Research Methods in Psychology quiz that tests what you know. Perfect prep for Research Methods in Psychology quizzes and tests you might have in school. An Easier Way to Study Hard.
Categories:, IMS Instruction Sessions Spring 2016 Where is MC 205?, 205 is on the second floor, direction computer lab, right-handside, pass the counter with printers on both sides. Please use this to find the room ( use Google Chrome and activate QuickTime plugin). Please have a link to a PDF copy Dreamweaver: 4 Mondays – 10-10:45AM. Jan 18, 25, Feb 1, 8; location MC 205. Attendees cap is 5 Keywords: web development, web design, Adobe Dreamweaver Description: Adobe Dreamweaver CC is the default web development tool on campus.
In four consecutive weeks, learn the basics of Dreamweaver, web development, web design and maintaining web pages on the Web. Site map and site structure. HTML and HTML5 basics, basics of CSS, page properties, text editing, hyperlinks and images, tables, forms. Remote participation through desktopsharing at upon registration and specific request Photoshop: 4 Tuesdays – – 10-10:45AM.
Jan 19, 26, Feb 2, 9; location MC 205. Attendees cap is 5 Keywords: image processing, image editing, visual literacy, Adobe Photoshop Description: In four 45 min sessions, learn the basics of image editing. A comprehensive understanding of Adobe Photoshop and its essential tools. Design and edit, adjusting images for the Internet and print outs. Learn image formats, compressions, layers. Retouching, repairing and correcting photos Remote participation through desktopsharing at upon registration and specific request Social Media in Education 9:30-10:15 AM.
Feb 3, 10, 17, 24. Location MC 205. Attendees cap is 15 Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text Description: In four 45 min sessions, structure your approach to social media and assess how to use in teaching and learning.
What is social media and how to use it. How to discriminate between personal and professional use of social media.
Amidst 180 most popular social media tools, acquire a robust structure to cluster them and orient yourself quick and easy, which tools fit best your teaching materials and methods to enable learning and communication with your students. Visuals versus text and how to combine them for effective communication and teaching. Policies, engagement of students. Expanding and improving research and organization of your research through social media and networking toward your research through social media. Remote participation through desktopsharing at upon registration and specific request Cheating: what, why and how to avoid: Jan 28, 10-10:45AM. Location MC 205. Attendees cap is 15 Keywords: cheating, academic dishonesty, academic integrity, plagiarism.
Description: in 45 minutes we can start a conversation about identification of cheating practices and determination of what plagiarism is, considering generational differences, the evolution of the Internet. Identifying of “cheating” can provide robust boundaries for understanding students’ behavior and identifying practices and methods to alleviate such behavior, including change of teaching methods and practices. Remote participation through desktopsharing at upon registration and specific request 10 basics steps to start social media.
March 16, 11-11:45AM location MC 205. Attendees cap is 15 Keywords: social media, social media in education, social media and learning, social media and teaching, social media and communication, Facebook, Twitter, Instagram, LinkedIn, YouTube, Diigo, Delicious, Evernote, SideVibe, Pinterest, Vine, Snapchat, Google+, Zotero, Mendeley, blogs, wikis, podcasts, visuals, text Description: introduction to social media and its use for personal and professional purposes. Ideas and scenarios of using different social media tools in education. Hands-on exercises for using social media in teaching. Remote participation through desktopsharing at upon registration and specific request Games and Gamification in Education. Feb 24 2-2:45PM, March 25, 10-10:45AM, April 14, 2-2:45PM MC 205, attendees cap is 5 Keywords: play, games, serious games, game-based learning, gaming, gamification.
Description: Gaming and Gamification is one of the most pronounced trends in education as per the New Horizon Report. Besides the increase of participation and enthusiasm, it increases learning. Introduction to gaming and gamification by establishing definitions, learning to distinguish gaming and gamification and learning the basics of gaming and gamification in the teaching process. Hands-on exercises for introducing gaming practices in the teaching and learning process and gamifying the existing syllabi. Remote participation through desktopsharing at upon registration and specific request Teaching Online. Feb 18, 2-2:45PM, March 30, 3-3:45 PM MC 205.
Attendees cap is 5. Keywords: online teaching, mobile teaching, distance education, distributive learning, hybrid learning, hybrid teaching, blended learning Description: this 45 min session is aimed to help you transition your F2F teaching to hybrid and online teaching. Learn about synchronous and asynchronous modes of teaching and communication to structure and organize your class materials and methods for better delivery.
Hands-on exercises for improving content delivery, class discussions and communications among instructor and students. Remote participation through desktopsharing at upon registration and specific request Effective Presentations. Jan 28, 2-2:45PM. Attendees cap is 10 Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Prezi, SlideShare, LodeStar, Zentation, Zoho, Powtoon, Zaption, Thinglink, Haiku, Kahoot, Storify, EdPuzzle, PollDaddy, Evernote, Mammoth, SideVibe, Paddlet, Remind, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals Description:. These four 45 minute sessions are aimed to introduce and orient faculty, staff and students to the opulence of alternatives to PowerPoint and revisit the basics of well-tailored presentation.
Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools. Remote participation through desktopsharing at upon registration and specific request Death by PowerPoint.
Feb 26, 10-10:45PM. Attendees cap is 10 Keywords: presentations, PowerPoint, alternatives to PowerPoint, presentation design, presentation essentials, Death by PowerPoint, visual literacy, media literacy, digital literacy, visuals. This 45 minute session is aimed to introduce and orient faculty, staff and students to the basics of PowerPoint and revisit the basics of a well-tailored presentation.
Hands-on exercises for improving the structure and delivery of presentation as well as the choice of presentation tools. Remote participation through desktopsharing at upon registration and specific request Contemplative Computing or Disconnect: How to Bring Balance in Your Life by Managing well Your Technology. Attendees cap is 10 Keywords: disconnect, Sherry Turkle, contemplative computing, mediation, contemplative practices, balance, technology stress Description: this 45 min session introduces faculty, staff and students to the idea of regulating the use of technology in a meaningful way. Hands-on exercises and sharing good practices on balancing the use of technology in daily life. Remote participation through desktopsharing at upon registration and specific request Videos in the classroom: fast and easy. Jan 28, 10-10:45PM. Attendees cap is 5.
Keywords: video, video editing, video manipulation, visual literacy, digital literacy, MovieMaker, iMovie, Instagram, Vine, YouTube, Kaltura Description: this 45 min session is an orientation to the resources available for delivery of visual materials in the classroom. Hands-on experience of different basics tools on different computer platforms. Remote participation through desktopsharing at upon registration and specific request Voice Over presentations: solutions.
Feb 4, 10-10:45PM. Attendees cap is 5. Keywords: PowerPoint, VoiceThread, LodeStar, MediaSpace (Kaltura), audio editing, narration Description:. This 45 min session is a short hands-on introduction to the tools available at MnSCU intuitions and free third-party applications for delivery of narrative attached to presentations. Remote participation through desktopsharing at upon registration and specific request Infographics: make your projects, presentations and research credible through presentable data.
Feb 10, 2-2:45PM. March 29, 10-10:45AM, MC 205. Attendees cap is 10 Keywords: Piktochart, Infogr, Visualy, statistics, visual literacy, digital literacy Description:.
This 45 min session is an orientation to the world of infographics. Short introduction to the basics of statistics and their importance in presenting a research and idea. Hands-on exercise using one of the 3 popular infographic tools. Categories:, Short link the information below on the IMS blog: and even shorter one: Weds 6 th– Session I 10-11:15 Voyageurs North (Atwood) Title Engage your students: connect CMS (D2L) to social media to enhance the learning process. Plamen Miltenoff and Emil Towner Join us online via Adobe Connect: (please login as a “ guest” and use your real name) Outline In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study. Per SCSU IT disclaimer: MediaSpace ( Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes.
Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site. YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server. Google+ Google+ is indirect competition with any CMS, D2L included, with its GOogle Classroom platform.
K12 and higher institutions are outsourcing to GMAIL and with Google Hangouts (Skype also), one can share video, audio and desktops, which makes Adobe Connect + D2L way behind in integration even before Google Drive is mentioned.: 8 Ways to Use Google+ Hangouts for Your Business You can record hangouts directly to your YouTube channel for future use.For private Google+ Hangouts, choose, which allow you to have up to 10 participants in a video chat that is accessible only to the people invited. Categories:, The Visualization Gap / The bigger problem, however, is our mental limitations in both teaching and thinking visually. Most classes that “teach” PowerPoint gloss over the narrative changes that it imposes on us through its transition from a linear textual narrative to a nonlinear visual one.
They also fail to examine the information transfer capacities of various media. PowerPoint is software that complements a performance and often fails as a.
It needs to be augmented by more persistent visual and textual media. I’ve worked around this by as a mechanism to gloss my presentation; provide background linkages; and to create a persistent, living complement to what happens live. Fails to do this because it only gives you half of the presentation, the visual part, which may or may not stand on its own. Part of visual literacy is understanding how visual media complements other media, such as audio and text.
Finally, we need to start embedding design thinking into our processes. Design thinking is, by its very nature, closely tied to the visual. Categories: Shortened URL: Original URL: PowToon what is Powtoon.
PowToon is Web-based animation software that allows users to create animated presentations by manipulating pre-created objects, imported images, provided music and user created voice-overs. Powtoon uses an engine to generate an XML file that can be played in the Powtoon online viewer, exported to YouTube or downloaded as an MP4 file. Videomaker, Presentation tool, storytelling tool. templates versus starting from scratch.
having a plan (or a story, or a screenplay). narrate with voice over your video. Can’t edit recording, but can re-record Why Powtoon. Powtoon, like Prezi , ThingLink Haiku Deck is one of the many, which effectively can substitute PowerPoint. Here is an entry from this same blog, which list a generous choice of similar applications: Before you start working on PowToon, please consider the following guidelines for a good presentation design: Here are some tutorials, which you might consider: How to use PowToon Powtoon Tutorial – Creating Your First Powtoon Plamen Miltenoff, Ph.D., MLIS Professor 320-308-3072.,. Objectives: A behavioral mechanic type, requiring the user to take action for the reward.
Progression: Move the user through the content. Feedback: Informing the user of their status Gamification Mechanic Benefits Each gamification mechanic result in one or more benefits. Gamification Personality Types People are motivated to play games differently.
Explorers: Pride themselves in exploring all facets of a game or the context surrounding it. Killers: Driven by player vs player competition. Always comparing themselves to others. Socializer: Prefers to chat, play cooperatively, and share game experiences with others. Achievers: Look to achieve all objectives available in a game.
Desires to beat the game itself. Adaptive Learning in Online Learning: Results from an Ongoing Evaluation. Co-developed by Learning Technologies and the Faculty Colloquium on Excellence in Teaching and Learning at Indiana University, a digital badge pilot (badges.iu.edu) was launched to support faculty professional development and growth. This session will cover the competency levels, topics of study, and the badging platform to document levels of achievement. Outcomes: Understand the basics of a three-tiered framework for digital badges. Review the online badging platform. Explore topics for faculty development.
Because they contain claims and evidence and circulate in networks, open digital badges are transforming credentialing. We will highlight the findings from a two-year study of 29 badge development projects, introduce a new project supporting badge innovation in major learning management systems, and interactively discuss the future of badges in higher education. Outcomes: Understand the open badge ecosystem and how it benefits learning in higher education. Review digital developments in badge delivery. Discover contexts for the future of badges.
Daniel HickeyA Framework for Interactivity in Competency-Based Courses: Badging in a Learner-Centered Context Mozilla Open Badges 101: Digging into Badges (a webinar) personalized learning or competency-based does not resolve it. GPA does not respond to employers search regimenting credentials. Digital representation of of skill or achievement. Represent achievements on the web. Social status (foursquare). Granular, evidence-based and transferable. Badge ecosystem (across multiple areas), this is why open badges; open system.
Open Badge Standard: issuer information; earner information; criteria URL; evidence URL; Standards Alignment; Taxonomy Tags Data Visualization: The What, the Who, and the How. Data visualization tools are becoming much stronger and are now targeted at a much wider audience. This panel will explore what we should be trying to do with data visualization, who will be doing it, and how we might support and steer it. OUTCOMES: Identify multiple opportunities for use of data visualization.
Learn about multiple user communities, including those not centrally managed. Explore ways to support users and steer them toward good practicesslides 7: What works well for technically savvy developers may not work for faculty or staff without those same credentials.
California State University Northridge, Lynn University, and Jackson State University have all deployed one-to-one iPad tablet initiatives, with the objectives to increase student engagement and learning, improve the quality of teaching materials, and decrease student costs. This session will discuss the transformational educational opportunities afforded by the iPad and highlight technology and pedagogical lessons learned.
Outcomes: Learn about the transformational impact of one-to-one iPad initiatives in the classroom. Understand the need for extensive faculty development and faculty adoption strategies. Appreciate deployment and support challenges The Avalon Video and Audio Repository for Libraries and Beyond. The Avalon Media System provides an open-source streaming media solution, based on Hydra/Fedora repository technologies, focused on delivery of library media collections, but it is finding other uses, including support for publication, teaching and learning content, and digital scholarship. As a result, new features enhance support for additional research and instructional use cases.
Outcomes: Understand the problems Avalon solves. Understand the extended use cases addressed with Avalon, both present and intended future. Learn how best to engage with the Avalon project.
Karuta: Design Your Own Portfolio Process. The California Open Education Resources Council comprises faculty from the three CA higher education systems working together to identify open textbooks for high impact courses. The selected open textbooks are in the process of being peer reviewed and curated in the CA Open Online Library. Outcomes: Identify quality open textbooks for general education, high-impact courses. Learn how to interpret textbook peer reviews with a faculty-created rubric.
Understand how to reference these resources for the discovery of quality no- or low-cost materials. What makes online teaching different from face-to-face teaching? How can we tell when it’s done well? Faculty members, administrators, and IT leaders will learn six evaluation “secrets” from the authors of the new book Evaluating Online Teaching. You will leave this seminar with use-them-now strategies, tools, and templates to take back to your campus. OUTCOMES: Distinguish online content and practices that “count” as teaching behaviors. Design self-, peer-, and administrative-evaluation analytic tools.
Develop a 6-stage, campus-wide program for evaluating online teaching. Learn how the University of Pittsburgh is creating a scalable classroom model for active learning on a traditional campus. Administrators, faculty, and instructional technologists and designers recently collaborated to reimagine legacy large-enrollment lecture halls. The focus of this session is on the learning space design process across the disciplines. Outcomes: Identify and apply the principles of active learning associated with learning space deign. Understand the design process. Assemble an effective learning space design team Thinking Digitally: Advancing Digital Literacy with Personalized Learning Tools.
Psyc 205 Exam 3 On Flowvella App
The session will outline a scalable framework for integrating digital literacy in higher education curriculum, supported by tools that allow for active and personalized learning. Research and examples from Georgia State University’s experience implementing a pilot program will be used as a catalyst for interactive discussion and idea generation. Outcomes: Understand the value of incorporating digital literacy into curriculum. Select from emerging personalized learning technologies to support digital literacy across diverse academic scenarios. Adapt a methodology for developing partnerships to advance digital literacy across the organization What’s That Droning Overhead? A discussion of unmanned aerial vehicles (drones) and drone activities that either take place on campus or impact a campus from the outside. The state of federal aviation regulations and guidelines for drones will be covered.
Attendees can share their experiences with official and rogue drone activities at their institutions. Outcomes: Learn about the drone devices in use, from miniature to massive. Understand the impact of drones on academic institutions, for better or worse. Learn what drone activities are legally allowable, banned, or discouraged 5. Using small unmanned aerial vehicles today is similar to the “fair use” of media Resources – Higher Ed Drone Policies The Ohio State University Iowa State University Indiana University University of Kansas Penn State University University of New Mexico The Association of College and University Policy Administrators (ACUPA, acupa.org) Mobile Computing. Categories:, M W F at 9am in SH 303. My class is GEOG 361: Tourism Transportation.
Instructor Stacey Olson how/where can you find us: Consider requesting an instruciton session Kahoot quiz at the end: Plan:. why do I need to know this: it is a trending quick and effective way to visualize numbers (stats). what is my assignment: create a MEANINGFUL infographic. how I will be evaluated: assess the infographic and your strategy to make it public – why infographics matter.
Why is it more then just another alternative to PowerPoint – what is an infographic: a portmanteau of information + graphic – what are the cloud-based tools: Pictochart, Easilly and Infogram – why are stats so important for infographics – where are the stats to be found for the infographics – how much stats and math needs one to know, to create a meaningful infographic – how can infographics be promoted effectively, inexpensively and quickly. Categories: the use of social media, personal versus institutional, or personal in the context of an institutional repercussions, is a complex and thorny issue. How much can one criticize the institution in their personal social media? And if the institution responds, when does it become silencing the social media as expression of free speech? Is the article below touching only a specific political issue, or academia, as an institution, goes beyond this issue in imposing on freedom of speech?
Why I Was Fired My tweets might appear uncivil, but such a judgment can’t be made in an ideological or rhetorical vacuum. Insofar as “civil” is profoundly racialized and has a long history of demanding conformity, I frequently choose incivility as a form of communication. This choice is both moral and rhetorical.
Academics are usually eager to contest censorship and deconstruct vague charges of vulgarity. When it comes to defending Israel, though, anything goes.
Students are capable of serious discussion, of formulating responses, of thinking through discomfort. They like my teaching because I refuse to infantilize them; I treat them as thinking adults. My philosophy is simple: Teach them the modes and practices of critical thought and let them figure out things on their own. Professors are often punished for disrupting convention in informal ways, however. My case is interesting because administrators ignored the de facto standards that regulate our behavior and exercised their power directly.
This should be worrisome to any scholar who isn’t a sycophant. The coming of “academic capitalism” has been anticipated and praised for years; today it is here. Benjamin Ginsberg that in the past 30 years, the administrator-to-student ratio has increased while the instructor-to-student ratio has stagnated. The rise of untenured, or non-tenure-track, faculty exacerbates the problem; a significant demographic in academe lacks job security or the working conditions that allow them to maximize their pedagogical talent.
Over a recent 10-year period, spending on administration outpaced spending on instruction. At American universities, there are now more administrators and their staffers than full-time faculty. In the past 10 years, administrative salaries have steadily risen while custodians and groundskeepers suffer the inevitable budget cuts — as do the students whose tuition and fees supplement this largess.
When so much money is at stake, those who raid the budget have a deep interest in maintaining the reputation of the institution. Their privilege and the condition of the brand are causally related. The brand thus predominates. Its predominance often arrives at the expense of student well-being. Critical thinking is a terribly undesirable quality in the corporate world, much more damning than selfishness or sycophancy. Let us then be honest about critical thinking: On the tongues of cunning bureaucrats, it is little more than an additive to brand equity, the vainglorious pomp of smug, uptight automatons who like to use buzzwords in their PowerPoint presentations. Critical thinking by faculty is even more undesirable.
In research institutions, we are paid to generate prestige and to amass grant money; in teaching-centered colleges, we enjoy excess enrollments according to fine-tuned equations that maximize the student-teacher ratio. (In elite liberal-arts colleges, we pamper the kids with simulations of parental affection.) Critical thinking is especially harmful to adjuncts, reliant as they are for income on the munificence of well-paid bosses who cultivate a distended assemblage of expendable employees.
More on social media in this IMS blog:.,. Categories:, 21 Top Presentation Tools for Teachers As repeated by me for years, PPT should not be the one and only. Here are some choices. Voice over PPT on Apple advantages: – unfortunately, faculty are way too familiar with PPT.
Familiar to the point that they don’t want to try something better. – FERPA complient disadvantages: – too old. PPT is pre-Internet. It does not matter how much Microsoft is trying to adapt it, the concept is old.
There is a myriad of cloud-based solutions, which do better job: – too many files, too many variations – PPT posted in D2L displays in the D2L Viewer. The visuals are there, but the voice is not. In order to hear the voice, students must download the presentation. Faculty must reflect this in the syllabus. – faculty need to know how to upload on their web space and figure out URL, if PPT is not place in LMS (D2L)- if faculty places PPT in LMS (D2L), then it is behind password; nearly impossible to share (can share only with SCSU and/or MnSCU members. – faculty must remember to indicate in the syllabus and/or D2L / Content that “in order to hear the voice over, user must download presentation.”. SlideShare.
Mybrainshaark advantages: – it is a “social” app, like LinkedIn and Twitter. Tagged correctly, the presentation is a platform for “same-minded” people to discuss mutual interests. – excellent for sharing: conferences, MOOCs etc. – like PPT, very easy upload of pix and voice over. Better the PPT, since it is online and easy to distribute.
– easy to upload PPT and easy to voice over each slide disadvantages: – does not embed in D2L (it is D2L issue, not the app), but works perfectly as a link – faculty must remember to indicate in the syllabus and/or D2L / Content that when clicking on the URL to the PPT, user must simultaneously press “Ctrl” key to open PPT in a separate browser window or tab – by FERPA regulations, if the presentation contains personal data about students, it cannot be shared on SlideShare. VoiceThread. Mediasite advantages: – crude screen capture: faculty can run the PPT manually and narrate over it. – dirty but fast – easily shared online (URL ready) – FERPA compliant disadvantages: – students cannot comment (compared to VoiceThread). LodeStar lodestar advantages: – free: – easy to use – FERPA compliant; endorsed by MnSCU disadvantages: – voice over too complex (very much the same as with SlideShare). SoftChalk advantages: – FERPA compliant; endorsed by MnSCU disadvantages: –. others I have not included TechSmit’s Jing because their video output (Flash file) is obsolete and impossible to convert for free.
While it still can be played, shall faculty want to upload the video file on Youtube or similar social media, it will be impossible. ———————————- Related IMS blog entries:.,.