We need to use more tools — that go beyond screen sharing — where we can collaborate regardless of where we’re at. [Christian]

From DSC:
Seeing the functionality in Freehand — it makes me once again think that we need to use more tools where faculty/staff/students can collaborate with each other REGARDLESS of where they’re coming in to partake in a learning experience (i.e., remotely or physically/locally). This is also true for trainers and employees, teachers and students, as well as in virtual tutoring types of situations. We need tools that offer functionalities that go beyond screen sharing in order to collaborate, design, present, discuss, and create things.  (more…)

 

The Digital versus Brick-and-Mortar Balancing Game — from educause.edu

Excerpt:

The blended campus required after two years of upheaval calls for out-of-the box thinking about what to keep and what to discard from both digital and physical work and learning spaces. Technology leaders face critical decisions regarding workplace culture, physical classroom design, and traditional campus spaces.

Making the move from fully in-person instruction to a learning environment that also accommodates remote students (and remote faculty) requires rethinking and redesigning physical learning spaces to provide an equitable experience for all learners. Technology leaders will need to overcome sizable obstacles to create inclusive classrooms that enable faculty and students to reap the many benefits of hybrid [hyflex] learning.

Also see some of the other most urgent issues in higher education here:

The EDUCAUSE showcase series spotlights the most urgent issues in higher education.

 

Zoom Announces New Education Features, Enhancing Hybrid [Hyflex] Learning Experience for Educators & Students — from edtechreview.in by Stephen Soulunii

Excerpt:

According to a news release, the features span Zoom’s Chat and Meeting offerings and are designed to support teachers who need to engage and manage students joining class remotely or submitting homework assignments.

Breakout Rooms Enhancements
Breakout rooms, a popular education feature, also received enhancements in this latest release. Program Audio allows meeting hosts to share content with audio to breakout rooms, adding the ability to share videos with audio. With the LTI Pro integration enhancement, educators can populate breakout rooms from the course roster. This can be used to assign breakout rooms in advance, and then automatically sort students into breakout rooms.

Anywhere Polls
Anywhere Polls will allow polling content to live in a central repository that can be accessed from any meeting on an account, instead of being associated with a particular meeting. This will make it easier for instructors to reuse polls and will also be beneficial for grading. This feature will be available this year.

 

Bridging the digital divide in online learning — from tonybates.ca by Tony Bates

Excerpt:

The problem
At the start of the pandemic, in Oakland, California, 40 miles north of Silicon Valley, only 12 percent of low-income students, and 25 percent of all students, in Oakland’s public schools had devices at home and a strong internet connection.

The outcome
Two years into the pandemic, Oakland has been able to connect 98 percent of the students in the district. As of February, the city had provided nearly 36,000 laptops and more than 11,500 hot spots to low-income public school students.

Also from Tony, see:

Getting into the online learning industry

Three years ago, I wrote a blog post called ‘So you want to be an educational technologist…’ in which gave some advice on how to get into and develop a career as an educational technologist. In that article, I noted that I didn’t have much experience to guide people going into the corporate training area, and this article by Matthew Lynch does exactly that. This article complements nicely what I wrote earlier.

 

Some Colleges Are Ending Hybrid Learning. Students Are Pushing Back. — from chronicle.com by Adrienne Lu
Daily Briefing: Is the End of Hybrid Learning Leaving Disabled and High-Risk Students Behind?

Excerpt:

Some students, though, want their colleges to make hybrid learning permanent. They argue that scaling up remote learning during the pandemic made higher education more accessible — not only for students with disabilities and the immunocompromised, but also commuter students, those balancing schoolwork with jobs, and students with caregiving responsibilities — and helped to protect vulnerable faculty members.

 

Global Pandemics is a cutting-edge, browser-based, digital learning experience—designed to enhance student understanding of the role of pandemics in world history.

Global Pandemics — from historyadventures.co with thanks to Andrea Boros for the resource

Excerpts:

Global Pandemics is “a cutting-edge, browser-based, digital learning experience—designed to enhance student understanding of the role of pandemics in world history. One year in the making, and involving a talented, interdisciplinary team from around the world—the new product features cutting-edge digital learning design, web animation, interaction design, and digital storytelling.”

This browser-based digital learning experience introduces multiple novel technologies, including:

  • 3D Motion Design to Recreate History
  • Advanced Web Animation to Simulate Pathogens
  • Immersive 360 Panoramas of Historical Locations
  • Animated Historical Timeline & Maps
  • Choice-based Narrative Design
  • Interactive Original Historical Documents
  • Media-Rich Adaptive Assessments

Also see:

 

Picturesof learning spaces at KU Leuven, Imperial College London, University of Amsterdam, Oulu University of Applied Sciences, Finland

Clockwise from top left (KU Leuven, Imperial College London, University of Amsterdam,
Oulu University of Applied Sciences, Finland

.

A virtual tour of four advanced hybrid learning spaces — from zacwoolfitt.blogspot.com by Zac Woolfitt

Excerpt:

What are the next developments in the Hybrid Virtual Classroom? What kind of spaces might we be teaching in soon?

On March 16th we glimpsed the future. Colleagues from 4 higher education institutes gave virtual tours of their technology rich learning spaces in Belgium, England, Finland and the Netherlands. Media and Learning arranged the session [i]. (Disclosure: Zac is on their advisory panel of Media and Learning).

From DSC:
Here in the U.S., some would promote the use of the word “Hyflex” here instead of hybrid or blended learning — as it sounds like they are simultaneously teaching students in a physical classroom along with online-based learners.

 

One District’s Ongoing Hybrid Success — from by Erik Ofgang
Early in the pandemic, Kyle Berger, chief technology officer for Grapevine-Colleyville Independent School District, installed cameras in every classroom for hybrid learning. Those cameras continue to be used in innovative ways.

Excerpt:

In the meantime, the cameras continue to be utilized in a variety of ways, including:

  • For students who are out of school with COVID or for other medical reasons to keep participating in class.
  • To allow a teacher to quickly record an explanation or lesson so students can access it later. “The way they’re mounted on the ceiling, the teachers started taking that to a different level because you could reach up to the webcam if you wanted to and you could turn it to point down, and now in a sense, it’s a document camera,” Berger says.
  • To help with the substitute teacher shortage. “We can bridge two classrooms together through our video solutions, and maybe just have an instructional aide in the second classroom,” Berger says.
  • To allow educators to engage in professional development by watching videos of their own lectures and lessons.

“It’s really allowed us a lot more flexibility to continue to navigate the ever-changing environment and education right now,” Berger says.

From DSC:
I’d probably use the word hyflex here instead of the word hybrid…but you get the point. I would also assert that for the following relevant article as well:

 

Revisiting Camera Use in Live Remote Teaching: Considerations for Learning and Equity — from er.educause.edu by Patricia Turner

Excerpts:

Given the need to balance equity concerns with effective teaching practices, the following suggestions might be helpful in articulating an approach to using cameras in live remote teaching sessions. This list is not exhaustive; these suggestions are offered as a starting point from which to begin thinking about this issue.


Given what we know from research about interaction, active learning, equity, and inclusion, one possible philosophy is this: if we believe that some students are not using a camera because of privacy issues, because they lack a quiet space in which to learn, or because of inequitable circumstances, we can let our students know that we are available if they need help and that, although we can’t solve all problems, we may be able to help students get the support and resources they need.

 
 

The best lighting for video conferencing, according to experts— from blog.webex.com

A home office lighting setup for video conferencing.

Contents:

  • What is the best lighting for video conferencing?
  • Where should the light be for a video call?
  • What kind of lighting is best for video meetings?
  • What are the best lighting products for a video conference?
  • What is the best lighting for video conferencing on-the-go?
  • Good lighting means good communication:
 

Why the World’s First Virtual Reality High School Changes Everything — from steve-grubbs.medium.com by Steve Grubs

Excerpts:

The recipe required key ingredients to happen. In addition to an accredited school to manage students, admissions and the for-credit learning, it also needed a platform. That’s where EngageVR comes in. There are other platforms that will ultimately host schools, perhaps AltSpace, Horizon or others, but the first is on Engage.

The bottom line is this: creators, coders, educators, entrepreneurs, investors, corporations, parents and students all played a role in finally bringing the first global virtual reality high school to life. It won’t be the last school to open in the metaverse, but to all those involved in this inaugural launch — the Neil Armstrongs of your age — a special tip of the hat today for having the vision and the willingness to launch a better and more equitable era of education.

Also see:

This is a snapshot from the Geo Guesser VR game

 

A whole new world: Education meets the metaverse — from brookings.edu by Kathy Hirsh-Pasek, Jennifer M. Zosh, Helen Shwe Hadani, Roberta Michnick Golinkoff, Kevin Clark, Chip Donohue, and Ellen Wartella

Excerpt:

The metaverse is upon us. Soon it will be as omnipresent as TikTok, Instagram, and Facebook (now Meta). As technology advances to bring us new immersive and imaginary worlds, how we educate children and prepare teachers must also advance to meet these new opportunities. When education lags the digital leaps, the technology rather than educators defines what counts as educational opportunity. This is largely what happened with the introduction of “educational” apps designed to be used on smartphones and tablets meant for adults. Today, as the metaverse infrastructure is still under construction, researchers, educators, policymakers, and digital designers have a chance to lead the way rather than get caught in the undertow. To leverage the potential of the metaverse as a 3D, global, interconnected, immersive, and real-time online space, we need new ways to connect the physical world with augmented and virtual reality (VR) experiences.

In the end, we challenge those creating educational products for the metaverse to partner with educators and scientists to ensure that children experience real human social interaction as they navigate virtual spaces, children’s agency is supported as they explore these spaces, and there is a real eye to diversity in the representation and access to what is created.  

Also relevant/see:

The metaverse can provide a whole new opportunity for education. Here’s what to consider — from fastcompany.com by Stephen Fromkin
The cofounder of Talespin looks at an existing immersive learning program that delivers results and says our next priority should be getting it into the hands of as many learners as possible through the metaverse.

 

How I use Minecraft to help kids with autism — from ted.com by Stuart Duncan; with thanks to Dr. Kate Christian for this resource

Description:

The internet can be an ugly place, but you won’t find bullies or trolls on Stuart Duncan’s Minecraft server, AutCraft. Designed for children with autism and their families, AutCraft creates a safe online environment for play and self-expression for kids who sometimes behave a bit differently than their peers (and who might be singled out elsewhere). Learn more about one of the best places on the internet with this heartwarming talk.

 

Below are two excerpted snapshots from Stuart’s presentation:

Stuart Duncan speaking at TEDX York U

These are the words autistic students used to describe their experience with Stuart's Minecraft server

 

5 Tips for Online Tutoring Based on New Research — from techlearning.com by Erik Ofgang
Matthew Kraft, a professor at Brown University, shares some best practices for implementing online tutoring programs based on his recent research.

Excerpt:

While in-person high-dosage tutoring has been shown to improve student learning in multiple studies, the extent that this translates to online tutoring is not as well researched. However, a recent pilot study of online tutoring in which college students volunteered as tutors and were paired with middle school students in Illinois found consistently positive effects of online tutoring on student achievement, though these effects were smaller than had been seen for in-person tutoring.

 
© 2024 | Daniel Christian