Academic Technology Services blog
I just heard about two interesting innovations. The thingCHARGER and Reviveaphone. Both are thoughtful solutions to problems people have. These are not really ground-breaking technologies, but they are creative solutions to somewhat common problems. I personally know people who have had their phones immersed and I’d be willing to bet that 80% of the people on campus have needed a charger for their phone.
This makes me wonder: How do you classify something as innovative? While these are new ideas, they aren’t so radical that someone would say, “I never would have thought of that.” So what is innovation? I think innovation is taking the next step to improve some aspect of life, whether that’s learning something new, completing a task, or some kind of process.
Earlier, I posted about OpenDyslexic, a font that makes it easier for a person with dyslexia to read. While I don’t advise anyone to change their course materials to use the font, they should certainly be aware of it.
People who create, post or publish anything online should also be aware of other issues with fonts or typefaces. WebAIM has a great article about typography and making it easier for people to read.
Aaron Sams, the Woodland Park educator who has been flipping his instruction for years, discusses the four or five kinds of students he has in his classes, based on how they use the world wide web for taking tests (or don’t).
Basically, there are students who know how to use the tools, students who don’t know how to use web-based tools and students who just don’t care. Sams doesn’t discuss student cheating, but his conclusions and reflections address other problems I think every teacher has.
Two of his points were especially poignant:
This was my problem in school. Most often, I didn’t really care about what I was learning, I just wanted a grade that would demonstrate my “mastery” of the subject and keep future opportunities open to me. What must be done to truly engage a student like me or one who doesn’t even care enough to try on tests?
I recently read about an interaction between employers and a college professor. The professor asked what the employers look for when hiring. In essence, the employers said they look for real world experience.
That’s not quite true. Here at CC, we want to increase student research and faculty/student collaboration. Part of the glory of the block plan is that students can go into the field and do research to generate a “what-have-you-done” file.
This really isn’t news, per se, but it is proof of something our friends in the Writing Center have known for a long time. I suspect that students in any class, whether online or offline, will benefit from getting help outside class…
For online learners who took the first session of “Circuits & Electronics,” the Massachusetts Institute of Technology’s hallmark MOOC, those who worked on course material offline with a classmate or “someone who teaches or has expertise” in the subject did better than those who did not, according to a new paper by researchers at MIT and Harvard University.
The research, published this week by the journal Research & Practice in Assessment
Oh, burn! What a disappointment to think that “we” don’t have all the answers.
Inside Higher Ed reports that:
Online higher education is increasingly hailed as a chance for educators in the developed world to expand access and quality across the globe.
Yet it may not be quite so easy. Not only does much of the world not have broadband or speak English, but American-made educational material may be unfit for and unwanted in developing countries, according to academics who have worked for years on online distance education and with open educational resources, or OER.
MOOCs may eye the world market, but does the world want them? | Inside Higher Ed.
One lament I have as a student and researcher is that my library often does not have full text access to a journal. Being the info geek that I am, I have access to various databases (my public library, the school I attend, and of course the databases here at Colorado College). As a last resort, I could even email my siblings at UC Davis to see if they can access the article. These students have created a button to help visualize the problem with access to academic journal articles.
Today, at an international meeting of student advocates for expanded access to academic research, two undergraduates from Great Britain announced the highly-anticipated launch of The Open Access Button – a browser-based tool to map the epidemic of denied access to academic research articles, and help users find the research they need.
An injury can make learning difficult, especially on the block plan. A concussion, if untreated, can permanently harm a student’s ability to think and react. Treatment usually involves complete boredom: limiting stimulus and light (no music, no reading, no watching things) for a long time. (Here’s an effective test for concussion) and here’s Kristi Erdahl’s study on concussion testing.
Other students are physically injured – imagine trying to type papers with a broken wrist or arm; imagine trying to participate in a geology field course with a broken leg.
One tool for getting around an inability to type is speech recognition software. Windows (Vista and later) and Android (later versions are better) come with speech recognition built-in and do a pretty good job. There’s also Siri for iOS and a free Nuance Dragon app.
Google Chrome also has voice recognition and there’s an app, Dictanote, which will even recognize multiple languages (Spanish, German, and several others!), which could be especially useful for students in upper-level language classes. Dictanote is available online and offline as a Chrome app. Continue reading: Injury and Education: Speech Recognition
Sixteen days doesn’t sound all that long, but here at CC, September 30th was the start of Block Two as well as the start of the 2013 Government shutdown. How exactly does this impact education at a small liberal arts college…
In my world of GIS, spatial inquiry and analysis, information is king. The vast majority of the daily used spatial datasets are housed by the government, on the 30th all these online data warehouses went offline. This potentially could have put a halt to all B2 courses using GIS as a tool for investigation of classroom topics. B2: The GIS lab was supporting five courses as well as a large civic engagement project being done by a recent CC graduate, and a number senior thesis capstone projects and faculty collaborative research projects. Just a typical block in the GIS lab.
It wasn’t all doom and gloom as the GIS lab is well stock piled with data (72+ Terabytes). With some quick footwork and some late nights all courses and research continued with little downtime. This really helped illustrate how well equipped the GIS lab is for data.
The following are small highlight to illustrate some of the more popular heavily used data sets that we house on my GIS servers. We have a lot more which would take too long to list, so all you need to do is ask.
Demographic and Lifestyle data:
1. Esri 2012/2017 Updated Demographics – 2012 estimates and five-year projections for population, households, income, and housing; delivered in Census 2010 geographic boundaries
2. Esri 2012 Consumer Spending – Consumer spending patterns for a variety of goods and services, including apparel, food, financial services, household goods, and recreation; delivered in Census 2010 geographic boundaries
3. Esri 2012 Tapestry Data – Lifestyle data for US residential neighborhoods based on socioeconomic and demographic characteristcs; delivered in Census 2010 geographic boundaries.
4. 2010 Census Data – Complete population counts from Census 2010 combining the PL94-171 file and variables from Summary File 1 (SF1); delivered in Census 2010 geographic boundaries.
5. 2006/2010 American Community Survey – Population, school and work, households, and housing characteristics; delivered in Census 2010 geographic boundaries.
Digital Elevation Model Datasets:
1. We have compiled and mosaic’d complete DEMs for the following states at the 30 meter resolution – Arizona, Colorado, Idaho, Michigan, Montana, Nevada, New Mexico, Ohio, Utah, and Wyoming.
2. We have complied and mosaic’d complete DEMs at the 10 meter resolution for almost the counties of Colorado, as well as a few in Wyoming and New Mexico.
3. We have compiled and mosaic’d complete DEMs at the 90 meter resolution for the entire US Rocky Mountain region including Mexico and the west coast of the continental US.
1. We have complete detailed hydro line datasets for the US
2. We have detailed Hydraulic Units (polygons) for Colorado and the Rocky Mountain Region.
1. We have high resolution aerial photography for all counties in Colorado.
In other words the GIS lab at CC is ALWAYS open for collaborative research and classroom spatial inquiry.
Stop on down to Palmer 1 and check us out.
Matt – your friendly neighborhood GIS guy.
EDUCAUSE is a gathering of educators who use technology. This yearly conference just happened last week (October 15-18, 2013) and several of the poster presenters put their materials online.
One presenter, Perry Samson of the University of Michigan, uses SpashTop and LectureTools to gather realtime feedback from his class as he’s walking around the room lecturing from his iPad.
Here’s a video of his presentation and here’s the EDUCAUSE page on the poster presentation. It sounds like these tools have helped him engage his students more and perhaps even engage himself more as a teacher, as he can more effectively teach his students.