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Storytelling Maps Classification
Get PDFInteractive maps play an increasingly important part in various fields including journalism, education, traveling, and entertainment, among others. Interactive maps require interactive user engagement. The scope of this interaction can vary from the basic mouse scroll to the complex logical sequence of steps including extensive toolboxes. One of the major applications of interactive maps is in storytelling. A map serves as a powerful tool to tell a story and modern technologies make this tool flexible and potent.
This research seeks to analyze and compare cartographic JavaScript APIs and libraries, and to classify storytelling maps with a concentration on ‘path visualization’ type of maps and their technical implementation with an extensive review regarding the function of maps-related API/libraries work under the hood and their improvement. Additional material to this work, a web platform, demonstrates an example of each class and subclass of the classification. The proposed classification has been evaluated by reviewers working with interactive storytelling maps.
The web platform provides examples discussed in this work. The main chapter always references this platform, therefore readers have to adopt the web platform as an essential part of this work during reading: https://konstantinbiryukov.github.io/storytelling-classification/
Maybe, Maybe Not: Examining Factors that Influence Adjunct Faculty Members’ Instructional Technology Usage
Get PDFThis quantitative predictive study examines the influence of attitude, subjective norm (peer pressure) and perceived behavioral control on whether adjunct faculty will or will not utilize instructional technology in their classroom. Based on the Decomposed theory of planned behavior (Taylor & Todd, 1995) a survey of 286 adjunct faculty was conducted in a mid-western state-wide university and college system. The study also explored the working conditions of adjunct faculty which hinder their teaching withing the classroom. The finding shows the while attitude and subjective norm are statistically significant predictors of user’s intention, perceived behavioral control is the strongest predictor of intention to use instructor technology. However, current behavioral control by adjunct faculty is hindered by existing working conditions found within higher educational organizations
Evaluation of the Implementation of Understanding by Design Processes in Select Minnesota Public Schools
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An effective educational process demands a strong curriculum framework, quality instruction and appropriate assessment for successful teaching and learning and holistic development of students (Tomlinson et al., 2003). A quality curriculum is designed around the core concepts of a subject focusing on in-depth understanding of the key concepts and providing students abundant opportunities to transfer their understanding in various contexts (National Research Council, 2002). Understanding by Design (UbD) is a backward design curriculum framework that supports teachers and curriculum leaders in designing curriculum, instruction, and assessment with the aim of enhancing students’ understanding and performance (Wiggins & McTighe, 2005). The general process in planning a curriculum backward using the UbD framework involves three stages that are interrelated and aligned with the state and district standards (McTighe & Wiggins, 2012a). Although UbD assists teachers in unpacking and transforming content standards into meaningful elements and creating a powerful curriculum that ensures academic success of learners, limited information is available whether teachers have been effectively implementing the UbD framework for designing curriculum, assessment, and instruction.
The study aimed to examine teachers’ planning of curriculum, instruction, and assessment using the essential elements and the three stages of Understanding by Design in the select school districts in central Minnesota. The study also intended to investigate to what extent the key principles and the essential elements of UbD were practiced for enduring understanding among elementary students in K-12 public school districts in central Minnesota. A quantitative study was carried out to examine teachers’ practices in the process of curriculum designing and planning and their understanding and expertise to exercise all the principles set by Understanding by Design. The data was evaluated using Wiggins and McTighe’s (2005) the Understanding by Design framework for designing curriculum backward. The curriculum directors from the ten school districts in central Minnesota were the participants for this study.
The findings provided evidence that almost all the curriculum directors’ school districts had employed the UbD curriculum framework in planning curriculum, assessment, and instruction. However, only a few core elements of UbD had been implemented while the literature suggests that all the elements are fundamental in designing a quality curriculum and should be focused and applied equally. The findings of the study indicated that the components and the three stages of Understanding by Design curriculum framework were unevenly executed and there was inconsistency in its implementation in the select central Minnesota school districts
The Influences of Social Capital on College Enrollment for First-Generation College Students
Get PDFThe purpose of the study was to examine the influences of social capital on college enrollment for first-generation college students. The qualitative study allowed the researcher to examine the perspectives of 12 first-generation college students during the first semester of their freshman year at a four-year institution in Minnesota. Through a focus group, the participants identified who was influential and the resources they provided that assisted in the college-going process.
Research indicates that higher education is believed to be one of the main paths to opportunity and economic progress in the United States (Blackwell & Pinder, 2014). While more and more first-generation college students enroll in higher education institutions, their pursuit of college is different than those whose parents have attended college. First-generation college students differ from their non-first-generation college peers in a variety of ways with respect to their socioeconomic status, knowledge of college-going processes, personal commitment, and family support. Social capital, the knowledge, resources, and information achieved within social networks, is important to first-generation college students because it assists them in making decisions related to the college-going process (Soria & Stebleton, 2012).
The findings of the study support that social capital, provided by educators, family, and peers, influences first-generation college student’s decision to attend college. The resources provided to first-generation college students through this social capital were encouragement, college and career exploration, and assistance with the college application process. Schools and communities can and should work together to create the necessary social capital for first-generation college students as they work to become the first in their family to attend college
Constellating Grief
Get PDFThe Covid-19 pandemic has brought a heightened awareness to our various losses as individuals and as a collective in the United States. While we may feel disconnected from one another in a physical sense, we have never been more connected in our grief. Through invitational language, this essay hopes to foster an embodied processing of some of the grief that we have been carrying
Teacher, Scholar, Human: A Day in the Life of COVID-19
Get PDF“Day in the Life of COVID-19” is a creative and academic piece exploring the personal, pedagogical, and theoretical implications of COVID-19 from my perspective as a scholar and a teacher. I specialize in 20th century American literature and the medical humanities, and much of my work focuses on how people record stories about epidemic illness—a topic which I never expected to be so relevant in my everyday life. As a professor, I work at a small liberal arts college in the rural Midwest. I currently teach hybrid classes (with students in-person and on Zoom), which presents a number of challenges and opportunities for pedagogical reflection. In this piece, I record an hour-by-hour account of what the average Monday looks like for me, including details of daily temperature checks, giving presentations on proper mask wearing to students, and trying to lesson plan in a way that reaches both in-person and remote learning students simultaneously. I also utilize my own scholarship into how people respond to epidemic disease as a way to reflect on the complex way history, public medicine, and pedagogy intersect in the classroom
Semester at Sea in a Pandemic
Get PDFExcerpts from Stories of Wisdom from Bodies in Separation (SWaBS): Archiving the Coronavirus Pandemic Through the Lens of Humanities
Analysis of Yellow Brick Recovered At Manlick Farm Site
Get PDFBricks have served as the foundation for structures like homes and farmsteads for thousands of years. Discovering brick at a potential archaeological site can help indicate the past presence of a structure. There are several different types of brick, which can help archaeologists determine the context surrounding the buildings and structures from which they were built. Most brick that is found at archaeological sites is red brick, which is the type of brick most people think of when discussing brick buildings and foundations. Yellow brick, however, was discovered at the Manlick site in Belle Prairie, Minnesota, possibly indicating a past presence of a yellow brick structure. Although brick plays an important role in determining the location of a previous structure, there are other artifacts, including window glass and nails, that help archaeologists come to this conclusion. Both types of artifacts were also recovered at the Manlick site. The brick is probably the most interesting because of its color. The fact that the brick is yellow may indicate that it was made locally and could have a connection to a yellow brick manufacturer in Minnesota. An understanding and analysis of the yellow brick that was discovered at the Manlick site might help us identify the use of Chaska brick in Belle Prairie as well as understand the importance of a local brick manufacturer during the historic period of Minnesota
The Repository @ St. Cloud State 10 year report [2011-2021]
Get PDFThe 10 year report for The Repository @ St. Cloud State, the campus institutional repository. The report chronicles the origins, development, and the continued success of The Repository. The report documents the time period starting in August 2011 through June 2021.https://repository.stcloudstate.edu/instrep_annuals/1000/thumbnail.jp