Dr. Jasmin (Bey) Cowin presents “The Three Pillars: Strategic Augmented Reality Digital Technologies Implemetation” at the International Conference on Innovation in Basic – Higher Education, İstanbul, Türkiye

It was my honor to present “The Three Pillars: Strategic Augmented Reality Digital Technologies (ARDT) Implementation” at the International Conference on Innovation in Basic – Higher Education (September 8-11, 2022) İstanbul, Türkiye (Republic of Turkey).


The purpose of this presentation was to frame and share my thoughts on The Three Pillars: Strategic Augmented Reality Digital Technologies (ARDT) Implementation for institutions of Higher Education. To offer ARDTs with functional 3D immersive spaces such as metaverses requires a robust institutional system-wide Technology Enhanced Learning (TEL) discussion. TEL integrations not only ask for a highly qualified educator workforce but also demand articulated, interconnected institutional, educator, and learner cultures. The podcast would articulate the three different cultures institutions, educators, and learners to engage in meaningful conversations around ARDTs. The goal was to explore, discuss and debate the purposeful implementation of 21st Century technologies such as metaverses into Institutions of Higher Education while analyzing their positive potential and possible dangers they bring to higher education institutions.

Dr. Jasmin (Bey) Cowin will present “The three pillars: Strategic Augmented Reality Digital Technologies (ARDT) Implementation” at the International Conference on Innovation in Basic – Higher Education, September 8-11, 2022 İstanbul, Türkiye (Republic of Turkey)

I am excited to be presenting The three pillars: Strategic Augmented Reality Digital Technologies (ARDT) implementation for International Conference on Innovation in Basic – Higher Education, September 8-11, 2022 İstanbul, Türkiye (Republic of Turkey)

Our conference theme on innovations in basic and higher education will give educators wonderful opportunity to learn more about the latest innovations and cutting-edge research in basic and higher education as well as share best practices in teaching and learning, leadership and administration, and research partnerships.
We look forward to seeing you in Istanbul (8-11 September 2022).

Dr. Patrick Blessinger (President, HETL)

Hyperlinked Internet Repositories & Resources for Educators Infographic by Dr. Jasmin (Bey) Cowin

There is a plethora of Internet Repositories & Resources available for educators. Yet, curating, vetting and keeping track of all the valuable repositories and resources is a hurdle. This is why I created my Hyperlinked Internet Repositories & Resources for Educators PDF. I hope this resource proofs useful to my peers and colleagues. Dr. Jasmin (Bey) Cowin

Dr. Jasmin Cowin publishes ‘A Chain of Worlds: Education in the Age of Metaverses’ with the virtual 26th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2022, July 12 – 15, 2022

Introducing AI and intelligent systems into education will have profound effects on not only assessment and administrative functions but also on faculty and learner motivation, engagement, and overall academic performance. Other areas affected will be organizational strategic planning, student acquisition, and retention, curriculum design and Personal Learning Networks.

Dr. Jasmin (Bey) Cowin, A Chain of Worlds: Education in the Age of Metaverses. The 26th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2022, July 12 – 15, 2022 IMSCI 2022, vol. 3, 25-30. https://doi.org/10.54808/WMSCI2022.03 ISBN: 978-1-950492-66-4 (Volume III)

Cowin, J. (2022). A Chain of Worlds: Education in the Age of Metaverses. The 26th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2022, July 12 – 15, 2022  IMSCI 2022, vol. 3, 25-30. https://doi.org/10.54808/WMSCI2022.03  ISBN: 978-1-950492-66-4 (Volume III)

Visualization of Education Strategies to Support Students’ Well-Being and Academic Excellence

The last few weeks I reflected on several questions.

  1. How can educators support and nurture students’ well-being and academic excellence?
  2. What are student needs and educators responsibilities?
  3. Where do experiences and needs of both educators and students overlap?

In this infographic, I juxtaposed students and educators and connected their perspectives and common needs within multiple contexts. The PDF has links to resources for educators wishing to explore the topics.

Dr. Jasmin (Bey) Cowin on “Practicing the Philosophy of Abundance: Resources to Support Displaced Learners,” VirtuaTELL Spring 2022 Conference May 14, 2022, NYS TESOL

It was my pleasure to present this workshop for the VirtuaTELL Spring 2022 Conference on May 14, 2022, NYS TESOL

I believe that in alignment with SDG 4.c that teachers are the change agents for the future.

4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.

Dr. Jasmin (Bey) Cowin
Assistant Professor and TESOL Practicum Coordinator
Touro University
Graduate School of Education, New York, NY

This workshop covered:

The Philosophy of Abundance
Understanding Trauma and Its Impact
The Stress Response System
Words Matter
Teaching materials on refugees, asylum and migration for primary and secondary education
UNHCR Teaching About Refugees 2021 – Language Learning Guidebook
Teaching Techniques for Multilingual Learners
The Teacher Tech Tool Wheel
Google Resources
The Internet Archive
Open Educational Resources
Q&A

I am sharing the workshop with all the global conference participants and educators who support displaced learners. I believe that in alignment with SDG 4.c that “teachers are the change agents for the future.

Both PDF’s feature embedded links to resources you can click on – go ahead, download and use the abundant resources available to YOU.

Teaching is an Act of Love

Let us move away from deficit thinking and the scarcity education model where education providers together with a group of experts use expensive resources such as required purchases for materials, texts etc., and paid access to platforms which in essence constitute a social justice issue.

Instead, let us embrace the social and situated nature of learning while embracing and developing an asset-based approach to teaching and learning.

Dr. Jasmin (Bey) Cowin
Assistant Professor and TESOL Practicum Coordinator
Touro University
Graduate School of Education, New York, NY

Dr. Jasmin (Bey) Cowin to present ‘Nanoscience and Nanotechnology: A Multidisciplinary Teaching Frontier’ for The Scientist 2nd Global Summit and Expo on Nanotechnology and Nanomaterials (GSENN2022)

Nanoscience education, a multidisciplinary field, integrates diverse subjects such as surface science, electronics, organic chemistry, molecular biology, semiconductor physics, medicine, energy storage, engineering, microfabrication, molecular engineering, and more.

I am pleased to announce that I will be presenting Nanoscience and Nanotechnology: A Multidisciplinary Teaching Frontier for The Scientist will be hosting the 2nd Global Summit and Expo on Nanotechnology and Nanomaterials (GSENN2022) in Copenhagen, Denmark, on 13–15 June 2022

Abstract

As part of the Fourth Industrial Revolution (4IR), the multi-disciplinary fields of Nanoscience and Nanotechnology hold the promise to profoundly change the way humanity lives, works and relates to one another. Nanoscience education, a multidisciplinary field, integrates diverse subjects such as surface science, electronics, organic chemistry, molecular biology, semiconductor physics, medicine, energy storage, engineering, microfabrication, molecular engineering, and more. Molecular sciences are poised to become a gateway to the future, promising advances from medical diagnostics to climate change. While there are nanoscience research centers such as the NSF Nanoscale Science and Engineering Networks, Materials Research Science and Engineering Centers (MRSECs), National Nanomanufacturing Networks, few educational programs exist locally and globally spanning across the full spectrum of educational levels from K–12 to postgraduate studies. Corporations, educational institutions, and education ministries alike are exploring frameworks and technological tools to facilitate STEM learning in schools and beyond. App innovation and gamification, digital literacy, VR and AR, SDP, and collaborative learning are leading educational trends in the 4IR. One characteristic that these new learning technologies share is that by enabling real-time behavior modification, knowledge transfer and learning can occur simultaneously. “The AI challenge is not just about educating more AI and computer experts, although that is important. It is also about building skills that AI cannot emulate. These are essential human skills such as teamwork, leadership, listening, staying positive, dealing with people and managing crises and conflict” [Owen, 2017: para. 2]. The US Department of Education’s mission statement focuses on promoting “student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access” [US Department of Education, 2021].

Nanoscience and nanotechnology will change interpreting the world and reshape educational philosophies while altering the pedagogies that underlie them. Economic growth, the durability of society, and sustainability for the 21st century and beyond need to be supported through a system of education that can anticipate societal and global changes. Therefore, it will be necessary to transform the modes of delivery that are part of the operations of educational institutions worldwide. Looking forward, corporations, educational institutions, and countries must extend the scope of their collective educational ambitions beyond classic declarative learner knowledge to the nurturing of the complex and creative processes of learners, coupled with digital literacy in the fields of nanoscience and nanotechnology.

This presentation focuses on cross-curricular learning models, virtual and augmented reality labs, professional teacher development, and free educational resources aimed at promoting student awareness of nanoscience and nanotechnology as well as providing advanced learning and skills development.

Dr. Jasmin (Bey) Cowin

Keywords: Nanoscience and Nanotechnology, educational transformation, pedagogical frameworks, 21st-century education, Fourth Industrial Revolution, Augmented and Virtual reality Labs

References

[1] Committee On Stem Education of the National Science & Technology Council. (2018, 12). Charting a Course for Success: America’s Strategy for STEM Education. Charting a Course for Success: America’s Strategy for STEM Education. from STEM-Education-Strategic-Plan.pdf

[2] Owen, J. (2017, 12 11). Education must transform to make people ready for AI. Financial Times. https://www.ft.com/content/ab5daa64-d100-11e7-947e-f1ea5435bcc7

GLoCALL 2021 Conference Presentation on “Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates” by Dr. Jasmin (Bey) Cowin

It was a great pleasure to present today my research on “Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates” at the GLoCALL 2021 Conference. My presentation and research focused on reviewing, contrasting, and framing two different virtual training environments for TESOL educators searching for additional opportunities to offer interactive field and practicum experiences: simSchool and Mursion.

What is GLoCALL 2021?

GLoCALL 2021 is an international academic conference focused on the use of computer technology for language learning (CALL). GLoCALL conferences have been held annually since 2007 in various countries across Asia. When is GLoCALL 2021? The GLoCALL 2021 conference will be held 16th-18th December 2021. The GLoCALL 2021 conference is held online with online sessions presented via the website.

Plenary and Invited Speakers

Every GLoCALL conference features plenary presentations and workshops by internationally renowned CALL experts. This year the invited speakers are:

  1. Dr. Wong Su Luan (Universiti Putra Malaysia)
  2. Dr. Deborah Healey (University of Oregon, USA)
  3. Dr. Mark Pegrum (University of Western Australia)
  4. Dr. Pramela Krish (Universiti Kebangsaan, Malaysia)
  5. Prof. Gordon Bateson (Kochi University of Technology, Japan)

Language Acquisition in Virtual Worlds Versus Traditional Classroom Environments: A Comparative Overview Between the United States and Russia by Jasmin B. Cowin and Dana S. Saulembekova

The book is out! And our chapter is published!

Multimodality, Digitalization and Cognitivity in Communication and Pedagogy
Editors:
Natalya V. Sukhova, Tatiana Dubrovskaya, Yulia A. Lobina
Presents new frameworks for studying multimodality and gives practical hints for educators
Suggests innovative approaches to pressing issues of psycholinguistics and language education
Combines multidisciplinary research

Part of the Numanities – Arts and Humanities in Progress book series (NAHP, volume 20)

Language Acquisition in Virtual Worlds Versus Traditional Classroom Environments: A Comparative Overview Between the United States and Russia by Jasmin B. Cowin and Dana S. Saulembekova

Abstract

The development of virtual worlds (VWs) in the field of language education evolved from purely text-based environments to two- and eventually three-dimensional spaces. VWs date back to the adventure games and simulations of the 1970s. Unlike traditional classroom settings, which are anchored in brick-and-mortar buildings, VWs give language learners the opportunity to practice languages in simulated, visually rich settings. Collaborative and communicative learning opportunities in VWs, together with the ubiquitous growth of online learning platforms and online degrees, raise questions on the long-term outlook for language teaching and learning in the Fourth Industrial Revolution. Although both the Russian Federation and the United States have a multitude of programmes, education degrees and certifications with specific competency requirements for future language teachers and higher education faculty, are there common long-term concerns about domains and respective definitions in technology, multicultural education and language acquisition? To shed light on these questions, the authors analysed US and Russian national missions and second language teaching standards for communication study teacher preparation programmes.

Keywords

Virtual worlds Digital environments Traditional classroom environments Second language acquisition Russia US 

Cite this chapter as:

Cowin J.B., Saulembekova D.S. (2021) Language Acquisition in Virtual Worlds Versus Traditional Classroom Environments: A Comparative Overview Between the United States and Russia. In: Sukhova N.V., Dubrovskaya T., Lobina Y.A. (eds) Multimodality, Digitalization and Cognitivity in Communication and Pedagogy. Numanities – Arts and Humanities in Progress, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-030-84071-6_6

https://link.springer.com/book/10.1007/978-3-030-84071-6#about

Introduction

This book positions itself at the intersection of the key areas of the modern humanities. Different authors from a variety of countries take innovative approaches to investigating multimodal communication, adapting pedagogical design to digital environments and enhancing cognitive skills through transformations in teaching and learning practices. The eclectic forms under study require eclectic approaches and methodologies, and the authors cross disciplinary boundaries drawing on philosophy, linguistics, semiotics, computational linguistics, mathematics, cognitive studies and neuroaesthetics. 
Part I presents methods of analysing multimodal communication in its different displays, covering promotional video in crowdfunding project presentations, multimodal public signs of prohibition and visuals as arguments. Part II explores varied teaching methodologies that have emerged as a result of and in response to modern technological changes and contains some practical hints for educators. It demonstrates the pedagogical potential of video games, virtual worlds, linguistic corpora and online dictionaries. Part III focuses on psychological and cognitive factors influencing success in the classroom, primarily, ways of developing students’ and teachers’ personalities. 
The volume sits at the intersection between Communication Studies, Digital Humanities, Discourse Analysis, Education Theory and Cognitive Studies and is useful to scholars and students of communication, languages, education and other areas of the humanities. This book should trigger scholarly discussions as well as stimulating practitioners’ interest in these fields.

Keywords

Methodology in Humanities Semiotic pragmatics Discourse Analysis Studies in Multimodality Cognitive Development Education in Digital Environments Pedagogical Design Foreign Language Teaching Online Lexicography Corpus Technologies

Dr. Cowin on “Reimagine and Redesign: Augmented Reality Digital Technologies and 21st Century Education” in the World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences Vol:15, No:02, 2021

Reimagine and Redesign: Augmented Reality Digital Technologies and 21st
Century Education
Author : Jasmin Cowin


Conference Title: ICLTTE001 2021 : International Conference on Language Teaching and Teacher Education
Conference Location : Jeddah, Saudi Arabia
Conference Dates : February 17-18, 2022

Abstract : The future of education is reimagined and redesigned through new technologies and ways of interpreting the world. This reshaping of educational philosophies and their underpinning pedagogies transforms the modes of delivery in educational institutions worldwide. This paper explores new augmented reality digital technologies (ARDTs) and their use cases in reimagining education during the artificial intelligence (AI) age. The future of education and work will be a fluid panorama with no job or career guaranteed in a VUCA (volatility, uncertainty, complexity, ambiguity) environment. Structuring education as a menu of predefined disciplines and degrees in brick-and-mortar educational institutions may no longer be an optimal model. The convergence of three areas: ARDTs, big data and global demand of a highly qualified teacher workforce have far-reaching consequences in the field of education, raising fundamental questions about the nature of education and educators: what is taught, by whom it is taught, how it is taught, and where is it taught. The transformative way knowledge is generated, disseminated, and transformed into products and services comes on top of recent transformations in business processes enabled by data aggregation and networks. Learning centers are being transformed by computer-based intelligent systems. Algorithmic approaches to decision making are starting to permeate both institutional and personal spheres through decision support systems. In education, artificial intelligence (AI) and intelligent systems will become change agents with deep impacts not only on assessment, administrative functions, organizational strategic planning, student acquisition, and retention but also on curriculum design, personal learning networks (PNL), and the global competitiveness of educational institutions and their graduates. Keywords and changing terminology, such as Fourth Industrial Revolution, artificial intelligence (AI), the Internet of Things (IoT), robotics, Augmented Reality Digital Technologies, terminal automation, nanomaterials, educational
transformation, frameworks, and emerging trends for a 21st-century education, globalization, Blockchain, Holochain, deep learning, personalized learning, machine learning, and gamification are indicators of a changing dialogue within the education landscape and among its professionals. Areas in which AI is already entwined in education include smart content, intelligent
tutoring systems, virtual facilitators, ARDTs, and yet-to-be-invented learning environments with the distinct possibility of blockchain or Holochain integration for administrative organizational purposes. Blockchain or Holochain integration has the potential to disrupt through the automatic recognition and transfer of credits, the tracking of intellectual property, the use of verified sovereign identities for student identification, and immutable certificates/micro-credentials. In conclusion, ARDTs have the potential to foster learning through simulations, digital kiosks, live virtual events, live interactivity, instructor-facilitated learning, AI-driven chatbots, and hyper-realistic experiences. However, there are yet-to-be-analyzed dangers around pervasive information capture, which is more than tracking a user’s browsing history. Ultimately, 21st-century ARDTs and computer assisted learning present significant opportunities and challenges to educational institutions and learners alike.


Keywords : artificial intelligence (AI), Augmented Reality Digital Technologies (ARDT), Blockchain, educational transformation, Holochain, Internet of Things (IoT)

Reimagine and Redesign: Augmented Reality Digital Technologies and 21st Century Education (waset.org)