47 Matching Annotations
  1. May 2019
    1. There are several factors that contribute to the quality of Video and Audio when using Zoom:Bandwidth of the wireless network connected to the Tablet/KubiBandwidth of the remote participant connecting to the KubiQuality of connection between the remote participant and the KubiIn attempting to find out where the bottleneck may reside, it is important to try these steps:For the device paired with the Kubi:Completely turn off and turn on the tablet.Visit http://www.speedtest.net/ and test the speed of your internet connection.  If you see at least 3.0 mbps on the test, you should be experiencing good quality A/V.  If less, your performance may be degraded.Review the Zoom System Requirements.  Typically meetings require 1-2 mbps for high quality sessions.Even if speeds are high, other factors such as internet sharing or streaming services (YouTube, Netflix, other video conferencing software, etc.) running in parallel on the same network can degrade performance.  DSL is especially subject to degraded performance because of its limited bandwidth.For the computer or tablet remotely connecting to the Kubi:Completely turn off and turn on the tablet.Visit http://www.speedtest.net/ and test the speed of your internet connection.  If you see at least 3.0 mbps on the test, you should be experiencing good quality A/V.  If less, your performance may be degraded.Review the Zoom System Requirements.  Typically meetings require 1-2 mbps for high quality sessions.Even if speeds are high, other factors such as internet sharing or streaming services (YouTube, Netflix, other video conferencing software, etc.) running in parallel on the same network can degrade performance.  DSL is especially subject to degraded performance because of its limited bandwidth.If you have made sure that both remote and Kubi networks have good-quality connections and are still experiencing a loss of Video or Audio quality, please contact us by submitting a ticket so that we may further assist you. zoom video quality audio quality bandwidth connectivity Updated: 19 Sep 2016 06:19 AM Helpful?   Help us to make this article better Send Cancel 0 3 SharexjQuery(document).ready(function(){ SupportUI.CPBrowserTitle.modify( jQuery("#solutionIconTitle").val() ); var selectedTopicId = jQuery("#solutionTitle").data("selectedtopicid"); PortalSolutionTree.selectExactTopicId(selectedTopicId); constructTOC.loadData(); eventForImgPreview(); }); PortalSolutionTree.alluseraccessarticlescount = jQuery.parseJSON('{"41547000000991007":6,"41547000000748947":3,"41547000000731926":5,"41547000000748949":2,"41547000000731930":1,"41547000000731928":12,"41547000000738207":2,"41547000000738205":1,"41547000000734019":3,"41547000000740706":1,"41547000000738209":2,"41547000000734021":3,"41547000000740709":1,"41547000000729833":16}');//NO OUTPUTENCODING PortalSolutionTree.entireTopicsData = 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      Zoom video quality depends on bandwidth

  2. Feb 2019
    1. A new set of quality indicators for accessible educational materials aims to help institutions ensure at scale that all students have the same learning opportunities in face-to-face classrooms and digital learning environments.

      set of quality indicators for accessible materials - can we measure these? Are we measuring these?

    1. Q: What do you consider the flaw in the current approach to teaching and research in the humanities? How would you shift humanities? A: We seem in many ways to have accepted the popular notion that the purpose of a university education is some form of personal enrichment, even where we might insist that enrichment has valences beyond the economic. This mind-set is part and parcel of the privatization that Chris Newfield has described as the university’s political unconscious, the certainty that the benefits of higher education are and ought to be individual. By accepting this -- by underplaying the social good that higher education provides -- we end up undermining our own best work. This is a problem across the university, but perhaps especially in the humanities, where the relationships between our fields and the market-based economy within which we operate seem to be the most tenuous. We defensively insist either that our fields foster critical and creative skills that are in fact highly in demand among employers today or that our fields’ real benefits play out in terms of personal forms of satisfaction. Both of which are true, of course, but neither of which gets what I believe to be the far more important forms of connection and community that the humanities can and should foster. If we are to turn our teaching and research toward those more properly social goods, we need to give some serious thought to our institutional reward structures, which are at every level today focused on individual achievement. What might the work we do in our classes look like if educating for community were our primary goal? What might our research look like if we really valued connection over and above personal accomplishment? Among other things, we might find that our work, and the work of our students, becomes more collaborative, more open and more publicly engaged.

      Personal enrichment, although an outcome of higher education, pales in comparison to the benefit of the common good.

  3. Jan 2019
    1. Robotic thirst quenchers: A 5G service robot serves free bottles of water to travelers at East Railway Station in Hangzhou in China's eastern Zhejiang province on the first day of the Spring Festival travel rush.


  4. May 2018
    1. Intro to Moodle Forums Page

      Eric's idea is to add activity completion check boxes which students can manually check off. It will give us some basis for reporting on site usage.

    2. interfaces

      Another technology we could recommend is hypothes.is - I am getting more interest from faculty in this online annotation tool and use it myself for annotating sources in my own research for papers.

    3. Navigation Tips for Moodle File

      I have a navigation tips Google Doc for switching between accounts which could be added.

    4. methods

      Link to CLASS Office free & low-cost tech site. Natural Reader, Kurzweil, Read, Write, Gold for assistance with tech that will read documents/screens.

    5. explanations

      Add assignment to open an incognito or private browsing tab, AND set up a separate profile in their Chrome browser. Knowing how to quickly access files on Augsburg Google Drives from a public computer is helpful. Knowing how to log into Chrome is most helpful from a personal computer. I keep running into issues with fellow grad students who do not know how to switch accounts. They end up asking for access from their personal Gmail account (and I get this question frequently from faculty or when they pass on a student's question about access to G-Drive files).

    6. moodle-related questions

      What other questions can the TechDesk assist with? Clipping video to upload to TK20, printing, account lockouts, etc. List common issues...

    7. Assignments

      Point out Augsburg Tools block and provide general descriptions. Suggested activities:

      1. Create a VoiceThread (link to the How-To KB)
      2. Create a Zoom account (may need to emphasize that the ability to Zoom into class is not to be an expectation in non IVC courses, though Zoom can be used to collaborate and may be used in some assignments. Augsburg accounts are linked to Zoom, though students can create their own personal account after graduation if they would like to continue using Zoom.
    8. Forums for Discussion

      Add instructions for how to Subscribe to forums so students who want frequent "alerts" will receive posts via email.

    9. Online Learning Environment

      Add link to Moodle Mobile App KB (also needs to be announced in new student orientation -- Mike Grewe says they can have students add the app at orientation).

    10. moodle

      Capitalize Moodle throughout?

    1. Insung Yung (2014) referring to Nieto (2010) makes the point that “culture is learned subconsciously through interactions with others in the community and in informal environments” (p.22). Therefore, people will only think about culture when “their culture is in conflict with, or under the influence of, another culture”. This explains why people in the “majority culture do not seem to consciously ponder culture”.

      aka white privledge AND hidden curriculum

  5. Mar 2018
    1. The other important change people typically undergo at MIT is the broad realization that they “can’t do it alone.” Note that these are people who generally did a lot of that before they arrived in Kendall Square. Now, however, they are among others who get what they want to do and have the skills to help. MIT reinforces that basis for connection by immediately making it impossible for students to succeed solo. Study groups form immediately and spontaneously in the face of its infamous “p-sets” (or problem sets). By putting students through an extraordinarily hard process when they’re freshman and sophomores it forces humility and compels them to rely on the strengths of other people. Think of it as the intellectual equivalent of Marine boot camp—the individual finds his or her limits, and viscerally discovers the value of the team.
  6. Jan 2018
    1. The relevance of specific threats for a particular research study depends on the worldview or philosophical worldview of the researchers of the study. Problem/Gap - In software engineering, different categorizations exist, which leads to inconsistent reporting and consideration of threats.

      Validity of research is dependent on worldview.

    1. I've done this two ways in the past -- works with either Omeka or Omeka.net. I have registered all students as users with administrator privileges. Together we have built a shared Omeka archive. I ask students to put the items they contribute into a collection under their name so that I can quickly identify their contributions. Administrative users can edit and delete all items, so students need to be careful not to harm one another's work. But, this user status means that each student can use any item from the archive in her/his exhibit. Then, there are two options on the exhibits: 1) Have the class build a single large exhibit where each student is responsible for a single section. The exhibit will have a single theme, but each student can choose from the available page layouts and create many pages. This option limits the ability to single out a student's work on the homepage because you can't feature sections of an exhibit. 2) Have each student build individual exhibits. This allows each person to select a different theme, and allows for the possibility of featuring individual exhibits.

      Student permissions: make Admins so they can share items in their own exhibits

  7. Oct 2017
    1. They also tended to be from areas that were very white: “The racial and ethnic isolation of whites at the zip code level is one of the strongest predictors of Trump support.”

      For example, Kentucky.

  8. Jun 2017
  9. Feb 2017
    1. How do I take Attendance using the Moodle Attendance activity? PageHow can I use the Attendance activity to track student participation or assess repeating assignments? Page
  10. Oct 2016
    1. Psychoanalytic treatment is highly individualized and seeks to show how the unconscious factors affect behavior patterns, relationships, and overall mental health. Treatment traces the unconscious factors to their origins, shows how they have evolved and developed over the course of many years, and subsequently helps individuals to overcome the challenges they face in life (National Psychological Association for Psychoanalysis, 1998).
  11. Jun 2016
    1. Educational campuses have libraries, coffee shops, cafeterias, quads, lawns, amphitheaters, stadiums, hallways, student lounges, trees, park benches, and fountains. Ample space for rallies, study-groups, conversation, debate, student clubs, and special events. Few institutions pay much attention to re-creating these spaces online. The work done outside and between classes (which we would argue is the glue that holds education together) is attended to nominally if at all. Imagine this scenario: a business student shares a table at the campus coffee shop with an English major. A conversation kicks off with the inevitable, “What’s your major?” When and where does this conversation happen in online programs? How can we facilitate the interdisciplinary dialogues that bring a campus to life? What spaces can we build online that aren’t quantified, tracked, scored, graded, assessed, and accredited? How can we use tools like Twitter (and other social media platforms) to build the hallways between our online classes?
    2. systems are “most effective when they function as a kind of transient, touching just the most superficial (or perhaps, conversely, subconscious) part of our brains, conveying information without drawing attention to the conveyer.” Travelers’ minds are fixed on their own journeys and destinations, as they should be.

      Get the interface out of the way...make it fluid.

    3. he is handed a complex system — an airport, a mall, a hospital — and asked to simplify it for the user

      E-learning team often does this for faculty with students in mind. Students are the consumer-users; faculty are the constructive-users.

    4. Technology, and especially online learning environments, can help not only enhance your personal network, but turn your PLN into a tool for networked learning. Connecting to and inviting experts in your discipline into your course via video chat or asynchronous discussion (like a Twitter feed or chat room) is often easier than organizing an in-person visit.

      Engagement outside of the "classroom".

    5. more student engagement beyond the walls of a school.

      Guest users in Moodle - can we make it easier to get them into the space to engage with students? No more boring forums when the community members or guest speakers in a f-2-f class can contribute. What about a Google form for requests? Is there a way to limit guests to only one forum?

    6. technology that filters and curates and evaluates for the user doesn’t yet exist

      LFCs serve as filters.

    7. well-designed cues

      Formatting course sites minimally using the theme fonts and color cues (blue underlined text for hyperlinks) really help. Get the interface out of the way so learning can happen - don't make the interface an obstacle to be overcome.

  12. May 2016
    1. Challenge Activities: 1. Locate a significant landmark and attempt to view it in Streetview. Save the location in your Google account. Share the location with a friend.

      Locating landmarks and viewing in Streetview

    1. Using Omeka for Teachers

      Ideas for teaching - though remember to first teach the concept, then incorporate the technology.

  13. Apr 2016
  14. Mar 2016
    1. Rampant online discussion requires flexible technology and requires that we choose our tools carefully. As Giroux suggests, “Education is not neutral. It is always directive in its attempt to teach students to inhabit a particular mode of agency; enable them to understand the larger world and one’s role in it in a specific way…” The best forums for online discussion actively open the world to the student, rather than box her in (technologically, pedagogically).

      This, this, this, this!

    2. Great example of a forum which will cause burnout (for both student and professor). I like the idea for using Twitter as explained below. Students are probably already using the tool, it can be used as a back channel, and it has a more normal flow of conversation with potential guest speakers.

  15. Dec 2015
    1. For the past decade, I’ve been teaching a class at Penn called “Uncreative Writing,” where students are forced to plagiarize, appropriate, and steal texts that they haven’t written and claim them as their own. For a final assignment, I require them to buy a paper from a paper mill, put their name on it, and defend it as their own—surely the most forbidden act in academia. In the class, students are penalized for originality, sincerity, and creativity. What they’ve been surreptitiously doing throughout their academic career—patchwriting, cutting-and-pasting, lifting—must now be done in the open, where they are accountable for their decisions. Suddenly, new questions arise: What is it that I’m lifting? And why? What do my choices about what to appropriate tell me about myself? My emotions? My history? My biases and passions? The critiques turn toward formal improvement: Could I have swiped better material? Could my methods in constructing these texts have been better? Not surprisingly, they thrive. What I’ve learned from these years in the classroom is that no matter what we do, we can’t help but express ourselves.

      Forcing students to plagiarize shows them the value and agency of their own voice. We don't know what we have until it is taken away.

  16. Jun 2015
    1. download and install the ACS package in addition to going to requesting a secret key

      Troubleshooting csv file - step 1.

  17. May 2015
    1. The 1796 Treaty of Tripoli was Congress's response to the pirating of American ships in the Mediterranean. Drafted by Jefferson's friend and colleague, Joel Barlow, the treaty stated emphatically that "the government of the United States of America is not, in any sense, founded on the Christian religion, as it has in itself no character of enmity against the laws, religion, or tranquility of Musselmen."xvi

      Where is this in the Texas state standards?

    1. As the government of the United States of America is not in any sense founded on the Christian Religion

      Article 11 of the 1796 Treaty of Tripoli