To demonstrate an example of ongoing online communication, I created a reminder for important upcoming dates for an online course.
Monday, March 31, 2014
2.1.3 Ongoing Communication
Effective communication is crucial in an online course due to the fact that all students are not present face-to-face. In order for instructions, dates, expectations, requirements, etc. to be received by students and stakeholders, effective communication has to take place. When high school students are involved in this type of educational environment, it is important to remember all stakeholders, including parents when communicating.
To demonstrate an example of ongoing online communication, I created a reminder for important upcoming dates for an online course.
To demonstrate an example of ongoing online communication, I created a reminder for important upcoming dates for an online course.
Sunday, March 30, 2014
2.1.2 Communication Guidelines
The following is a generic outline for my individual communication plan:
Welcome email
My welcome email will be warm and inviting. I will keep it generic so I can save the text and use it with all courses taught. In the email, I will discuss instructions for accessing course content and I will briefly explain how an online course works. In this welcome email I will also provide students and parents with my contact information including my telephone number and school email address.
In an attachment to this email I will attach course specific information that will vary with each course taught. This information may include the course syllabus, scheduled synchronous sessions, a course schedule, and calendar.
Personal notes vs. mass communication to stakeholders
I will save personal notes for when I need to provide personal feedback to individual students and/or parents regarding a student's progress in class. Personal notes will be more time consuming because they are specific to the individual, but they are an essential part of making students and parents feel welcome as well as providing individualized feedback. I plan to use mass communication when I need to communicate with all stakeholders information such as a change in the planned schedule or a reminder of an upcoming project.
Stakeholders
It is crucial to remember to include parents in online learning communication. Sending mass communication out to parents as well as students will increase the likelihood that the message is received. In addition, it is very important to personally call parents as well as the student when the child is in danger of failing a course. Better yet, it is important to call home regularly BEFORE it gets to this point.
School policies regarding communication
I plan to keep accurate records of all communication with parents and students. This will include the phone numbers called, the date and time of communication, the person(s) with whom communication occurred, the subject of the conversation, and the followup information for the future. This will also be the procedure I will follow for email communication with parents and students.
I will make it my policy to create my own benchmarks for communication. Every 3 to 4 weeks, student progress should be evaluated and at that time I will place calls, emails, etc. for those students who need a personal note of communication.
I will also make it my own policy to personally communicate with students and parents when a child is struggling or needs additional practice in the course.
Tools available for effective communication
I plan to use email and telephone calls for personal communication. For mass communication, I plan to use email, text messaging, and a service such as Dial My Calls or Remind 101. I believe these tools will help me get a generic message out to all in a timely manner.
Welcome email
My welcome email will be warm and inviting. I will keep it generic so I can save the text and use it with all courses taught. In the email, I will discuss instructions for accessing course content and I will briefly explain how an online course works. In this welcome email I will also provide students and parents with my contact information including my telephone number and school email address.
In an attachment to this email I will attach course specific information that will vary with each course taught. This information may include the course syllabus, scheduled synchronous sessions, a course schedule, and calendar.
Personal notes vs. mass communication to stakeholders
I will save personal notes for when I need to provide personal feedback to individual students and/or parents regarding a student's progress in class. Personal notes will be more time consuming because they are specific to the individual, but they are an essential part of making students and parents feel welcome as well as providing individualized feedback. I plan to use mass communication when I need to communicate with all stakeholders information such as a change in the planned schedule or a reminder of an upcoming project.
Stakeholders
It is crucial to remember to include parents in online learning communication. Sending mass communication out to parents as well as students will increase the likelihood that the message is received. In addition, it is very important to personally call parents as well as the student when the child is in danger of failing a course. Better yet, it is important to call home regularly BEFORE it gets to this point.
School policies regarding communication
I plan to keep accurate records of all communication with parents and students. This will include the phone numbers called, the date and time of communication, the person(s) with whom communication occurred, the subject of the conversation, and the followup information for the future. This will also be the procedure I will follow for email communication with parents and students.
I will make it my policy to create my own benchmarks for communication. Every 3 to 4 weeks, student progress should be evaluated and at that time I will place calls, emails, etc. for those students who need a personal note of communication.
I will also make it my own policy to personally communicate with students and parents when a child is struggling or needs additional practice in the course.
Tools available for effective communication
I plan to use email and telephone calls for personal communication. For mass communication, I plan to use email, text messaging, and a service such as Dial My Calls or Remind 101. I believe these tools will help me get a generic message out to all in a timely manner.
2.1.1 Identify Stakeholders
In this quest, there are descriptions for stakeholders including: instructor, student, parent, and school administration. Yes, I believe the descriptions provided correlate with my perceptions of these stakeholders. In addition to the teacher and student being proactive in their communication with all other stakeholders, I believe parents and school administration should also be proactive in their communication with all other stakeholders. I believe it takes more than waiting on someone else to contact you. Every stakeholder should take a proactive role.
The only change I would make is to include the classroom facilitator teacher as well as the school level facilitator for the online education program. Both are a part of the students' education, but the two roles are very different.
The only change I would make is to include the classroom facilitator teacher as well as the school level facilitator for the online education program. Both are a part of the students' education, but the two roles are very different.
1.1.2 Laws of Communication
How can one refrain from violating FERPA?
FERPA is in place to protect those students who need their personal information kept private. This task is usually easy to uphold, but the introduction of technology creates a unique situation in which one might unintentionally violate FERPA. Listed below are some suggestions for educators regarding FERPA.
FERPA is in place to protect those students who need their personal information kept private. This task is usually easy to uphold, but the introduction of technology creates a unique situation in which one might unintentionally violate FERPA. Listed below are some suggestions for educators regarding FERPA.
- If outside social media is used in the course (outside of the school's LMS), students and parents should be informed that it is public and may be read by people outside of the course
- Teachers should not require students to release public information on an outside site (social media site, etc.). In addition, teachers should encourage students not to post private information
- Instructor comments on students work or posts should not be made public
- Allow students to participate online using an alias and encourage those within the class not to disclose the identities of others
- Allow students to use another platform to complete assignments if they are not comfortable with posting information publicly online
What methods could be employed to verify that copyright is not being violated?
- Always obtain permission before using
- Remember that copyright is automatic
- Just because you do not see the copyright sign, does not mean it isn't copyrighted
- Programs can be used to determine if plagiarism has occurred and/or copyright law has been violated
Does copyright require that all work, images, words, and graphics must be original?
No, Fair Use allows for the use of copyrighted materials for
- commentary
- parody
- news reporting
- scholarly research
- education
Saturday, March 29, 2014
1.1.1 Definitions of Communication
How have your individual communication skills changed as with the innovations in technology?
With advancements in technology, I have found myself communicating less over the telephone. I usually only talk on the telephone when I have "time" and that is normally during my daily commute to work. I sometimes take this time to call friends or family members who I have not spoken with in recent days. I have found that they don't always pick up the phone when I call.....and I know why.....they are busy at that moment and do not have time right then to answer my call. I honestly don't blame them. If I were at home with my family, cooking dinner, getting lunches together, baths for my kids, etc., I would not have time to answer the telephone either. So, I use the telephone less frequently for placing phone calls. When I do place phone calls, I use my cell phone while in the car. I would say that the majority of my communication happens via text message. I usually use texting to communicate with friends and family. I also communicate with emails. The majority of my emails are work related, but I do send emails occasionally to friends and family. I also use my cell phone for this purpose.
How have advancements in technology altered classroom communication? Will these change further?
In the classroom, my communication with students has changed over the last few years. I now have students email me assignments and I email them with their assignment grades. I also have students communicate with me about their grades, absences, or assignments via email. So, I would say the biggest change I have seen in classroom communication is email. I have also had students in my classroom who are uncomfortable approaching me (and I promise I'm not scary) and instead of having a face-to-face conversation with me, they will send me an email right before they leave my classroom or they will wait and send me an email from their cell phone later in the school day. These students rarely speak up in the classroom and their electronic device gives them a chance to communicate. I have also witnessed students "plugged in" to their electronic device and their headphones. Our school system recently approved a new initiative called "bring your own technology". Students are supposed to use their own devices for educational purposes only. The problem I have noticed with this is that students are now wearing headphones and listening to music while in their own "world" and not paying attention to the real world all around them. Students are now hiding from each other and also hiding from themselves. Instead of communicating with one another in the classroom, they are keeping to themselves and not interacting or being social. I do not allow headphones in my classroom, but it is a daily struggle to keep this rule in place. Students ask me daily if they can be "rewarded" by wearing headphones. It is crazy to think that their reward would be isolation. I believe this will only get worse as time goes on and there are more advancements in technology. People will become more and more engrossed in the online world and less involved in the real world.
With advancements in technology, I have found myself communicating less over the telephone. I usually only talk on the telephone when I have "time" and that is normally during my daily commute to work. I sometimes take this time to call friends or family members who I have not spoken with in recent days. I have found that they don't always pick up the phone when I call.....and I know why.....they are busy at that moment and do not have time right then to answer my call. I honestly don't blame them. If I were at home with my family, cooking dinner, getting lunches together, baths for my kids, etc., I would not have time to answer the telephone either. So, I use the telephone less frequently for placing phone calls. When I do place phone calls, I use my cell phone while in the car. I would say that the majority of my communication happens via text message. I usually use texting to communicate with friends and family. I also communicate with emails. The majority of my emails are work related, but I do send emails occasionally to friends and family. I also use my cell phone for this purpose.
How have advancements in technology altered classroom communication? Will these change further?
In the classroom, my communication with students has changed over the last few years. I now have students email me assignments and I email them with their assignment grades. I also have students communicate with me about their grades, absences, or assignments via email. So, I would say the biggest change I have seen in classroom communication is email. I have also had students in my classroom who are uncomfortable approaching me (and I promise I'm not scary) and instead of having a face-to-face conversation with me, they will send me an email right before they leave my classroom or they will wait and send me an email from their cell phone later in the school day. These students rarely speak up in the classroom and their electronic device gives them a chance to communicate. I have also witnessed students "plugged in" to their electronic device and their headphones. Our school system recently approved a new initiative called "bring your own technology". Students are supposed to use their own devices for educational purposes only. The problem I have noticed with this is that students are now wearing headphones and listening to music while in their own "world" and not paying attention to the real world all around them. Students are now hiding from each other and also hiding from themselves. Instead of communicating with one another in the classroom, they are keeping to themselves and not interacting or being social. I do not allow headphones in my classroom, but it is a daily struggle to keep this rule in place. Students ask me daily if they can be "rewarded" by wearing headphones. It is crazy to think that their reward would be isolation. I believe this will only get worse as time goes on and there are more advancements in technology. People will become more and more engrossed in the online world and less involved in the real world.
Tuesday, March 25, 2014
4.1.1 Trend Impact
Over the next five years, I believe mobile learning and social learning will have the greatest impact on digital learning. Mobile devices have become the new portable way to easily and quickly communicate. While it is easier than ever to check your email on your device, it is actually quicker to send a text message or check twitter, instagram, or facebook. High school and college students regularly use their devices to keep up with their social lives and to learn about the world around them. Mobile devices also provide numerous ways for communication with others. It is easier than ever to "communicate with the world". Anyone who "follows" a user can instantly read tweets, view images, read online pins, etc. I believe digital learning will (and should) follow this growing trend.
Students should have the option to view their coursework on their mobile device. They should also have the ability to voice, text, pin, or post their assignments or responses to class assignments. Instead of using a dated discussion board on a system that is not compatible with a mobile device, I believe in five years students and teachers will have the option to use a personal learning environment. I believe this environment will make it possible for social tools to be readily available for social learning.
The future is bright!
Students should have the option to view their coursework on their mobile device. They should also have the ability to voice, text, pin, or post their assignments or responses to class assignments. Instead of using a dated discussion board on a system that is not compatible with a mobile device, I believe in five years students and teachers will have the option to use a personal learning environment. I believe this environment will make it possible for social tools to be readily available for social learning.
The future is bright!
3.2.1 Tools for Deciding on a LMS
For K12 Education, I believe Moodle and Haiku are the top two choices of LMS vendors. After much research, it was apparent that these two LMS are widely used and respected in K12 education. If it were my choice, I believe I would choose Moodle for a K12 educational environment.
The reasons for my choice include:
All of the above reasons played a big part in my decision. I also decided on Moodle because it is widely used as evidenced by Moodle Statistics as well as references by K12 institutions.
The reasons for my choice include:
- It is free!
- Supports teaching and learning
- Customized to fit blended learning or completely online learning
- Scalable for any size
- Private and secure
- Can be accessed from any device
All of the above reasons played a big part in my decision. I also decided on Moodle because it is widely used as evidenced by Moodle Statistics as well as references by K12 institutions.
Sunday, March 23, 2014
3.1.4 LMS Reporting
Consider the LMS explored during the Navigate Skill.
What are the options for grade reporting?
In Blackboard, there are many different options for grade reporting for the instructor. Under the "Course Reports" tab, there are many options for tracking user activity in a variety of areas including: content areas, activity overview, coverage report, course performance, overall summary of user activity, overview of a single course, user activity in forums, and user activity in groups. Reports can be ran for each of these areas and the instructor can examine the results to make informed decisions regarding individual student's progress in the course.
The "Performance Dashboard" tab provides up-to-date reports on activity for all students in the course.
The "Retention Center" provides a visual for the instructor on which students are at risk. The instructor can then use this information to differentiate instruction and/or communicate with struggling students to help them get back on track.
"SCORM Reports" gather information on selected users' total time spent, status and result of SCORM package.
Are there various levels?
Which levels remain most valuable for the online instructor in regard to student performance?
There are several levels available for grade reporting and evaluation in Blackboard. Each of the options listed above has its advantages and helpfulness for the online instructor when it comes to making informed decisions regarding student performance. I believe the "course reports" option would be especially useful for the teacher when evaluating student progress in class. I like this option because it can be customized to the needs of the instructor. In addition, I like the "retention center" option which allows the instructor to quickly and easily see a "picture" of how students are doing in class. This one is quick and easy since everything is done for the instructor.
A successful online instructor will use the results of such reports to evaluate student performance, make informed decisions regarding unit delivery, communicate with students, and evolve future teaching methods.
What are the options for grade reporting?
In Blackboard, there are many different options for grade reporting for the instructor. Under the "Course Reports" tab, there are many options for tracking user activity in a variety of areas including: content areas, activity overview, coverage report, course performance, overall summary of user activity, overview of a single course, user activity in forums, and user activity in groups. Reports can be ran for each of these areas and the instructor can examine the results to make informed decisions regarding individual student's progress in the course.
The "Performance Dashboard" tab provides up-to-date reports on activity for all students in the course.
The "Retention Center" provides a visual for the instructor on which students are at risk. The instructor can then use this information to differentiate instruction and/or communicate with struggling students to help them get back on track.
"SCORM Reports" gather information on selected users' total time spent, status and result of SCORM package.
Are there various levels?
Which levels remain most valuable for the online instructor in regard to student performance?
There are several levels available for grade reporting and evaluation in Blackboard. Each of the options listed above has its advantages and helpfulness for the online instructor when it comes to making informed decisions regarding student performance. I believe the "course reports" option would be especially useful for the teacher when evaluating student progress in class. I like this option because it can be customized to the needs of the instructor. In addition, I like the "retention center" option which allows the instructor to quickly and easily see a "picture" of how students are doing in class. This one is quick and easy since everything is done for the instructor.
A successful online instructor will use the results of such reports to evaluate student performance, make informed decisions regarding unit delivery, communicate with students, and evolve future teaching methods.
3.1.3 Tools within the LMS
The LMS that I am using during this quest has a variety of tools available. The tools I noted are:
- Homepage editing
- Announcements
- Blogs
- Calendar
- Contacts
- Course messages
- Discussion boards
- Date management
- Glossary
- Grades
- Journal
- Personal information
- Tasks
- Rubrics
- Self & Peer Assessment
- Tests, Surveys & Polls
- Wikis
3.1.2 Creation and Investigation into Courses
For the creation of my course shell, I decided to go with Blackboard. According to the Blackboard website, it would take me three easy steps to get started. I was pleasantly surprised to find out that it really was that simple. I registered with the site by filling out a simple form. I then selected the digital citizenship package that was previously created. The package was then uploaded to the blackboard site. All I had to do then was go through and click on the navigation buttons on the left side of the screen to customize the course. The navigation had options for course tools (announcements, blogs, contacts, glossary, rubrics, tasks, etc.) There were also options for evaluation, grading, users & groups, etc.
I found this experience simple and the system easy to use. I will definitely use Blackboard again in the future. I can see it being useful in the online classroom as well as the traditional classroom setting.
I found this experience simple and the system easy to use. I will definitely use Blackboard again in the future. I can see it being useful in the online classroom as well as the traditional classroom setting.
Saturday, March 22, 2014
3.1.1 LMS Tool Categories
Learning Management Systems offer an array of tools for use in an online classroom. Listed below are tools that can be used to create an effective online learning environment and provide organization and time management for the instructor as well as the student.
Blogs--can be used by students as a journaling device and a requirement of the course. In addition, blogs allow students the opportunity to read and comment on their classmates' work
Glossary--could be developed by the instructor and added to with the addition of new units/lessons. Students could refer back to the glossary during class assignments
Email--can be used as a communication device among students and instructor
Course Home--widgets that make up the organization of the home page of the online classroom.
Class list--can be used by instructor and students to identify those enrolled in the class and possibly help in the communication process
Calendar--can be used by the teacher to communicate with students deadlines, dates, etc.
Bulletin board--can be used to post class news or announcements
Import/Export--can be used by the instructor to make the creation of courses more streamlined
Instant messaging--can be used by the instructor and students to immediately communicate when online
Discussion boards--can be used during synchronous sessions for discussions and/or lectures. Can also be used by students to meet online for group work
Dropbox--can be used by the instructor to keep student submissions organized. Can be used by students to quickly turn in assignments.
Gradebook--used by the instructor to keep grades organized. The gradebook would take care of calculations,etc. and cut down on the possibility of errors. Students can access the gradebook and stay current on their average, assignment grades, etc.
Blogs--can be used by students as a journaling device and a requirement of the course. In addition, blogs allow students the opportunity to read and comment on their classmates' work
Glossary--could be developed by the instructor and added to with the addition of new units/lessons. Students could refer back to the glossary during class assignments
Email--can be used as a communication device among students and instructor
Course Home--widgets that make up the organization of the home page of the online classroom.
Class list--can be used by instructor and students to identify those enrolled in the class and possibly help in the communication process
Calendar--can be used by the teacher to communicate with students deadlines, dates, etc.
Bulletin board--can be used to post class news or announcements
Import/Export--can be used by the instructor to make the creation of courses more streamlined
Instant messaging--can be used by the instructor and students to immediately communicate when online
Discussion boards--can be used during synchronous sessions for discussions and/or lectures. Can also be used by students to meet online for group work
Dropbox--can be used by the instructor to keep student submissions organized. Can be used by students to quickly turn in assignments.
Gradebook--used by the instructor to keep grades organized. The gradebook would take care of calculations,etc. and cut down on the possibility of errors. Students can access the gradebook and stay current on their average, assignment grades, etc.
2.1.4 Lecture Capture
Lecture capture is a tool for use with asynchronous learning. It combines hardware and software to capture and archive lectures using audio and video features. The audio/video is then made available on the Internet to students.
How would this resource function in the online classroom?
This resource could play a valuable role in the online classroom. Through lecture capture, the online teacher could demonstrate for students via video a process or hand-on approach to teaching and learning. In addition, students could have the ability to pause, stop, or rewind when they need clarity or do not understand a process. For me, as a business education teacher, I believe I could use lecture capture when demonstrating for students how to use software. For instance, I have used Camtasia Studio in the past with my students. I recorded my mouse movements and my voice to demonstrate for students how to perform certain tasks using a software program. I then made the recording available to them through the school's network. Then, if they had questions about something during class time, they did not have to wait for me to visit them at their desk. Instead, they could readily find what they were looking for by watching my pre-recorded video demonstrations. I believe this resource would function the same way int he online classroom. The only difference would be that the video would be posted online for students to watch on their own time.
How would the integration of lecture capture modify teaching methods?
The integration of this software would mean that instead of sitting down in front of the computer, and typing out lessons and instructions, the online instructor could sit down in front of a camera and lecture or demonstrate a process. This would eliminate the need for typing, spell checking, etc. Instead, the online instructor could act more like he is in the actual classroom and speak the information to students. In a way, this is better than the face-to-face classroom because students have the ability to pause and rewind the instructor in order to individualize their own learning.
How would this resource function in the online classroom?
This resource could play a valuable role in the online classroom. Through lecture capture, the online teacher could demonstrate for students via video a process or hand-on approach to teaching and learning. In addition, students could have the ability to pause, stop, or rewind when they need clarity or do not understand a process. For me, as a business education teacher, I believe I could use lecture capture when demonstrating for students how to use software. For instance, I have used Camtasia Studio in the past with my students. I recorded my mouse movements and my voice to demonstrate for students how to perform certain tasks using a software program. I then made the recording available to them through the school's network. Then, if they had questions about something during class time, they did not have to wait for me to visit them at their desk. Instead, they could readily find what they were looking for by watching my pre-recorded video demonstrations. I believe this resource would function the same way int he online classroom. The only difference would be that the video would be posted online for students to watch on their own time.
How would the integration of lecture capture modify teaching methods?
The integration of this software would mean that instead of sitting down in front of the computer, and typing out lessons and instructions, the online instructor could sit down in front of a camera and lecture or demonstrate a process. This would eliminate the need for typing, spell checking, etc. Instead, the online instructor could act more like he is in the actual classroom and speak the information to students. In a way, this is better than the face-to-face classroom because students have the ability to pause and rewind the instructor in order to individualize their own learning.
Thursday, March 20, 2014
2.1.3 Commercial versus Open Virtual Classrooms
There are many options available for synchronous learning in the digital classroom. Usually these software packages fit into one of two categories: commercial software or open source software. Commercial software packages can be costly and may require some training (but this is usually standard with any new software). On the other hand, there are also many advantages. Commercial software packages such as Adobe Connect, Blackboard Collaborate, and GoTo Meeting all include free trials. In addition, most commercial software packages can be easily accessed and downloaded. These software packages usually bring with them a sense of familiarity since they are widely used among many industries, businesses, and institutions. This also cuts down on the need for additional training. I must also mention that some commercial software packages, such as Google Hangouts, are free. While these packages might not be as extensive as some of the more costly ones, they are still very powerful tools for communicating and learning.
In some cases, open source software might be the best choice for online learning. These software packages are very cheap and/or free. They are usually customized to the industry and/or school and come with demos or links to help users to get started. BigBlueButton is one example of this. The weaknesses of open source are you need to have a technical consultation or an in-house IT department to install the software and help you get started with using it. Also, users will usually require some training before they can get started.
I have researched and tried to use all of the software programs listed in this blog post. Personally, I thought I would enjoy using the open source software packages simply because they are free. I quickly learned that was not the case. For me, the extra steps of needing an IT specialist to help me get started and then taking the time to learn how to use the programs, was not worth it to me. I found the commercial programs much easier to get started with and use. In the future, if I need to use a program for synchronous learning, I believe I will probably go with a commercial product.
In some cases, open source software might be the best choice for online learning. These software packages are very cheap and/or free. They are usually customized to the industry and/or school and come with demos or links to help users to get started. BigBlueButton is one example of this. The weaknesses of open source are you need to have a technical consultation or an in-house IT department to install the software and help you get started with using it. Also, users will usually require some training before they can get started.
I have researched and tried to use all of the software programs listed in this blog post. Personally, I thought I would enjoy using the open source software packages simply because they are free. I quickly learned that was not the case. For me, the extra steps of needing an IT specialist to help me get started and then taking the time to learn how to use the programs, was not worth it to me. I found the commercial programs much easier to get started with and use. In the future, if I need to use a program for synchronous learning, I believe I will probably go with a commercial product.
Tuesday, March 18, 2014
2.1.2 Recorded Session
After researching the various options available for synchronous learning and the recording of this for later use (asynchronous learning), I decided on Blackboard Collaborate. I honestly thought that some of the other systems would be easier to use, but after trying them out and reading about several of them, I decided against them. I also did not want to put in my personal information and/or credit card information in order to have a 30 day free trial. Therefore, Blackboard Collaborate was the best choice for me.
It was very easy to start and begin using the 30 day free trial. I simply requested the trial and the link was sent to my email address. Literally two clicks later I was starting my very first recording. On a side note, I have used Blackboard before, but I was always a participant. I used it during my online courses at the University of West Georgia and more recently I used it during professional development webinars with various teachers across the state of Georgia.
The wizard was very easy to use. It stepped me through the simple process of testing my speakers and microphone. After testing these, I began my presentation and recording. I uploaded a PowerPoint file to Blackboard. Before it could be uploaded, the system used Camtasia to convert the PowerPoint to a file format that would be compatible with the system. I have used Camtasia many times before, so I was familiar with this process as well. It was a very simple process overall. I was actually very surprised at how simple it all was. I think that I will probably turn to Blackboard Collaborate in the future when I am teaching online courses. I think it is a very helpful tool.
It was very easy to start and begin using the 30 day free trial. I simply requested the trial and the link was sent to my email address. Literally two clicks later I was starting my very first recording. On a side note, I have used Blackboard before, but I was always a participant. I used it during my online courses at the University of West Georgia and more recently I used it during professional development webinars with various teachers across the state of Georgia.
The wizard was very easy to use. It stepped me through the simple process of testing my speakers and microphone. After testing these, I began my presentation and recording. I uploaded a PowerPoint file to Blackboard. Before it could be uploaded, the system used Camtasia to convert the PowerPoint to a file format that would be compatible with the system. I have used Camtasia many times before, so I was familiar with this process as well. It was a very simple process overall. I was actually very surprised at how simple it all was. I think that I will probably turn to Blackboard Collaborate in the future when I am teaching online courses. I think it is a very helpful tool.
Monday, March 17, 2014
2.1.1 Delivery Methods and the Synchronous Vendor Market
Synchronous learning is an important aspect of a successful digital learning environment. Synchronous refers to the ability to interact in real time while online. Examples of synchronous learning include video conferencing, Skype, instant messaging, and video conferencing. Listed below are some of the available options for the synchronous delivery market for learning.
Adobe Connect--web conferencing platform that may be used with meetings, elearning, and webinars. Available for use on almost any device.
Cisco WebEx--ability to extend/enrich training programs. Abilities include: HD video, integrated registration and testing, live sessions, threaded chat & polling, LMS integration, and recording of live sessions
Blackboard Collaborate--learning platform that includes: web conferencing, voice authoring, mobile collaboration, integrations, and enterprise instant messaging
GoTo Meeting--web conferencing platform that uses face-to-face and audio conferencing
Google+ Hangouts--can be used with all devices. Ability to share photos, emoji, messages, and video calls (up to 10 people). Commercial, but free.
Big Blue Button--open source learning that includes the ability to record/playback, whiteboard, desktop sharing, integrated VOIP, presentation, & the use of web cams
Adobe Connect--web conferencing platform that may be used with meetings, elearning, and webinars. Available for use on almost any device.
Cisco WebEx--ability to extend/enrich training programs. Abilities include: HD video, integrated registration and testing, live sessions, threaded chat & polling, LMS integration, and recording of live sessions
Blackboard Collaborate--learning platform that includes: web conferencing, voice authoring, mobile collaboration, integrations, and enterprise instant messaging
GoTo Meeting--web conferencing platform that uses face-to-face and audio conferencing
Google+ Hangouts--can be used with all devices. Ability to share photos, emoji, messages, and video calls (up to 10 people). Commercial, but free.
Big Blue Button--open source learning that includes the ability to record/playback, whiteboard, desktop sharing, integrated VOIP, presentation, & the use of web cams
Saturday, March 15, 2014
1.3.1 Discussing the LMS and CMS
What is a LMS?
LMS or Learning Management System is composed of a set of tools for housing course content while also providing a framework for communication between the student, teacher, and parents. The LMS is unique because a variety of tools are provided including:
the ability to organize course content
create accounts within the LMS
announcements
threaded discussion boards
assessment systems
systems for turning in assignments such as drop box
online gradebooks and grading systems
email
web 2.0 tools
group project functionality
customized learning paths
The LMS can also incorporate learning that takes place outside of the online learning environment.
What is CMS?
CMS or Course Management System is a platform through which online courses can be accessed. The CMS includes:
software for creating and editing course content
communication tools
assessment tools
CMS is mainly used with online or blended learning environments
When would one need a full blown LMS?
A LMS would be needed if a physical school site is not in place or is not accessible by all. The LMS is composed of all the elements needed to teach the course while also providing a framework for multiple levels of communication that would simulate a face-to-face classroom for those who may not have the opportunity to meet within an actual classroom setting.
Overall, CMS is narrower in scope and is mainly concerned with the management and distribution of elearning. In a CMS, there is an instructor at a school setting with the main focus being course management.
LMS or Learning Management System is composed of a set of tools for housing course content while also providing a framework for communication between the student, teacher, and parents. The LMS is unique because a variety of tools are provided including:
the ability to organize course content
create accounts within the LMS
announcements
threaded discussion boards
assessment systems
systems for turning in assignments such as drop box
online gradebooks and grading systems
web 2.0 tools
group project functionality
customized learning paths
The LMS can also incorporate learning that takes place outside of the online learning environment.
What is CMS?
CMS or Course Management System is a platform through which online courses can be accessed. The CMS includes:
software for creating and editing course content
communication tools
assessment tools
CMS is mainly used with online or blended learning environments
When would one need a full blown LMS?
A LMS would be needed if a physical school site is not in place or is not accessible by all. The LMS is composed of all the elements needed to teach the course while also providing a framework for multiple levels of communication that would simulate a face-to-face classroom for those who may not have the opportunity to meet within an actual classroom setting.
Overall, CMS is narrower in scope and is mainly concerned with the management and distribution of elearning. In a CMS, there is an instructor at a school setting with the main focus being course management.
1.2.1 Describe Roles & Functions in Online Learning Environments
The online learning environment is composed of many people playing various different roles. Each role has unique responsibilities that must be fulfilled in order for the online learning environment to be a success.
The Student Information System (SIS) is an online system used to manage student information, grades, payments, class schedules, attendance, grades, etc. The student, parent, on site teachers (facilitators), and administration can all view certain aspects of the SIS at any given time. In addition, teachers and administration may input information into the SIS, if applicable. The SIS is in place to communicate meaningful information related to the student's education.
The Learning Management System (LMS) is in place to manage the delivery of digital learning materials. The LMS is used in planning, delivering, and tracking educational records and course content.
Individuals involved in the online learning environment and who communicate via SIS and LMS include:
Student--register, interact with online content, view grades, communicate with teacher and/or facilitator
Parent--communicate with students, teacher, facilitator, and/or administration
Administration--involved with settings/roles of users, accounts, tool use, reporting of grades and data within the LMS
Content Development Personnel--create the content provided in the LMS
Teacher--facilitates instruction and manages the classroom and students
The Student Information System (SIS) is an online system used to manage student information, grades, payments, class schedules, attendance, grades, etc. The student, parent, on site teachers (facilitators), and administration can all view certain aspects of the SIS at any given time. In addition, teachers and administration may input information into the SIS, if applicable. The SIS is in place to communicate meaningful information related to the student's education.
The Learning Management System (LMS) is in place to manage the delivery of digital learning materials. The LMS is used in planning, delivering, and tracking educational records and course content.
Individuals involved in the online learning environment and who communicate via SIS and LMS include:
Student--register, interact with online content, view grades, communicate with teacher and/or facilitator
Parent--communicate with students, teacher, facilitator, and/or administration
Administration--involved with settings/roles of users, accounts, tool use, reporting of grades and data within the LMS
Content Development Personnel--create the content provided in the LMS
Teacher--facilitates instruction and manages the classroom and students
Thursday, March 13, 2014
1.1.1 Delineating between synchronous and asynchronous content
Asynchronous and synchronous methods of delivery are both essential components of a successful blended learning environment.
Asynchronous methods are used in an online classroom when students can access materials freely at any time and then submit assignments within a specified time frame. Examples of asynchronous methods include email, discussion board, wikis, & blogs.
Synchronous methods are used when students are online together and interacting in real time. Examples of synchronous methods include skype, telephone, instant messaging, virtual classrooms, and video conferencing.
Asynchronous learning allows the student more flexibility. Students are able to learn online without the burden of attending class at a specified time. Instead, students are free to complete assignments individually on their own time. Synchronous learning, on the other hand, can allow the instructor to cover more material and elaborate on instruction through the interaction of students. In some cases students are happier in a synchronous environment because they feel connected to the class and enjoy the "real interaction".
Asynchronous methods are used in an online classroom when students can access materials freely at any time and then submit assignments within a specified time frame. Examples of asynchronous methods include email, discussion board, wikis, & blogs.
Synchronous methods are used when students are online together and interacting in real time. Examples of synchronous methods include skype, telephone, instant messaging, virtual classrooms, and video conferencing.
Asynchronous learning allows the student more flexibility. Students are able to learn online without the burden of attending class at a specified time. Instead, students are free to complete assignments individually on their own time. Synchronous learning, on the other hand, can allow the instructor to cover more material and elaborate on instruction through the interaction of students. In some cases students are happier in a synchronous environment because they feel connected to the class and enjoy the "real interaction".
Wednesday, March 12, 2014
4.1.3 Digital Health
To improve my digital health, I decided to take periodic breaks from the computer and my cell phone. My job requires me to use technology regularly throughout the day, but I also have the freedom within my job to decide how I use my time. Therefore, I decided to change when and how often I use the computer to check my email. I decided to only check my email at the beginning of the morning, right before lunch, and then again before I leave for work. I also decided to give up technology during my lunch time. I do not have a very long lunch, but doing away with my cell phone during this short period of time definitely makes the time more enjoyable and relaxing. I often find myself still thinking about work on the drive home. This sometimes causes me to look at my cell phone.....which I know is very dangerous and illegal! Therefore, I decided to put my cell phone away and out of reach during driving. I found myself enjoying the ride home and actually noticing the scenery around me. Lastly, we decided to do away with all technology (including television) during dinner time. We make it a point to discuss our day and talk with one another.
Overall, I really enjoyed not having technology around me all the time. I have found that I do not feel as stressed and I actually was able to get more things done! Who would have thought that was possible? This project was a success for me.
I have included below a picture of my calendar with entries to remind myself to limit technology.
What can students and teachers do to make sure they get the most from technology while simultaneously safeguarding good health?
Teachers can encourage student interests and hobbies that do not involve technology. In addition, teachers and parents can monitor student use of technology and set limits for using it. Lastly, if a teacher or parent suspects that the child is using technology in an unhealthy way, professional help should be sought. Just as teachers can integrate technology into lesson planning, they can also integrate "non technology" lesson plans. Moderation is key.
Overall, I really enjoyed not having technology around me all the time. I have found that I do not feel as stressed and I actually was able to get more things done! Who would have thought that was possible? This project was a success for me.
I have included below a picture of my calendar with entries to remind myself to limit technology.
What is the most proactive means of ensuring the most balanced blend of technology and well-being?
For me, the most proactive means for ensuring a good balance, was making sure to put the technology away so it is not accessible at certain times throughout the day. Without even realizing it, I would try to reach for my phone or the computer for something during my "no technology" periods. Having it put away to where it cannot be reached at that moment is crucial. In addition, to ensure good health overall, it is very important to schedule activities with others and to get outside!What can students and teachers do to make sure they get the most from technology while simultaneously safeguarding good health?
Teachers can encourage student interests and hobbies that do not involve technology. In addition, teachers and parents can monitor student use of technology and set limits for using it. Lastly, if a teacher or parent suspects that the child is using technology in an unhealthy way, professional help should be sought. Just as teachers can integrate technology into lesson planning, they can also integrate "non technology" lesson plans. Moderation is key.
Monday, March 10, 2014
4.1.2 Digital Safety & Security
In this post, I discuss the most important steps to take to ensure digital safety. In addition, websites and online resources for emphasizing the importance of digital safety are also shared. Please visit my glog for details. Please feel free to post your comments and/or additional resources below. I look forward to learning about new classroom resources!
Sunday, March 9, 2014
4.1.1 Digital Rights & Responsibilities
1. How can a DLC ensure that citizens within the community have access to an environment where an AUP protects members as well as the community itself, where individuals uphold laws, and a cooperative/collective venture provides robust, safe, and ethical resources and opportunities for learning?
To ensure that citizens of a DLC are protected and uphold laws while cooperating in a safe and ethical learning environment, a committee of stakeholders should formulate an Acceptable Use Policy. This Acceptable Use Policy (AUP) should be used to define publicly what is acceptable as well as unacceptable behavior for members of the DLC. There should be a strong emphasis on the positive goals for incorporating technology into the learning environment. The AUP should begin with the mission and vision of the learning institution and then outline the benefit of this for students. In addition, there should be evidence of how the AUP ties to an already existing Code of Conduct with clearly outlined consequences. The language of the AUP should emphasize a commitment and responsibility of all stakeholders. Lastly, complex terminology should be defined to ensure all stakeholders understand the expectations.
2. What is the best way to establish and maintain a flourishing DLC where citizens understand, observe, and are inclined to willingly support and ultimately benefit from Digital Rights and Responsibilities?
To ensure citizens understand, support, and benefit from Digital Rights and Responsibilities, the AUP should be read and signed by the student, parent, and teacher. It should be known that the "contract" will be kept on file as a legal document. Presenting the AUP to the student and the parent should be used as a learning experience. The AUP can be used to educate the parents about incorporating technology into the learning environment and their child's use of the Internet while at school. Once the AUP is introduced and signed, it should not sop there. The AUP should be revisited periodically by stakeholders to ensure it is relevant and benefiting to all. Lastly, teachers and parents should work together to educate students on the importance of digital rights and responsibilities.
3. Formulate a plan for supporting and protecting a Digital Learning Community through Digital Rights and Responsibilities.
To ensure that citizens of a DLC are protected and uphold laws while cooperating in a safe and ethical learning environment, a committee of stakeholders should formulate an Acceptable Use Policy. This Acceptable Use Policy (AUP) should be used to define publicly what is acceptable as well as unacceptable behavior for members of the DLC. There should be a strong emphasis on the positive goals for incorporating technology into the learning environment. The AUP should begin with the mission and vision of the learning institution and then outline the benefit of this for students. In addition, there should be evidence of how the AUP ties to an already existing Code of Conduct with clearly outlined consequences. The language of the AUP should emphasize a commitment and responsibility of all stakeholders. Lastly, complex terminology should be defined to ensure all stakeholders understand the expectations.
2. What is the best way to establish and maintain a flourishing DLC where citizens understand, observe, and are inclined to willingly support and ultimately benefit from Digital Rights and Responsibilities?
To ensure citizens understand, support, and benefit from Digital Rights and Responsibilities, the AUP should be read and signed by the student, parent, and teacher. It should be known that the "contract" will be kept on file as a legal document. Presenting the AUP to the student and the parent should be used as a learning experience. The AUP can be used to educate the parents about incorporating technology into the learning environment and their child's use of the Internet while at school. Once the AUP is introduced and signed, it should not sop there. The AUP should be revisited periodically by stakeholders to ensure it is relevant and benefiting to all. Lastly, teachers and parents should work together to educate students on the importance of digital rights and responsibilities.
3. Formulate a plan for supporting and protecting a Digital Learning Community through Digital Rights and Responsibilities.
1.
Students
are not to be on the Internet without permission from the teacher. When given permission, students are
responsible for ethical behavior on the computers/Internet. General school rules for behavior and
communications apply.
2.
Students
are not allowed to use headphones without permission from the teacher.
Headphones are a privilege and will be used only for educational purposes. Headphones
will be taken up if privileges are abused.
3.
Network
storage areas are to be treated like school lockers. Network administrators may
review files and communications to maintain system integrity and ensure that
users are using the system responsibly. Users should not expect that files or
use will be private.
4.
The
following are not permitted and considered unauthorized uses of the technological
equipment:
A. Playing games during academic
instruction
B. Surfing the Internet during academic
instruction time periods without authorization
C. Sending or displaying offensive
messages or pictures
D. Damaging computers, computer systems,
or computer networks
E. Violating copyright laws
F. Printing without permission
G. Changing settings or downloading
information
H. Unauthorized access to any area or
programs (software, settings, documents) except those instructed by the teacher
as necessary to the course
I. Using another’s password – Students
will be given a username and password to gain entry to their files. Students may not share this with other
students or log on to the computers as someone else
J. Trespassing in another’s folders,
work, files
K. Stealing another’s work
L. Cheating by accepting/turning in
another’s work – This is plagiarism and will be dealt with accordingly as
academic dishonesty
M. Employing the network for personal
and/or commercial purposes. This
includes instant messaging, Facebook, etc.
N. No outside discs, c.d.’s, jump drives,
etc. permitted in the classroom (unless instructed by the teacher)
Violations of the Computer use policy may
result in loss of access as well as financial assessment and other disciplinary
or legal actions.
Obligations
will be issued to individuals where damage can be assessed appropriately.
Parents…
The business
education department does not anticipate any “unfortunate circumstances” this
year or any year. New technology is a
privilege and something the students will most appreciate and greatly benefit
from throughout the year. The business education department is honored and
privileged to have your daughter/son in our classes. We will strive to make the
educational experience for them memorable in the most positive of ways.
Please sign and return this form.
Student
signature Date
Student
printed name
________________________________________________________________________
Parent
signature
Date
Saturday, March 8, 2014
3.1.2 Digital Resources & Netiquette
I created a prezi to explain the importance of netiquette and a list of netiquette Do's and Don'ts. Please visit my prezi. I welcome your comments!
3.1.1 Access to the Digital Community
1. What types of barriers might impeded students' opportunities to access digital learning?
Many barriers to accessing digital learning still exist today. Some of these barriers include
affordability and inadequate computer/technology. In some cases, people do not take advantage of the opportunities to learn online because they do not believe the Internet is relevant or applicable to them. Some demographic factors that contribute to this view of technology include age, income, and education level. In addition, disability also plays a roll in impeding digital learning. Disabilities exist among a large portion of the population and these people are inadvertently excluded from digital learning. Some disabilities that might hamper an individual's ability to learn online include: visual, hearing, motor, and cognitive.
2. What might we do to eliminate such barriers?
Affordability and inadequate computer/technology are two major barriers to online learning. Many individuals who do not own a computer or appropriate technology visit a friend or relative's home or public setting, such as a library to access the Internet. To help (but not eliminate) in this area, more public computer access locations could be established. Free Internet wifi areas are already available in a variety of locations, but this could still be expanded upon. The problem lies in the fact that you would need to own a technology device in order to use the free wifi that is available. Schools and libraries could apply for grants to obtain the needed funds to supply appropriate technology to students and the public. In addition, such locations could extend their afternoon hours so that individuals could access technology at a time that is convenient for them.
Another major barrier is disability. To overcome this barrier, online instructors should be aware of the various changes they could make to their online classes to make online learning accessible to all. Principles to accessible design in online learning should be applied to the learning environment including:
alternative text, appropriate document structure, links appropriate out of context, transcripts for media, clear content, and Javascript independent.
I created a Wordle picture cloud to depict the barriers to digital learning. I hope you enjoyed this post and learned something.....I know I did!
Many barriers to accessing digital learning still exist today. Some of these barriers include
affordability and inadequate computer/technology. In some cases, people do not take advantage of the opportunities to learn online because they do not believe the Internet is relevant or applicable to them. Some demographic factors that contribute to this view of technology include age, income, and education level. In addition, disability also plays a roll in impeding digital learning. Disabilities exist among a large portion of the population and these people are inadvertently excluded from digital learning. Some disabilities that might hamper an individual's ability to learn online include: visual, hearing, motor, and cognitive.
2. What might we do to eliminate such barriers?
Affordability and inadequate computer/technology are two major barriers to online learning. Many individuals who do not own a computer or appropriate technology visit a friend or relative's home or public setting, such as a library to access the Internet. To help (but not eliminate) in this area, more public computer access locations could be established. Free Internet wifi areas are already available in a variety of locations, but this could still be expanded upon. The problem lies in the fact that you would need to own a technology device in order to use the free wifi that is available. Schools and libraries could apply for grants to obtain the needed funds to supply appropriate technology to students and the public. In addition, such locations could extend their afternoon hours so that individuals could access technology at a time that is convenient for them.
Another major barrier is disability. To overcome this barrier, online instructors should be aware of the various changes they could make to their online classes to make online learning accessible to all. Principles to accessible design in online learning should be applied to the learning environment including:
alternative text, appropriate document structure, links appropriate out of context, transcripts for media, clear content, and Javascript independent.
I created a Wordle picture cloud to depict the barriers to digital learning. I hope you enjoyed this post and learned something.....I know I did!
Wednesday, March 5, 2014
2.1.1 Collecting Reputable Digital Resources
I enjoyed my experience with researching and collecting reputable digital resources. It made me excited to think of the many possibilities in my classroom. I found several resources that I can put to use right away!
Listed below are three of the most useful tools/resources I discovered. The sources I found are mainly geared toward Business Education.
Business Education Lesson Plans by Tonya Skinner
This website is an excellent resource for Business Education teachers. There are links to lesson plans categorized by subject. There are links to student work samples and screencasts on a variety of topics. There are also helpful hints for teachers including bulletin board ideas, professional organizations, scavenger hunts, and links to free online tools/resources.
Biz/ed
This website is a great source of lesson plans and projects all related to business and/or business education. It is a UK site, but the information relates to various topics that I normally cover in class. The entire site is devoted to teaching and learning related to business. There are blog posts, learning activities/lesson plans categorized by business subject area, and links to free online resources. There is a business focus section that I particularly liked. In this section you can locate data, case studies, and FAQ on a wide range of organizations.
New Hampshire DOE - Business/Marketing/Entrepreneurship Teacher Resources
This website contains a vast amount of information related to business education. The selection is so large that I have not visited every link, but the possibilities are endless. The links are categorized alphabetically for a variety of business ed topics/resources. Some of the links include: lesson plans, questionnaires, professional learning organizations/information, FBLA, business case studies, and business "games".
It is essential for students to understand the correct way to safely collect tools/resources while online to maximize learning. Many times students have no clue how to begin their search and they do not know what constitutes a "credible" source. I believe an essential component to every class (at least in business ed) should be a unit on online research and being safe while online. This is especially important if students will be expected to use technology and the Internet in a course.
In order to make this possible, I believe students should not only participate in the learning unit, but they should also take an assessment and obtain a satisfactory score. In addition, teachers and students should sign a technology use agreement in which they state they understand what is "good" or "right" use of the Internet and they understand how to use technology and the Internet for educational purposes.
Listed below are three of the most useful tools/resources I discovered. The sources I found are mainly geared toward Business Education.
Business Education Lesson Plans by Tonya Skinner
This website is an excellent resource for Business Education teachers. There are links to lesson plans categorized by subject. There are links to student work samples and screencasts on a variety of topics. There are also helpful hints for teachers including bulletin board ideas, professional organizations, scavenger hunts, and links to free online tools/resources.
Biz/ed
This website is a great source of lesson plans and projects all related to business and/or business education. It is a UK site, but the information relates to various topics that I normally cover in class. The entire site is devoted to teaching and learning related to business. There are blog posts, learning activities/lesson plans categorized by business subject area, and links to free online resources. There is a business focus section that I particularly liked. In this section you can locate data, case studies, and FAQ on a wide range of organizations.
New Hampshire DOE - Business/Marketing/Entrepreneurship Teacher Resources
This website contains a vast amount of information related to business education. The selection is so large that I have not visited every link, but the possibilities are endless. The links are categorized alphabetically for a variety of business ed topics/resources. Some of the links include: lesson plans, questionnaires, professional learning organizations/information, FBLA, business case studies, and business "games".
It is essential for students to understand the correct way to safely collect tools/resources while online to maximize learning. Many times students have no clue how to begin their search and they do not know what constitutes a "credible" source. I believe an essential component to every class (at least in business ed) should be a unit on online research and being safe while online. This is especially important if students will be expected to use technology and the Internet in a course.
In order to make this possible, I believe students should not only participate in the learning unit, but they should also take an assessment and obtain a satisfactory score. In addition, teachers and students should sign a technology use agreement in which they state they understand what is "good" or "right" use of the Internet and they understand how to use technology and the Internet for educational purposes.
Tuesday, March 4, 2014
1.1.3 Ideal Digital Learning Community
1. What would be needed to create an ideal DLC?
An ideal DLC would need digital citizens who are committed to the purposes of the DLC. In order for the DLC to survive and continue to grow, citizens would need to use the information supplied within the DLC as well as contribute. As research and technology advance, updates would need to be continually made. An ideal DLC would stay current with advances by its members taking this responsibility upon themselves.
2. What would be needed to bring such a vision to fruition?
To bring this vision to life, users would need the credentials to prove they are qualified to post and/or revise the DLC content. My vision is for teachers to come together in such a DLC to develop lesson plans and supplemental materials that can be shared among teachers in like subject areas. A variety of technological formats should be made available on the DLC. Therefore, users would need access to technology and must possess the skills necessary to use the technology.
3. What can be done to make an existing DLC more attractive to and welcoming for students and teachers.
I believe that students and teachers would need a simple online course on how to use the DLC. I do not believe that students would spend a vast amount of time on such a course, therefore, a short tutorial or help feature would be beneficial. For teachers, I believe an online course on how to use technology in various formats would be essential. Teachers already know their subject areas, but may be lacking in how to incorporate technology. Therefore, I believe in order for teachers to feel welcome and comfortable with using the DLC, they should familiarize themselves with using DLCs through an online course.
While researching exceptional DLCs, I discovered the Discovery Educator Network. I like the ideas that are the basis for the DEN and I plan to use the DEN in the near future!
An ideal DLC would need digital citizens who are committed to the purposes of the DLC. In order for the DLC to survive and continue to grow, citizens would need to use the information supplied within the DLC as well as contribute. As research and technology advance, updates would need to be continually made. An ideal DLC would stay current with advances by its members taking this responsibility upon themselves.
2. What would be needed to bring such a vision to fruition?
To bring this vision to life, users would need the credentials to prove they are qualified to post and/or revise the DLC content. My vision is for teachers to come together in such a DLC to develop lesson plans and supplemental materials that can be shared among teachers in like subject areas. A variety of technological formats should be made available on the DLC. Therefore, users would need access to technology and must possess the skills necessary to use the technology.
3. What can be done to make an existing DLC more attractive to and welcoming for students and teachers.
I believe that students and teachers would need a simple online course on how to use the DLC. I do not believe that students would spend a vast amount of time on such a course, therefore, a short tutorial or help feature would be beneficial. For teachers, I believe an online course on how to use technology in various formats would be essential. Teachers already know their subject areas, but may be lacking in how to incorporate technology. Therefore, I believe in order for teachers to feel welcome and comfortable with using the DLC, they should familiarize themselves with using DLCs through an online course.
While researching exceptional DLCs, I discovered the Discovery Educator Network. I like the ideas that are the basis for the DEN and I plan to use the DEN in the near future!
Monday, March 3, 2014
Participate 1.1.2 Joining a DLC forum
I believe that citizens in an online environment can find reputable digital communities through their connections with others who share similar or like interests. Social networking is an excellent example. Through social networking, one can discover other who share similar interests and then possibly discover excellent opportunities for learning though digital learning communities.
I was drawn to the following DLCs:
FTA, CosmoLearning, Open Culture, Tufts Open Courseware, & Khan Academy.
Each of these DLCs stood out to me because of the vast amount information available. In addition, each DLC contained information that I am interested in or something I could easily use in my classroom. I also considered the fact that my students would view these resources as valuable and enjoyable.
I joined the Khan Academy. Honestly, I joined this DLC because I can easily incorporate this site into my current classroom. I believe this site would be an excellent supplement both inside and outside of the classroom.
The Khan Academy is organized by subject area. You can easily navigate to a particular subject and then locate a variety of materials based on the subject. For instance, I plan to use some of the Entrepreneur video clips in my current Entrepreneurship class.
As a teacher and digital citizen, I plan to encourage my students to use DLCs to locate supplemental information for the course. I could also make this process easier for students by narrowing down the search for them or alerting students to a good DLC that other students have located.
I was drawn to the following DLCs:
FTA, CosmoLearning, Open Culture, Tufts Open Courseware, & Khan Academy.
Each of these DLCs stood out to me because of the vast amount information available. In addition, each DLC contained information that I am interested in or something I could easily use in my classroom. I also considered the fact that my students would view these resources as valuable and enjoyable.
I joined the Khan Academy. Honestly, I joined this DLC because I can easily incorporate this site into my current classroom. I believe this site would be an excellent supplement both inside and outside of the classroom.
The Khan Academy is organized by subject area. You can easily navigate to a particular subject and then locate a variety of materials based on the subject. For instance, I plan to use some of the Entrepreneur video clips in my current Entrepreneurship class.
As a teacher and digital citizen, I plan to encourage my students to use DLCs to locate supplemental information for the course. I could also make this process easier for students by narrowing down the search for them or alerting students to a good DLC that other students have located.
3 Character Traits of an Exemplary Citizen
After researching what it means to be a digital citizen, I begin to think about the most important elements of digital citizenship. Listed below are what I believe to be the most impressive character traits of an exemplary citizen within a digital learning community.
Cautious--an exemplary digital citzen is cautious while using the Internet and technology. This means the user is cautious when sharing (or not sharing) information about himself online. It is important to not give away personal details including names, phone numbers, addresses, job location, etc. In addition, a cautious digital citizen is careful with the information he chooses to share online. It might not be a good idea to post certain images or details that might inadvertently give away personal information about oneself.
In addition to being cautious to protect oneself, an exemplary digital citzen is also cautious with the information he finds online. A cautious digital citizen can decipher the various types of information and distinguish between a reliable and unreliable source.
Understanding--an exemplary digital citizen understands the wealth of knowledge available at his fingertips. He realizes that the Internet and technology have many purposes other than entertainment. He is able to use the Internet and/or technology for many uses including news, politics, job search, career/work, research, school, etc. An understanding digital citizen uses technology and the Internet to its fullest potential. He is not focused solely on its use for entertainment, but instead uses it as a vehicle of knowledge in order to arrive at a new destination.
Responsible--an exemplary digital citizen is responsible with his interactions with others on the Internet and/or while using technology. He understands digital etiquette and takes responsibility for his actions while using technology and/or the Internet. He also uses technology safely and legally and is aware of the many situations that could possibly be harmful to him or to others. In addition, a responsible digital citizen is a life-long learner and takes this responsibility seriously. He realizes that he holds the key to his future in his hand.
For more information regarding digital citizenship, visit this video. I'd like to hear what you think makes an exemplary digital citizen. Feel free to post your thoughts below.
Cautious--an exemplary digital citzen is cautious while using the Internet and technology. This means the user is cautious when sharing (or not sharing) information about himself online. It is important to not give away personal details including names, phone numbers, addresses, job location, etc. In addition, a cautious digital citizen is careful with the information he chooses to share online. It might not be a good idea to post certain images or details that might inadvertently give away personal information about oneself.
In addition to being cautious to protect oneself, an exemplary digital citzen is also cautious with the information he finds online. A cautious digital citizen can decipher the various types of information and distinguish between a reliable and unreliable source.
Understanding--an exemplary digital citizen understands the wealth of knowledge available at his fingertips. He realizes that the Internet and technology have many purposes other than entertainment. He is able to use the Internet and/or technology for many uses including news, politics, job search, career/work, research, school, etc. An understanding digital citizen uses technology and the Internet to its fullest potential. He is not focused solely on its use for entertainment, but instead uses it as a vehicle of knowledge in order to arrive at a new destination.
Responsible--an exemplary digital citizen is responsible with his interactions with others on the Internet and/or while using technology. He understands digital etiquette and takes responsibility for his actions while using technology and/or the Internet. He also uses technology safely and legally and is aware of the many situations that could possibly be harmful to him or to others. In addition, a responsible digital citizen is a life-long learner and takes this responsibility seriously. He realizes that he holds the key to his future in his hand.
For more information regarding digital citizenship, visit this video. I'd like to hear what you think makes an exemplary digital citizen. Feel free to post your thoughts below.
Sunday, March 2, 2014
My experience and thoughts
The process of creating this blog was fairly simple. I have used blogs before and have incorporated the use of blogs in the calssroom. Therefore, this experience seemed familiar to me. I enjoyed it and am excited about what I will be able to create in the coming weeks. I look forward to using technology as a TOOL to learn!
A New Chapter
Today is the beginning of a new chapter....a new learning experience. I am ready to learn and gain the knowledge necessary to better myself as an educator. More specifically, I am ready to learn the skills necessary to become a great online teacher. Please visit this blog often to learn more about online teaching and incorporating technology into the learning process. I look forward to learning along with you and sharing my journey. Please feel free to comment on any of hte content you find here.
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