for a class rabbit to tunnel through.
Another student, who wants to be a veterinarian, lawyer, writer, and manga comic-book writer, grew an indoor tea garden. She says she loves how the assignments “bend to your ability.”
If Silicon Valley’s favorite elementary school has its way, personalization will remain king.

What the Future Economy Means for How Kids Learn Today [Price]

On 09/10/2015, in attention, economics, education, education reform, future, global / globalization, K-12 related, motivation, open courseware and systems, participation, student-related, teachers, youth, by Daniel Christian

What the Future Economy Means for How Kids Learn Today — from kqed.org/mindshift by David Price

Excerpt (emphasis DSC):

While this myopic and somewhat irrelevant argument takes place, the gulf in motivation between the learning that our students have to do, and the learning that they choose to do, grows ever wider. Meanwhile, the implementation of standardized testing and high-stakes accountability leaves a devastating legacy of what Yong Zhao calls side effects: increasing student (and staff) disengagement; perceived irrelevance of formal education; and the loss of autonomy and trust in the teaching profession.

If we want to re-engage learners, re-professionalize teachers, and re-think how we prepare students for a globally competitive working life, we need to follow the learners, and develop more open learning systems.

Augmented Reality

Augmented reality app brings art history to life — from creativebloq.com

Excerpt:

Dazzle It is a cool new augmented reality app that lets you remix artwork from artists including the Sir Peter Blake, Godfather of Pop Art – best known for designing the 1967 Beatles’ Sgt Pepper’s Lonely Hearts Club Band album cover.

Developed by digital design agency, Corporation Pop, it combines the latest augmented reality techniques with design to bring history to life. And notably, unlike most augmented reality apps, you don’t need a pre-supplied marker to view what you create in a real-world scene.

7 Great Augmented Reality Apps for Your Classroom — from teachercast.net

Apps Discussed on the Show:

Aurasma
Anatomy 4D
ColAR
Spacecraft 3D
AR Flash Cards
Elements 3D
Google Translate

Angus park to host augmented reality performance — from scotsman.com with thanks to Woontack Woo for his posting on this

Excerpt:

A FOREST park in Angus is to host the UK’s first live theatrical performance featuring augmented reality (AR) technology.

By downloading an app, audiences will be able to spot magical creatures through their smartphones and capture them on camera, before sharing the images with friends and family on social media.

DragonQuest, which will be performed in Monikie Country Park, allows visitors to wander around a forest using their smartphone to create images of fantastical creatures in addition to real-life characters and events on the set.

Here are the signs that point to Apple’s next big innovation in computing, according to one analyst — from businessinsider.com

Check Out How These Teachers and Students are Using Augmented Reality — from emergingedtech.com

Using Augmented Reality for Learning and Teaching — from edtechreview.in by Prasanna Bharti

Excerpt:

Various Application of Augmented Reality in Learning Different Subjects

Astronomy: AR can be used to make student understand about the relationship between the Sun and the Earth. Here AR technology can be used with 3D rendered sun and earth shapes.

Chemistry: Teachers can demonstrate what a molecule and atoms consist of using AR technology.

Biology: Teachers can use Augmented Reality to showcase their student’s body structure or anatomy. Teachers can show their students different types of organ and how they look in a 3D atmosphere. Students can even study human body structure on their own by using devices with AR embedded technology in it.

Physics: Physics is one of the subjects where AR technology can be used perfectly. Various kinematics properties can be easily understood by using AR technology.

Virtual Reality

Virtual reality can take us to the world’s greatest museums — from venturebeat.com by Mike Minotti

London's The Courtauld Gallery.

How Virtual Reality Can Close Learning Gaps in Your Classroom — from edsurge.com

Excerpt:

Virtual Reality (VR) may be the type of educational breakthrough that comes along once in a generation, heralding a tectonic shift toward immersive content for teaching and instruction.

By presenting a complete view of the world in which it is situated, VR offers a new opportunity to close some of the pedagogical gaps that have appeared in 21st century classroom learning. These gaps stem from the fact that curriculum and content in education have not caught up with rapid technology advancements.

Below I introduce three of these gaps and how they might be addressed by virtual reality content soon to be produced and distributed commercially.

Google Cardboard offers virtual trip for Lawrence students — from www2.ljworld.com

Excerpt:

The Lawrence school district recently purchased 20 Google Cardboards, which beginning this school year are available for teachers to check out for use in their classrooms, said Joe Smysor, the district’s technology integration specialist. Cardboard works in conjunction with a smartphone app to deliver a 3-D, 360-degree navigable image. Students can use apps with Cardboard to virtually visit museums, landmarks or cities around the world.

“It’s going to allow teachers to take their class on field trips where school buses couldn’t otherwise go,” Smysor said. “That could be back 100 years in the past, or underwater.”

Virtual college tours with cardboard, a smartphone and YouVisit — from mystatesman.com by Omar L. Gallaga

Excerpt:

While college students are settling into their dorms, it’s already time for next year’s class of high school students to narrow down their potential school choices and schedule campus visits. Or maybe they can just stay home and start the journey virtually.

A site called YouVisit has a surprisingly large set of virtual-reality college tours available. All the major Texas colleges are represented, and one of them, Trinity University, has been making a big push to get cheap sets of cardboard VR goggles out to families at recruiting events such as college fairs. Trinity sent me a pair of the cardboard glasses. The virtual visit to the campus certainly wasn’t the same as being there, but to get at least a visual sense of what the campus looks like and to be generally wowed by the 3-D/360-degree effect, it was worth the trip.

Regis University Creates Remote Campus Tours with Primacy’s Virtual Reality Experience — from businesswire.com
Jesuit university builds on rich tradition of innovation by enabling immersive virtual tours using Oculus Rift technology and virtual reality headsets

Excerpt:

FARMINGTON, Conn. & DENVER–(BUSINESS WIRE)–Regis University today unveiled a unique new way for prospective students to tour and experience the school’s scenic 100-acre campus. Through an interactive, immersive experience created by independent agency Primacy, students are able to put on an Oculus Rift virtual reality (VR) headset and immediately be transformed to the campus where they can get a full, 360-degree tour as if they were on site – including viewing daybreak runs at Red Rocks, being immersed in Regis’ experiential nursing skills lab and visiting the campus pub to watch a live Jenga game.

GoPro is now selling its crazy 16-camera virtual reality rig — from theverge.com by Sean O’Kane
‘Odyssey’ is only available to pros

Excerpt:

Odyssey is the first camera rig built specifically for Google’s Jump platform, which was also announced at this year’s I/O conference. Jump is an entire virtual reality ecosystem that, in theory, will make it easier to both create and consume VR content. With Jump, Google created open plans that companies can use to build their own 16-camera rig (GoPro just happened to be the first), as well as assemble software that can recreate the scene being captured in much higher quality than most existing image stitching software can. Eventually, Jump videos will be hosted in YouTube; think of it as the next logical step following YouTube’s inclusion of 360-degree videos earlier this year.

Behind the Scenes of a Virtual Reality Beethoven Concert — from recode.net by Eric Johnson

Excerpt:

Are you a classical music fan? It’s a question most people would probably say no to, and the Los Angeles Philharmonic knows that.

“People are intimidated by classical music,” said Amy Seidenwurm, the Philharmonic’s director of digital initiatives. “They don’t come to concerts because they feel it might not be for them.”

But to change those minds, the LA Phil is turning to virtual reality. For the next month, it will be driving around the Los Angeles area to parks, festivals and museums, in a van outfitted with real carpeting and seats from the Walt Disney Concert Hall — and six Samsung Gear VR headsets, which have been loaded with a special video performance of Beethoven’s Fifth Symphony. (You know the one: Dun-dun-dun DUNNNN.)

Inside Industrial Light & Magic’s secret Star Wars VR lab — from theverge.com by Bryan Bishop
ILMxLab isn’t just exploring the future of entertainment… they’re already making it

Addendums on 9/10/15:

The Top 10 Virtual Reality Headsets of 2015 — from avatargeneration.com

5 augmented reality apps to alter your world — from cbronline.com with thanks to Woontack Woo for his posting on this
Learn more about Dazzle It, Streetmuseum, Skyview, Blippar and Colorblind Fix.

Excerpt:

Ever wanted to see the world around you in a different way? These apps will transform your phone into a portal to a world of altered perceptions.

Learning Ecosystems

Small changes in teaching: The first 5 minutes of class [Lang]

A variety of items that show that VR & AR are already here; plus other items that show what to expect in the near future

Discover Explain3D [Atwater]

Nine Ways to Improve Class Discussions [Weimer]

Categories

Tags