Reflection on Blog Assignment

  First, I had never used a blog before this assignment (thus my reluctance in getting it started).  Once I was comfortable with the "setting up" of the blog, posting to the blog was easier.  So, in terms of using the technology, I have made some strides in accomplishing that task.

I feel that blogs could be very beneficial to those with a creative mind.  The possibilities of adding links, images or video can be useful.  In the article by Pang (2009) he describes blogs as "an effective way for a student to express his or herself individually" (para 30).  I was able to add website links to previous blogs and I am inserting a picture for my final blog.  Pang (2009) also describes the use of blogs as a "reflective learning journal" (para 1).  In this assignment, I was unsure of whether to use the blog as a journal or as a blogger asking questions.  I feel that I did a combination of both aspects.

It was interesting to view my critical friend and other classmates approach to the assignment. My critical friend had already completed her 5 blog posts! I was impressed (and a little disappointed that I was unable to start this assignment earlier).  I have sent her an email to let her know I have commented, so hopefully we will be able to continue the blog.  However, I noticed that others were also behind in their blogs.  This assignment crept up on me after focusing on Assignment #1.  I need to look at my time management in this and future courses.  I am finishing another CE course, so I hope that I can remain "on top" for the remainder of this course.  Some others had included a picture, but I was concerned about posting an image I found on the internet (see previous post regarding copyright).  I am referencing the image, but wonder if this is the appropriate way to do this?

Overall, I can see the value of using blogs in a course.  It can provide for self expression, evaluation of the student's learning and evaluation of the course.

References:
Pang, L. (2009). Application of blogs to support reflective learning journals. Retrieved from http://deoracle.org/online-pedagogy/teaching-strategies/application-of-blogs.html
SchneiderB. (2011). 10 blogs you should be reading now [web log post]. Retrieved from http://schneiderb.com/10-blogs-you-should-be-reading-now/   (Photo credit)

Copyright - It's the Law!

Copyright can be confusing to the DE educator.  With so much material available on line, caution needs to be taken to distinquish between fair use and copyrighted material.  I found that Moore & Kearsley (2012) describe the current TEACH act in understandable terms: extent of access; amount of material; and length of time (p. 119). I found a website from the Association of Research libraries that helps with FAQs on copyright uses http://www.knowyourcopyrights.org/resourcesfac/faq/online.shtml .  As an educator, I need to understand what is usable in my course.  As Moore & Kearsley (2012) point out using "open-source" (p. 119) and "Creative Commons license" (p. 120) materials can avoid these copyright issues.  In a previous blog, I mention the use of the MERLOT site which is appropriate for this topic.

Before reading Moore & Kearsley's section on copyright, I wonder how may times I have unknowingly violated a copyrighted material?  Was I able to claim fair use?  I (like many others) may have thought, if it is on the internet it is free to use.  I wonder if other educators have really thought about copyright?  I would like to hear from you.

Reference: Moore, M.G. & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth.

Providing Social Presence in DE with Social Networking Tools?

Is providing social presence in DE with social networking tools a good idea?  Terry Anderson (2009), in his social networking chapter, provides an excellent definitioon as "networked tools that support and encourage learning through face-to-face and online interactions while retaining individual control over time, space, presence, activity and identity" (para 1).  I liked how he provides three purposes for using social networking tools - "socializing, sharing and sojourning" (Anderson, 2006, para 3).  I had not considered the sojourning aspect before this chapter, but it does allow for active learning through the collaborative tools of social networking.

Another aspect that I found interesting in his chapter was the concern over student privacy.  FERPA is always at the forefront at my higher education institution.  I will need to make sure I am not violating any FERPA regulations if I use social networking tools.  There are two informative websites regarding FERPA that I would like to share.  The first site discusses general aspects of FERPA http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html    and the second site discusses frequently asked questions about FERPA http://www2.ed.gov/policy/gen/guid/fpco/faq.html

So, social network tools can provide social presence, but make sure you are FERPA compliant.

Reference: Anderson, T. (2009). Social networking in education. A draft paper to STRIDE handbook for The Indira Gandhi National Open University (IGNOU). Retrieved from http://terrya.edublogs.org/2009/04/28/social-networking-chapter/

Are Learning Objects a Good Idea?

The article by McGreal & Elliott (2008) provided inspiration for me to check out how I could use learning objects in one of my courses.  The idea of using material already developed and peer-reviewed to supplement a lesson seemed to easy.  I decided to go to a recommended site in the article called MERLOT (Multimedia Educational Resources for Learning and Online Teaching) at  http://www.merlot.org
You should check it out!  I was impressed by the learning objects available for my discipline.  I explored what was available for a difficult topic-Arterial Blood Gases.  There was a great tutorial that described the basics and it also provided case studies so that students could apply the concepts.  I felt that this would be a valuable learning object to use both for struggling students or for high-achieving students.

So, what do you think?  Should faculty use learning objects to supplement their teaching?

Behind the Computer Screen

Welcome to my OMDE 603 blog!  This is my first attempt on a blog site (so please be kind :)).

First, let me say that I am not a computer guru (yet I am interested in DE).  If it does not "magically" appear on the screen, there will be trouble.


That is why I am choosing to blog about one of the articles from Module 2a.  Although the readings and discussion focused on advantages & disadvantages of synchronous and asynchronous technology, I found the Pullen & Snow (2007) article was my eye opener about computer hardware/software concepts.  Reading (and the re-reading several times) the section on the NEW system software architecture was overwhelming at first.  I had to consult my engineering concepts and the internet to grasp the concepts of servers (web and class), clients, databases, encryption and speed of connections.  As a future DE educator (I hope), I wonder about my role in the "hardware/software" side of DE.  How much is "enough" for the educator to understand about those concepts?

I would love to hear from all the "techies" and "non-techies".