Category: Digital Literacy

WolframAlpha Facebook Report

This is a delightful exercise that everyone seems to love. WolframAlpha will provide you with an extremely detailed analysis of your own Facebook data including visualizations, world clouds, graphs, and more.       Here’s how: Go to Type “Facebook Report” and execute the search. Allow WolframAlpha to have access to your Facebook account by clicking on “Analyze my Facebook Data” and following the directions. Wait while the data is analyzed. Note: Sometimes the report seems to stall after 100% of the data is analyzed. If this happens, simply repeat steps 1-3. The second time, the report seems...

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Report from the 1st TaLDA Workshop

During the 2nd week of May, a group of faculty and instructional designers gathered for the first ever TaLDA Workshop at Muskegon Community College. TaLDA = Teaching and Learning in the Digital Age. This was a workshop inspired from the success of the annual Math & Technology Workshop, but designed for faculty and staff from any discipline. This year, instructional designers and distance ed coordinators joined faculty who teach Theater, Humanities, Psychology, Education, Library Sciences, Information Literacy, and Computer Information Systems joined to create a truly unique and fun week of technology experiences. This was a tech conference unlike...

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Navigating WolframAlpha Pro Features

Last week I had to do a workshop about WolframAlpha, and I noticed that there are three different feature sets: not logged in, logged in, logged in to Pro. I needed to know which login settings provided which features (especially for giving workshops and working with students), so I decided to be thorough about it.  You can download the PDF of this document, Guide to Wolfram Alpha Features, as well. Hope this makes the decision-making a little easier for you!   Possibly Related Posts: Elaborations for Creative Thinking in STEM Learning Math is Not a Spectator Sport Recorded Webinar:...

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10 Things Our Kids WILL Worry About Thanks to the Information Revolution

After reading this list of “10 Things our Kids will Never Worry About Thanks to the Information Revolution” from Forbes, I was inspired to remind people that technology usually creates just as many problems as it solves.  So here’s my list of the new worries created by the Information Revolution. 1. [Will never have to worry about Taking a Typing Class] They will have to worry about … Mastering multiple input methods and keeping track of which ones autocorrect which words badly.  Now you have to master typing on a keyboard, typing on a tablet device, sliding over touch-keys on a...

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WolframAlpha: Recalculating Teaching and Learning

For at least a decade, we have had the ability to let CAS software perform computational mathematics, yet computational skills are still a large portion of the mathematics curriculum. Enter Wolfram|Alpha. Unlike traditional CAS systems, Wolfram|Alpha has trialability: Anyone with Internet access can try it and there is no cost. It has high observability: Share anything you find with your peers using a hyperlink. It has low complexity: You can use natural language input and, in general, the less you ask for in the search, the more information Wolfram|Alpha tends to give you. Diffusion of innovation theories predict that these features of Wolfram|Alpha make it likely that there will be wide-spread adoption by students. What does this mean for math instructors? This could be the time for us to reach out and embrace a tool that might allow us to jettison some of the computational knowledge from the curriculum, and give math instructors greater flexibility in supplemental topics in the classroom. Wolfram|Alpha could help our students to make connections between a variety of mathematical concepts. The curated data sets can be easily incorporated into classroom examples to bring in real-world data. On the other hand, instructors have valid concerns about appropriate use of Wolfram|Alpha. Higher-level mathematics is laid on a foundation of symbology, logic, and algebraic manipulation. How much of this “foundation” is necessary to retain quantitative savvy at...

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