teachers

What if we could create these kinds of calendars and/or apps for faculty & staff as well as for students? [Christian]

On 05/10/2021, in A/V -- audio/visual, active learning, adjunct faculty, Augmented Reality (AR), Bias | Diversity Equity & Inclusion (DE&I), colleges, community colleges, corporate / business world, corporate universities / corporate training, creativity, Daniel S. Christian, digital audio, digital learning, digital storytelling, digital video, education, education technology, educational games / serious games, elearning, emerging technologies, engagement / engaging students, experimentation, faculty, higher education, ideas, innovation, instructional design, K-12 related, law schools, learning, learning ecosystem, liberal arts, multimedia, new media literacies, online learning, student-related, teachers, teaching & learning, teaching online, tools, training / L&D, United States, XR - extended reality, by Daniel Christian

What if we could create these kinds of calendars and/or apps for faculty and staff as well as for students? — idea from Daniel Christian. The vehicles could be developed as analog/physical formats or in digital formats and apps. In the digital realm, one could receive a daily notification.

For faculty/staff:

Teaching and learning tips; pedagogies (flipped learning, active learning, etc.); ideas that have worked well for others
Creative experiments to try (such as digital storytelling or with an emerging technology such as AR, MR, or VR)
Tips & tricks re: tools within the learning ecosystem of one’s organization
How to make digital content that’s accessible
Items re: bias, diversity, equity & inclusion
Dates to be aware of (for processes on one’s LMS/CMS as an example)
Notes of encouragement and/or humor
Links to key resources
Other

[The Corporate Training / L&D world could do this as well.]

An example of what a page might contain within a physical flip calendar

A calendar page that says Memory if the residue of thought.

Example calendar page that states when courses will be published on an LMS

For students

Studying tips
How to take courses online
How people learn
Resources, books, people to follow on Twitter, blogs and RSS feeds, etc.
Pictures of judges, legislative bodies, law offices, corporate HQs, other
Notes of encouragement
Ethics
Professionalism
Other

Tourette Syndrome Awareness Month, May 15 – June 15

On 05/04/2021, in accessibility / UDL, education, Emotion, health, K-12 related, neurodivergent/special needs, teachers, teaching & learning, youth, by Daniel Christian

Tourette Syndrome Awareness Month, May 15 – June 15

Excerpt:

Challenges faced as a result of the condition can be physically and psychologically crippling. Let’s make a difference together this Tourette Syndrome Awareness Month, May 15 – June 15, as we create a more universal understanding of the condition, as well as to share successes to inspire our community and beyond. There are various ways you can get involved and make a lasting difference on a global scale.

But do you want to know a secret of what it really is?

It’s the determination from the 7-year-old to focus on an assignment at school even though his hand won’t stop ticcing.
It’s the bravery of the 16-year-old with a shoulder-shrugging tic who’s taking her driving test for the first time.
It’s the strength of a mother who is confused and scared as her child has just been diagnosed.
It’s the candor of a 45-year-old who has just been overlooked for his dream job, or worse – recently let go, because of TS.
But above all-it’s the perseverance of every child, teen, and adult who lives with TS on a daily basis.

So the next time Tourette Syndrome is used as a punchline, a quip, or a slur, please don’t laugh. Don’t share it. But instead, remember that there are real people behind the joke who may set them back. (source)

Enrich your history and social studies classes with these resources — from educatorstechnology.com

Excerpt:

Below are three websites we are featuring in our blog for the first time. These are platforms where teachers (and students) can access resources and teaching materials to help them with their history teaching (learning).

Addendum on 5/4/21:

Boddle — An Engaging 3D math Game for Students — from educatorstechnology.com; also see Boddle’s website

Doubling down on accessibility: Microsoft’s next steps to expand accessibility in technology, the workforce and workplace — from Brad Smith, President of Microsoft

Excerpt:

Accessibility by design
Today, we are announcing a variety of new “accessible by design” features and advances in Microsoft 365, enabling more than 200 million people to build, edit and share documents. Using artificial intelligence (AI) and other advanced technologies, we aim to make more content accessible and as simple and automatic as spell check is today. For example:

A new background accessibility checker will provide a prompt to fix accessibility issues in content across the core Office apps and Outlook will nudge users to correct accessibility issues.
AI in Microsoft Word will detect and convert to heading styles crucial for blind and low-vision readers.
A new Excel navigation pane designed for screen readers will help people easily discover and navigate objects in a spreadsheet.
We’re expanding Immersive Reader, used by 35 million people every month, to help with the comprehension of PowerPoint slides and notes.
In Teams, high-contrast mode can be used to access shared content using PowerPoint Live which will reduce eye strain and accommodate light sensitivity with Dark Mode in Word.
New LinkedIn features that include auto-captioning for LinkedIn Live broadcasts, captions for enterprise content and dark mode later this year.

More than 1 billion people around the world live with a disability, and at some point, most of us likely will face some type of temporary, situational or permanent disability. The practical impacts are huge.

Addendum on 5/6/21:

A lack of devices but a heroic effort by teachers — from global-edtech.com by Dorothy Lepkowska
EDUCATE webinar hears how countries coped with the Covid school shutdown

Excerpts:

As in many countries, including the UK, schools and students in Portugal were hindered by a lack of devices, Huge Fonseca, an EdTech innovator, told the webinar. He said teachers were “superheroes” and did what they could to connect with pupils, including distributing work on bicycles.

He said: “In Portugal there is a lack of devices and a lack of teacher training. The profession is among the oldest in Europe, and half of teachers are more than 50 years old. There is no government support to develop them, and if you leave teachers without learning new skills for 20 years or more then it is hard for them to adapt. We need more young people to go into teaching.”

In Uruguay, more coherence was needed between the distribution of technology and teacher training.
…
Meanwhile, in Brazil, there was a roll-out of technology but little training for teachers.
…
In Zambia, however, the pandemic offered an opportunity for project-based learning to address some of the problems faced by communities.

She said the pandemic had shone a light on the heroic work of teachers and there was a “shift in perceptions about teachers, and the importance of face-to-face teaching as a valued part of civil society”.

Also see:

AI in Tertiary Education: National Centre for AI launched today — from global-edtech.com
Artificial Intelligence | UK
Welcomed by multinational tech companies, a national centre for AI in tertiary education has been launched by Jisc and supported by universities and colleges throughout the UK

3 Tech Trends Shaping the Future of Post-Pandemic Teaching and Learning [Kelly]

On 04/28/2021, in adjunct faculty, analytics, blended learning, change, colleges, community colleges, credentialing, data related items, education technology, experimentation, future of higher education, higher education, hybrid learning, instructional design, IT in HE, K-12 related, law schools, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning hubs & pods & microschooling, learning preferences, learning spaces, online learning, open courseware and systems, pedagogy, professional development, quality, remote teaching and learning, teachers, teaching & learning, trends, United States, universities, videoconferencing, web-based collaboration, by Daniel Christian

3 Tech Trends Shaping the Future of Post-Pandemic Teaching and Learning — from campustechnology.com by Rhea Kelly
The landscape of higher education has been transformed by COVID-19, and that impact is a major factor in the 2021 Educause Horizon Report. Here are three key technology trends to watch as the lasting effects of the pandemic play out.

Excerpt:

What’s in store for higher education’s post-pandemic future? The latest Educause Horizon Report has identified the trends, technologies and practices shaping teaching and learning in the wake of COVID-19. The potential lasting effects of the pandemic “loomed large” in the trend selection this year, the report stated, emphasizing that although it remains to be seen whether the transformations of the past year will persist into the future, “it isn’t hard to imagine that higher education may never be the same in some important ways (good or bad).”

In the realm of technology in particular, it’s clear that the pandemic-induced shift to remote learning has dominated the trend landscape. The top three technological trends identified by the report are…

From 2021 EDUCAUSE Horizon Report® | Teaching and Learning Edition

Also see:

Students Want Online Learning Options Post-Pandemic — from insidehighered.com by Lindsay McKenzie
The experience of learning remotely during the pandemic left students with a positive attitude toward online and hybrid courses, a new survey suggests.

Jessica Rowland Williams, director of Every Learner Everywhere, agreed. “The pandemic has given us the unique opportunity to pause and listen to each other, and we are beginning to discover all the ways our experiences overlap,” she said.

Udemy, an Online Course Platform Where Anyone Can Teach, Keeps Raising Money. What’s Next? [Young]

On 04/24/2021, in adjunct faculty, career development, faculty, future, generational differences, learning, learning ecosystem, Learning from the Living [Class] Room, marketplaces, online learning, online media, platforms, professional development, teachers, teaching & learning, teaching online, vendors, vision/possibilities, by Daniel Christian

Udemy, an Online Course Platform Where Anyone Can Teach, Keeps Raising Money. What’s Next? — from edsurge.com by Jeffrey R. Young

Excerpt:

Udemy has become one of the best-funded companies in edtech, having raised another $80 million at the end of 2020 bringing its total raised to nearly $300 million. So, what are its plans, and how does it see the market for online courses changing after the pandemic?

Those were some questions we brought to Udemy’s CEO, Gregg Coccari, in a recent interview.

“They become professional at this,” he says. “They have assistants that handle the questions. They work at this every day. They’re always looking for new publishing ideas, more courses, they’re upgrading the courses they have. And so these become very professional online teachers.”

But those millionaires are, by and large, the exception.

Improving Digital Inclusion & Accessibility for Those With Learning Disabilities [Kreisa]

On 04/17/2021, in accessibility / UDL, adjunct faculty, adult learning, assistive technologies, Bias | Diversity Equity & Inclusion (DE&I), business, colleges, communications, community colleges, content development, aggregation, repositories, corporate / business world, corporate universities / corporate training, digital learning, education, education technology, faculty, formal learning, heutagogy, higher education, homeschooling/homeschoolers, instructional design, K-12 related, law schools, learning, Learning Experience Design, learning preferences, media/film, more voice more choice more control, multimedia, Natural Language Processing (NLP), neurodivergent/special needs, online learning, online media, online tutoring, parents/guardians, participation, policy, productivity / tips and tricks, professional development, quality, remote teaching and learning, society, student teaching/teacher education, student-related, teachers, teaching & learning, teaching online, technologies for your home, tools, training / L&D, universities, usability, user experience (UX), user interface design, videoconferencing, virtual tutoring, vision/possibilities, visualizing information, voice recognition / voice enabled interfaces, web design and production, web-based collaboration, workplace, youth, by Daniel Christian

Improving Digital Inclusion & Accessibility for Those With Learning Disabilities — from inclusionhub.com by Meredith Kreisa
Learning disabilities must be taken into account during the digital design process to ensure digital inclusion and accessibility for the community. This comprehensive guide outlines common learning disabilities, associated difficulties, accessibility barriers and best practices, and more.

“Learning shouldn’t be something only those without disabilities get to do,” explains Seren Davies, a full stack software engineer and accessibility advocate who is dyslexic. “It should be for everyone. By thinking about digital accessibility, we are making sure that everyone who wants to learn can.”
…
“Learning disability” is a broad term used to describe several specific diagnoses. Dyslexia, dyscalculia, dysgraphia, nonverbal learning disorder, and oral/written language disorder and specific reading comprehension deficit are among the most prevalent.

An image of a barrier being torn down -- revealing a human mind behind it. This signifies the need to tear down any existing barriers that might hinder someone's learning experience.

Flipped Learning Can Be a Key to Transforming Teaching and Learning Post-Pandemic — from edsurge.com by Robert Talbert

Excerpt (emphasis DSC):

What is flipped learning? A common and oversimplified answer is that it is an approach that asks students to watch lecture videos at home before class so that class time can be used for more interactive activities.

But the best way to describe it is to contrast it with traditional teaching frameworks. In the traditional framework, students get first contact with new concepts in class (the “group space” as I call it in my book on flipped learning) and then higher-level interactions are all on the student side through homework and so on (in the “individual space”). Flipped learning puts first contact with new ideas before group space activities, then uses the group space for active learning on mid- and upper-level tasks.

It’s worthwhile to compare flipped and traditional frameworks by contrasting the assumptions that each framework makes…

We can no longer assume that a pure lecture pedagogy is an acceptable teaching model or that banning technology is an acceptable practice.

DC: Yet another reason to implement/support Universal Design for Learning (UDL)

On 04/11/2021, in accessibility / UDL, adjunct faculty, Bias | Diversity Equity & Inclusion (DE&I), colleges, communities of practice, community colleges, content development, aggregation, repositories, corporate universities / corporate training, Daniel S. Christian, digital learning, distance education, education technology, elearning, faculty, heutagogy, higher education, homeschooling/homeschoolers, ideas, instructional design, internet, IT in HE, K-12 related, law schools, learner profiles, learning, learning ecosystem, Learning Experience Design, Learning from the Living [Class] Room, learning preferences, multimedia, neurodivergent/special needs, online learning, online media, online tutoring, parents/guardians, pedagogy, remote teaching and learning, society, student-related, teachers, teaching & learning, teaching online, telecommunications, training / L&D, United States, universities, usability, user experience (UX), vision/possibilities, web-based collaboration, youth, by Daniel Christian

DC: Yet another reason for Universal Design for Learning’s multiple means of presentation/media:

Encourage faculty to presume students are under-connected. Asynchronous, low-bandwidth approaches help give students more flexibility in accessing course content in the face of connectivity challenges.

— as excerpted from campustechnology.com’s article entitled, “4 Ways Institutions Can Meet Students’ Connectivity and Technology Needs“

Teacher Makes Beautiful Illustrations of Your Favorite Physics Formulas [Papadopoulos]

On 04/07/2021, in art, creativity, education, engineering, faculty, higher education, K-12 related, learning, learning ecosystem, multimedia, physics, teachers, teaching & learning, using teams, by Daniel Christian

Teacher Makes Beautiful Illustrations of Your Favorite Physics Formulas — from interestingengineering.com by Loukia Papadopoulos
From electromagnetism to the law of conservation of energy, this teacher illustrates all your favorite physics formulas.

From DSC:
Not all of us have these kinds of skills — but how cool to see this creative, artistic, multidisciplinary approach to teaching and learning. The use of teams comes to mind for the rest of us! 🙂

How to Mitigate Accessibility & Digital Inclusion Obstacles for the d/Deaf Community [Claus]

On 04/07/2021, in accessibility / UDL, adjunct faculty, collaboration, colleges, communications, communities of practice, community colleges, health, Learning Experience Design, neurodivergent/special needs, parents/guardians, student-related, teachers, teaching & learning, teaching online, user experience (UX), web-based collaboration, by Daniel Christian

How to Mitigate Accessibility & Digital Inclusion Obstacles for the d/Deaf Community — from inclusionhub.com by Christina Claus
To mitigate accessibility and digital inclusion obstacles for the d/Deaf and hard of hearing, developers must conduct critical research to understand these ongoing hurdles. This guide outlines the many challenges facing this community, shares useful insights, and provides meaningful inclusion solutions.

Excerpt:

Several commonly accepted characterizations include:

Deaf: When using the capital D, the individual conveys they communicate with sign language and have either been deaf since birth or shortly after.
deaf: The lowercase d is often utilized by those who do not identify as part of Deaf culture and typically become deaf later in life.
Hard of Hearing (HoH): Individuals who don’t experience total hearing loss or deafness often identify as hard of hearing.
Late-Deafened: This indicates the individual became deaf later in life.
Deaf-Blind: In addition to being deaf or hard of hearing, this individual also has a degree of vision loss.

These diversities can impact the individual’s ability to experience digital and online services. To create an inclusive experience for the entire community, developers must understand the obstacles each faces.

Webinar from Instructure: Building an Effective Learning Ecosystem

On 03/30/2021, in Canvas - and other Instructure-related items, cloud-based computing / apps / other cloud-related, CMS/LMS, Daniel S. Christian, distance education, education, education technology, K-12 related, learning ecosystem, learning preferences, online learning, online media, online tutoring, platforms, remote teaching and learning, teachers, technologies for your home, by Daniel Christian

Instructure: Building an Effective Learning Ecosystem — a recorded webinar from instructure.com from 3-4-21 (NOTE: You will need to provide some basic contact information to view it.)

Excerpt:

Hear from an expert panel of district leaders as they share their experiences with creating a learning ecosystem that includes integrating their learning management and assessment systems with quality benchmark and formative assessments. You will learn how a learning ecosystem has been an integral part of transforming teaching and learning during a challenging year.

NJ High School Adds New Recording Studio to Learning Spaces — from spaces4learning.com by Matt Jones

Excerpt:

A career and technical high school in New Jersey has added new professional recording gear to one of its teaching spaces. County Prep High School, part of Hudson County Schools of Technology, added hardware from Solid State Logic (SSL), a UK-based company that manufactures analog and digital audio consoles for music and audio production. Students in the music and audio technology program learn how to write their own songs and produce their own music. The senior project involves putting a label together and releasing songs.

The new studio at County Prep High School features professional equipment from Solid State Logic.
Source: Solid State Logic

Also see:

Addendum on 4/1/21:

Control Room 42 ushers in the future of broadcasting — from derivative.ca
Excerpt:
Control Room 42 (CR42) a project from RTBF, public broadcaster for the French speaking part of Belgium, gives broadcasting’s traditionally hardware-based control room a radical makeover enabled by TouchDesigner in ways its designer Hugo Ortiz thought impossible a few years ago. Recipient of The European Broadcasting Union’s Technology and Innovation Award 2020, this new software-based control room prototype that also integrates Artisto for audio and Smode for real-time graphics brings game-changing innovation to the broadcasting industry.

Self-Assessment (emphasis DSC)

Turn each of your learning outcomes or objectives into a question. Then, ask each student to self-score how confident they feel about being able to demonstrate that outcome or task.

Example:
Learning outcome: Students will be able to compare bacteria vs. viruses.

Change it to a question: How confident are you in comparing bacteria vs. viruses based on today’s lesson?

Now ask students to score their confidence or ability to do this outcome using a simple scale such as: “1 = I’m not confident that I can do it” to “5 = I am very confident that I can do it.”

Learning Ecosystems

Udemy, an Online Course Platform Where Anyone Can Teach, Keeps Raising Money. What’s Next? [Young]

Categories

Tags