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Todd Suomela

From Good Intentions to Real Outcomes - Connected Learning Alliance - 0 views

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    "The growth of online communication, media, and gaming is driving dramatic changes in how we learn. Responding to these shifts, new forms of technology-enhanced learning and instruction, such as personalized learning, open online courses, educational games and apps, and tools for learning analytics, are garnering significant public attention and private investment. These technologies hold tremendous promise for improving learning experiences and outcomes. Despite this promise, however, evidence is mounting that these new technologies tend to be used and accessed in unequal ways, and they may even exacerbate inequity.

    In February and May 2017, leading researchers, educators, and technologists convened for in-depth working sessions to share challenges and solutions for how learning technologies can provide the greatest benefits for our most vulnerable learners.The aim was to develop guiding principles and a shared agenda for how educational platforms and funders can best serve diverse and disadvantaged learners. These principles include inclusive design processes, ways of addressing barriers, and meth- ods to effectively measure impact.

    This report synthesizes the research, learnings, and recommendations that participants offered at the two workshops. After framing the nature of the challenge, the report then describes promising strategies and examples, and it ends with recommendations for next steps in research and coalition building."
Todd Suomela

Gazepoint - The first affordable eye-tracker! Professional performance at a consumer pr... - 0 views

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    "gazepoint is the most affordable, research-grade
    eye tracking system on the market."
Todd Suomela

The Necessity of Looking Stupid | Just Visiting - 0 views

  • I’ve found students to be very insightful when it comes to understanding and assessing their own learning and very forgiving of my “mistakes.” Just about 100% of what I now do in the classroom has been “authorized” by student feedback, not given through end-of-semester evaluations, but collaborative discussion.

    Ask students if something worked, and they will tell you.

    The best part of moving the professorial pedestal out of the room is that all of us get to be a little less fearful, and little more brave.

Todd Suomela

MOOCs Find Their Audience: Professional Learners and Universities | EdSurge News - 0 views

  • In my last year’s analysis of the MOOC space, I concluded that there’s been a decisive shift by MOOC providers to focus on “professional” learners who are taking these courses for career-related outcomes.

    At the recently concluded EMOOCs conference, the then CEO of Coursera, Rick Levin, shared his thoughts on this shift. He thinks that MOOCs may not have disrupted the education market, but they are disrupting the labor market. The real audience is not the traditional university student but what he calls the “lifelong career learner,” someone who might be well beyond their college years and takes these online courses with the goal of achieving professional and career growth.

  • One of the lessons I learned from running Class Central is that to make money, you need to make others money. By targeting professional learners, MOOC providers are trying to exactly do that.

    To better serve this audience, every MOOC provider has launched products that range from tens of dollars to tens of thousands of dollars. As a professional learner, I feel a certain amount of comfort knowing that high-quality educational material exists for skills that I would want to learn in the future. But if you are true lifelong learner—the ones that helped start all the hype in the first place—the MOOC experience has largely been reduced to basically a YouTube playlist with a cumbersome user interface.

    Unless, of course, you are willing to pay.

Todd Suomela

vSTEM.org - 0 views

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    "The simulations on this site are meant to give students the ability to experiment on traditionally static textbook problems and examples. We believe experimenting with a flexible, dynamic system can give students deeper insights into core engineering concepts than that gained from solving for single snapshots of a system. Tweak variables; solve for unknowns; experiment; see what happens and figure out why. This site is also used to augment hands-on experiments, by tracking student training on lab equipment and comparing lab with simulated data.

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Todd Suomela

A Guide for Resisting Edtech: the Case against Turnitin - Hybrid Pedagogy - 0 views

  • At the Digital Pedagogy Lab Institutes where we’ve taught, there’s one exercise in particular we return to again and again. In our “crap detection” exercise (named for Rheingold’s use of the term), participants use a rubric to assess one of a number of digital tools. The tools are pitted, head to head, in a sort of edtech celebrity deathmatch. Participants compare Blackboard and Canvas, for instance, or WordPress and Medium, Twitter and Facebook, Genius and Hypothes.is.

    We start by seeing what the tools say they do and comparing that to what they actually do. But the work asks educators to do more than simply look at the platform’s own web site, which more often than not says only the very best things (and sometimes directly misleading things) about the company and its tool. We encourage participants to do research — to find forums, articles, and blog posts written about the platform, to read the tool’s terms of service, and even to tweet questions directly to the company’s CEO.

      • Here’s the rubric for the exercise:

        1. Who owns the tool? What is the name of the company, the CEO? What are their politics? What does the tool say it does? What does it actually do?
        2. What data are we required to provide in order to use the tool (login, e-mail, birthdate, etc.)? What flexibility do we have to be anonymous, or to protect our data? Where is data housed; who owns the data? What are the implications for in-class use? Will others be able to use/copy/own our work there?
        3. How does this tool act or not act as a mediator for our pedagogies? Does the tool attempt to dictate our pedagogies? How is its design pedagogical? Or exactly not pedagogical? Does the tool offer a way that “learning can most deeply and intimately begin”?

        Over time, the exercise has evolved as the educators we’ve worked with have developed further questions through their research. Accessibility, for example, has always been an implicit component of the activity, which we’ve now brought more distinctly to the fore, adding these questions: How accessible is the tool? For a blind student? For a hearing-impaired student? For a student with a learning disability? For introverts? For extroverts? Etc. What statements does the company make about accessibility?

        Ultimately, this is a critical thinking exercise aimed at asking critical questions, empowering critical relationships, encouraging new digital literacies.

Todd Suomela

Who Framed Augmented Reality? | Johannah King-Slutzky - 0 views

  • The human/drawing interaction trope that Zuckerberg is rebranding as Facebook’s own innovation even predates animated cartoons. One type of scrapbook, the paper dollhouse, played with the appeal of mixing real-life and an invented world. It was most popular from 1875-1920, and over forty years its form remained consistent: A dollhouse unfolded theatrically to create illusions of progress and depth.
  • Winsor McCay’s Gertie the Dinosaur is generally considered the first animated cartoon ever, and it made use of the same trope of mixing reality and man-made art when it premiered all the way back in 1914. McCay was a cartoonist famous for the Freudian, surrealist comic Little Nemo in Slumberland, which was published in weekly instalments in the New York Herald and New York American—though its material is more frequently compared to Bosch than to Garfield. McCay, already two hits deep into his career in the first decade of the twentieth century, purportedly decided to animate a comic strip in 1909 on a dare from friends griping about his daunting productivity. Following a brief stint with an animated Nemo, McCay developed Gertie the Dinosaur, an amiable brontosaurus with a stoner grin, and took her on a vaudeville roadshow across America.

  • LAST MONTH Facebook premiered its vision for the future at its development conference, F8. The camera-app technology Mark Zuckerberg calls augmented reality (or AR) borrows heavily from the social network Snapchat, which enables users to layer animated digital content onto photos on the fly. On stage, Zuckerberg promoted this collaging as social media’s first steps toward modish virtual screen manipulations. “This will allow us to create all kinds of things that were only available in the digital world,” Zuckerberg bubbled effusively. “We’re going to interact with them and explore them together.” Taken in, USA Today repeated this claim to innovation, elaborating on the digital mogul’s Jules Verne-like promise: “We will wander not one, but two worlds—the physical and the digital,” For my part, I was particularly delighted by Facebook’s proposal to animate bowls of cereal with marauding cartoon sharks, savoring, perhaps, the insouciant violence I associate with childhood adventure.
Todd Suomela

the social-rhetorical challenges of information technology - digital digs - 0 views

  • This is why a survey coming from IT asking me about the usefulness of the technology in the classroom seems tone deaf to me. The problem isn’t the technology or if there are problems with the technology then they are obscured by the limits of the physical space. I would like for students to have enough space to bring their laptops, move around, work in groups, share their screens (even if only by all moving around in front of a laptop), and have conversations without getting in each others way.  I’d also like to be able to move among those groups without worrying about pulling a muscle.
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    For Matt to make his points about the interaction between physical space and technology.
Todd Suomela

Welcome to the GEODE Initiative! - 0 views

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    "The Geographic Data in Education (GEODE) Initiative at Northwestern University is dedicated to improving public understanding of our world through education about the Earth's physical, biological, and social systems. Toward that end, the GEODE Initiative is engaged in a program of integrated research and development in the areas of learning, teaching and educational reform. The GEODE Initiative develops and studies curriculum, software, and teacher professional development. "
Deb Balducci

Library acquires 2,700 VHS tapes - 0 views

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    Roughly 2,700 VHS tapes featuring titles like "Silent Night, Deadly Night," "Toxic Zombies" and "Buried Alive" arrived at Sterling Memorial Library last week. Yale has become the first institution in the country to actively collect VHS tapes, thanks to the initiative of Kaplanoff Librarian for American History David Gary and Aaron Pratt GRD '16.
Deb Balducci

10 Things the Best Digital Teachers Do - 1 views

A guide to going digital.

technology higher education

started by Deb Balducci on 04 Feb 15 no follow-up yet
Leslie Harris

About Guide on the Side | code.library - 0 views

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    Guide on the Side is a program that allows you to create interactive Web tutorials. The tutorial can exist in a column on the Web page and provide instructions about the main Web site that fills up most of the screen.
Leslie Harris

U Illinois Prof Places Herself into Flipped Courses -- Campus Technology - 0 views

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    A faculty member uses software called Personify to record her "flipped classroom" lectures. Personify allows her to place her head and shoulders (recorded as she delivers the lecture) on top of the screencasting content, and she can choose when to display her image and when not to display her image as she delivers the lecture.
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