EdMedia + Innovate Learning Workshops
Monday, June 24, 2019, 9:30 AM – 1:00 PM
Workshop 2: The Collabrify Roadmap Platform: Supporting Educators in Realizing the Promises of Open Education Resources
Abstract: Open Education Resources promise to power education into the digital age! But, what educators, all over the world are finding, is that tools are needed to manipulate those OER resources, e.g., tools for stitching together OERs into effective instruction. Towards helping educators in realizing the promise of OER, we offer the free, Collabrify Roadmap Platform.The CoRP is being used in classrooms in the U.S; it has been adopted by Michigan’s Department of Education in its #GoOpen effort.
CoRP is a free, easy-to-learn and use, device-independent, browser-based, collabrified, graphical, open platform that supports the full life-cycle of deeply-digital lessons:
- creating and modifying OER-based lessons, called “Roadmaps,”
- distributing lesson Roadmaps to learners for use on their devices;
- monitoring learners, in real-time, as they move through the Roadmaps;
- assessing the student-produced artifacts,
- and, sharing Roadmaps in a professional community.
CoRP provides teachers will an array of learning analytics.
Participants: Attendees will build Roadmaps. We urge attendees to bring with them the outline of a lesson that they will then cast into the form of a deeply-digital lesson Roadmap. It is our intention that attendees will leave our workshop with the skills and understanding needed to continue using the free Collabrify Roadmap Platform to develop exciting curriculum to support the new generation of deeply-digital learners.
Workshop Presenters: Cathleen Norris is a Regents Professor in the Department of Learning Technologies at the University of North Texas, Denton, TX. From 1995-2001, Norris was President of the National Educational Computing Association, and led its merger with ISTE, the International Society for Technology in Education, creating the largest, international organization for technology-minded educators in the world. Norris was Co-President of ISTE from 2001-2004. Norris’ 14 years in K-12 classrooms – receiving a Golden Apple Award from Dallas ISD along the way – has shaped her university R&D agenda: developing resources to support K-12 teachers as they move into 21st century classrooms
Elliot Solowayis an Arthur F. Thurnau Professor, in the Department of Computer Science and Engineering at the University of Michigan, Ann Arbor, MI. In 2001, the UMich undergraduates selected him to receive the “Golden Apple Award” as the Outstanding Teacher of the Year at the University of Michigan. In 2004 and in 2011, students in the College of Engineering HKN Honor Society selected Dr. Soloway to receive the “Distinguished Teacher of the Year Award.” Soloway and Norris’ educational vision is that providing K-12 teachers with OER-based, deeply-digital curriculum, that they can then localize, individualize, etc., is the key to the digital transformation of K-12.
W3: Think Different! A Card Game to Inspire Creativity and Foster Multiple Perspectives
Abstract: Creative people are often people who can see things differently, bring about original and novel ideas with fluency, and be able to articulate their ideas to others with detail. The ability to view problems from multiple views and develop creative solutions is an essential skill in today’s fast-changing society. Interestingly, these same skills are also essential in empathizing with others. According to Wikipedia, empathy is the capacity to understand or feel what another person is experiencing from within their frame of reference. In other words, seeing from multiple perspectives with fluency and being able to relate to others by using imagination. Lack of empathy has been associated with bullying, sexual assault, and aggression. Today, we collaborate in teams on almost all projects and it is increasingly important to foster multiple perspectives and ultimately creativity.
Learning goals: Audience members will participate in two brief, interactive, hands-on activities using creativity cards. The activities have been designed to provide participants with simple yet powerful experiences. The first activity will use creativity cards as a means through which participants will experience differing perspectives on the same thing. In the second activity, the cards will be used to inspire creativity as each participant is asked to connect their card to a new way of thinking as they reflect on the first activity. Finally, participants will reflect on and discuss how they might use these or similar strategies in their own environments. The first goal of these activities is for participants to leave the session with a renewed sense of value for multiple perspectives, and how multiple perspectives can inspire and amplify creativity. The second goal is for participants to have discussed with others how the experiences they have just had could be replicated in their own environments and to what end.
Participants: In this professional development workshop, we will use simple card games to inspire creativity and foster multiple perspectives. We will provide the cards, you just need to show up ready to play. We will have two rounds of hands-on, small-group activities focused on creativity and multiple perspectives. In round three, participants will discuss possible applications for these activities in their own environments (teaching, faculty meetings, planning, etc).
Workshop Presenters: Meng-Fen Grace Lin and Ariana Eichelberger, University of Hawaii at Manoa
W4: Fostering Data Literacy with Citizen Science Experiments
Abstract: With the increasing importance of data in many areas of daily life, schools and universities face the challenge of imparting not only information technology, but also data literacy as one of the key future skills. This also includes the basic competence to deal with data in a planned manner, to consciously use it in the respective context and, above all, to deal with data quality.
We have developed a practical approach that encourages students to explore much of the aspects of data literacy through real experiments. In a citizen science approach, they use their GPS-enabled smartphones to collaboratively collect large data sets on spatially relevant issues. First interpretations, still on-site, are followed by deeper analysis and evaluation of the collected data in the classroom. Subsequent courses, focusing on specific aspects of data literacy, can build on the conceptual framework that students have acquired with these introductory experiments.
Learning Goals: Our workshop guides the participants through all phases of such a so-called GIS supported mobile experiment from planning to data acquisition and interpretation. In the first part, the participants actively experience the whole process from a student’s point of view, using commercial GIS software and Excel. In the second part, they switch to the instructor role and design their own data model and sampling scheme, and perform data visualisation and analysis using Google tools.
Participants: This workshop is aimed at all persons in Higher and Secondary Education who
- are interested in implementing “data literacy” as a general future skill in their teaching
- use or will use spatial data in their teaching
- have a general interest in novel mobile learning approaches
- would like to gain practical experience and know-how on how to raise students’ data-awareness with a mobile experiment approach.
Participants need some basic knowledge of spreadsheet software with the operating system of their choice. Please bring own laptop (if possible with Microsoft Excel) and a GPS enabled smartphone or tablet with some free memory to install the ESRI Collector for ArcGIS app. The workshop organisers will provide the necessary accounts for the software. Please note: The workshop includes a 45-minute data collection phase where participants walk around in the proximity of the conference centre; however, we will find alternatives for people who are not able to walk such distances.
Workshop Presenters: Monika Niederhuber (1969) studied geography with a focus on physical geography at the Catholic University of Eichstätt. After graduating, she worked as a research assistant in the field of remote sensing and geoinformation. Since 2002, she has been a research assistant / IT specialist at the Chair of Forest Engineering at ETH Zurich, where she is responsible for GIS teaching at the Department of Environmental Systems Sciences. The integration of new learning methods such as mobile learning and podcasts is a focus of her activities.
Urs Brändle (1965) received his PhD in molecular population genetics from ETH Zurich, then worked as a software trainer in medical technology, taught chemistry and trained computer science apprentices. Since 2008, he has been an educational developer at the Department of Environmental Systems at ETH, where he is responsible for course development and teaching innovation with special focus on groupwork, GIS supported field experiments and learning analytics.
W5: Creating Your Epic Win – Using Games to Engage
Abstract: Heed the Hero’s Call! Alas, the learnéd across the realm have succumbed to a devastating malaise and ennui. Will you take up arms, venturing out to find the answers? Will you find yourself here : in the company of two fellow questers, who are eager to share with you the secrets of devising counter measures for this sickness? Come learn techniques in building interesting games to draw learners into a state of flow. Test your newly acquired skills employing some of the dramatic and formal elements of games. Learn from the mistakes of earlier questers and profit from the knowledge of those who have succeeded before you. Use this session as a proving grounds to be better equipped to tackle the pervasive nonchalance sweeping the halls of your respective institutions. Get your hands dirty as you build a simple game targeted to your learning audience. Come heroes, your adventure awaits!
Learning Goals: Attendees will be able to:
1. Explore and discuss the possibilities of using different game formats to enhance learning experiences in their respective disciplines
2. Apply dramatic and formal elements to a game designed to meet their learning needs
3. Create a simple online role-playing game/scenario aligned to their specific contexts
Participants: Please bring your laptop or tablet and an enthusiasm and energy to have a fun-filled game day!
Workshop Presenters: Rhonda Newton works as an Instructional Designer in the College of Education and Human Development at Texas A&M where she conducts numerous faculty workshops to enhance teaching practices within the college. She has experience as an instructional designer at an educational gaming company where she collaborated with different game design units and SMEs to create interactive educational games for higher education and K-12. Rhonda has a keen interest in leveraging technology to enhance authentic, contextual learning.
Shweta is a Senior Instructional Designer in the College of Liberal Arts at Texas A&M. She collaborates and consults with faculty in integrating educational technology in their courses to increase engagement and student learning. She facilitates numerous workshops and professional development seminars for faculty in the college and across the university. Her areas of interest include gamification, Open Educational Resources, Web 2.0 Ed Tech tools, Universal Design, and User Experience/User Interface Design.
W6: How to Design Questions for Design Research
Abstract: A frequently-encountered weakness in graduate research studies is a discrepancy between the aim of the research and
the actual research questions. Frequently the promise made in the introduction of a thesis is not fulfilled by the time the conclusion is written. This workshop uses an adaptation of Burrell & Morgan’s four paradigms of social science research from which a set of research questions can be derived that will ensure that what a student sets out to do is aligned with the research questions, so that the research methodology can be derived from that.
Learning Goals: The highly interactive workshop calls on each participant to interrogate their own research, to select one aim out of a possible four, and to develop two matching research questions to achieve the aim. The workshop also explains how the model can be used in iterative design research by cycling through all the various aims and questions.
Participants: Researchers will develop clear, crisp research questions that are aligned with research aims. The workshop is aimed at Masters’ and Doctoral students and/or their supervisors. The workshop responds directly to a discussion session in the graduate sessions of the 2018 conference. There are no specific prerequiisites, except that delegates should have some indication of the type of research in which they would like to engage.
Workshop Presenters: Johannes Cronje has supervised or co-supervised 72 Masters and 60 Doctoral students and published more than 42 research papers. He obtained a Doctorate Literature in 1990 and then a Masters’ Degree in Computer-Assisted Education from the University of Pretoria. From 1994 to 2007 he was a professor of computers in education with the University of Pretoria. He has also been visiting professor at Sudan University of Science and Technology, Addis Ababa University, Ethiopia; the University of Joensuu, Finland, and the University of Bergen, Norway, The Katholieke Universiteit of Leuven, Belgium, The University of Namibia and the University of the Free State, South Africa.
Franci Cronje holds a Doctorate in Media Studies and a Masters in Higher Education Studies (Cum Laude) she has supervised or co-supervised three masters and two doctoral students.
Workshop 7: Machine Embroidery in Education – A Technical Tutorial and Design Workshop
Abstract: This workshop aims to introduce participants to machine embroidery and its use in education. Participants will learn how to create simple embroidery designs, create embroidery designs from hand drawings, and understand the design workflow. At the end of the workshop, participants will have created at least one stitchable embroidery design and one educational scenario of use. Preparation and program: https://edutechwiki.unige.ch/
Learning goals: The workshop will start with a short presentation of “making” in education discourses, followed by an overview of machine embroidery principles. We then will lead hands-on activities.
Participants: Participants should master basic drawing with a computer program, e.g. be able to edit points in PPT. Participants must bring a laptop and install prior to the workshop the following software.
– Gimp (Image manipulation, used for color reduction), https://www.gimp.org/. Photoshop or similar also can be used, but do not expect help.
– Inkscape (Used for bitmap tracing and/or drawing), https://inkscape.org/release/0.92.3/
– InkStitch extension (an Inkscape extension, the embroidery platform) https://inkstitch.org/docs/install/
Please carefully read the instructions on where to unzip this extension.
Software installation is fairly easy for Windows and Linux users. MacIntosh users also must install XQartz (Unix/Linux compatible graphics layer that Apple). Please do not plan to attend the workshop if cannot get the installation of Inkscape done.
Workshop Presenters: Daniel Schneider, University of GenevaTECFA / FPSE, Switzerland
Daniel K. Schneider is an associate professor of educational technology at TECFA, a research and teaching unit in the Faculty of Psychology and Educational Sciences, University of Geneva. Holding a PhD in political science, he has been working in educational technology since 1988 and participated in various innovative pedagogical and technological projects. His long-term R&D interests focus on modular, flexible and open Internet architectures supporting rich and effective educational designs. His current interests include digital design and fabrication in education, student monitoring, e-learning competence and informal learning in developing countries. Within TECFA’s “blended” master program in educational technology (MALTT), he teaches educational information and communication systems, digital design and fabrication, foundations of educational technology, and research methodology. His personal homepage is at http://tecfa.unige.ch/DKS and he coordinates EduTechWiki (http://edutechwiki.unige.ch)
Thursday, June 27, 2019, 1:00-2:00 PM
FREE Mini-Workshop 1: Making with Kids to Foster STEAM Education
Abstract: Some of Europe’s leading experts on making with children will share their experiences and different approaches within this joint workshop. The workshop will include presentations about teacher education within makerspaces at Graz University of Technologies (AT) as well as a short introduction about the first Maker Days for Kids in August 2018 for children aged 10-14 years. Participants will work with a set of tools and smaller maker projects. For example they can work with an BBC:MicroBit or an Ozobot for educational purposes. The examples shown were especially prepared for an open learning setting within a huge maker space environment. Interactive discussions will be the base to develop own future implementations.
Learning goals: Hands-on experiences with simple maker tools and projects with children for beginners and insights into maker education approaches and experiences with Maker Days for Kids.
Participants: This workshop is planned for beginners within the field of making with children. Please bring your mobile advices (phone, tablet, computer) into the workshop, if possible.
Workshop Presenters: Maria Grandl works at the Institute of Interactive Systems and Data Science at the Graz University of Technology and writes her dissertation on the subject of Basic Computer Science Education and Maker Education.
Martin Ebner heads the service department Educational Technology at Graz University of Technology and is responsible for all university-wide e-learning activities. His fields of research include e-learning, mobile learning, learning analytics, social media and open educational resources. He has held a variety of lectures, workshops and keynotes at international conferences. For publications as well as further research activities, please visit: http://martinebner.at
Thursday, June 27, 2019, 2:15 – 5:45 PM
FREE Workshop 8: How to Survive the Hurricane and Thrive on Your Course: A Practical Weather-proof Introduction to Build One Own’s Course Portal
Abstract:This workshop focuses on how to build a “weather-proof” class design that is open, connected and (almost) fully controlled by faculty, while promoting active, participatory learning. We will create a web-based open and connected course space using a self-hosted installation of WordPress. The course is built stage by stage, and participants will be able to understand the various design concepts while practicing them. At the end of the workshop, participants will have a functioning open web portal for a class.
Learning goals: We will start by understanding how WordPress works and how easily one may publish multimedia content. Special emphasis will be placed on use of images (with appropriate rights license and attribution), and GIFs. Also, we will discuss the importance of open web-based personal publishing in a space that is controlled by the authors. Data ownership will also be overviewed. Web tools, plugins and WordPress themes will be discussed and used throughout the workshop. As an example, please refer to two course portals the author has developed over the years for a course in Computing (inf103.com), and New Media (inf115.com). Media will be produced and embedded in the site by participants. Finally, we will appreciate how a course designed in such an independent and participatory way, allowed for minimal shutdown time when the Maria storm hit Puerto Rico in 2017, and how students and myself rearranged the course to obtain maximum learning and sharing opportunities.
Participants: This workshop is open to all participants who are familiar with the Web. Familiarity with Twitter helps but we will review it in the workshop. Web hosting account will be provided. Please, Bring Your Own Device! Hashtag: #BOOC19 (Build Your Own Course).
Workshop presenter: Antonio Vantaggiato is Professor of Computer Science at Universidad del Sagrado Corazón in San Juan, Puerto Rico. In 1992 he founded the first Artificial Intelligence lab in Puerto Rico with industry sponsorship. Later he founded and directed the Distance Learning Institute, creating a Web-based education culture on campus which pioneered the adoption of Open Source LMS’s in Puerto Rico. He then directed the successful STEMmED projects (2009-2016) to facilitate study in the sciences. He organized symposia and congresses and the first university TEDx in Puerto Rico, TEDxUSagradoCorazón, 2013 through 2015. A strong believer in open and connected education, Antonio is interested in the changes triggered by Web technologies and the myths of teaching, learning and technology (see zenofteaching.us). He maintains his blog, Skate of the Web, (skateofweb.com) and an almost coherent digital id at (antoniovantaggiato.net).