Navigate 2.1.4 – Lecture Capture Quest

• How would the resource function in the online classroom?  By using these resource the instructor can still provide direct instruction in an online format.  By showing examples in a traditional ways, the instructor can guide students through curriculum in a manner similar to traditional learning.  
• How would the integration of Lecture Capture modify teaching methods?  Because of the nature of the online environment, the responsibility to succeed often falls more upon the student to use the technology wisely.  By including embedded lectures the student has one more resource at his/her disposal to learn, and can do so at his/her own pace.  Also an online lecture can provide a specific means for students to repeat the instruction if necessary. 

Navigate 2.1.3 – Commercial versus Open Virtual Classrooms Quest

The main difference between the commercial and open classroom has to deal with both convenience and cost.  Essentially without the cost, some of the convenience is sacrificed, whereas the inverse is also true.  However after almost 10 years of teaching online, I have noticed that with open sourced software, I can do about 95% of what I could do with the Commercial programs.  There are some elements of a purchased Adobe platform (i.e. ease of conversion to Word), but for the most part open source can be used effectively with some imagination and the understanding that some of the bells and whistles will not be used.

Navigate 2.1.1 – Delivery Methods and the Synchronous Vendor Market Quest

With online learning platforms there are several choices available to the educational institution.  The two central categories that these fall into are open source platforms and vendor source solutions for an educational platform.  Both of these types of platforms have their advantages and disadvantages as shown below.

Vendor Source: on a positive note these are professionally developed, and with this comes a higher degree of customer support.  Also because these are purchased platforms they have simplified start-up procedures, and will have continued support systems.  On a negative notes these often cost money both at the start-up and often with continuing licencing fees.

Open Source: on a positive note these are cheaper to start, have more accessibility and versatility, and their development is often driven by the needs of the community that uses it.  On a negative note these often lack the technical support, and require dedication of the users to ensure that they are functional.

Both systems have their advantages and disadvantages, and these are essentially related to the simple fact that vendor sources need to be purchased, whereas open sources are free.  

Forum: Navigate 1.3.1 Discussing the LMS and CMS

A Course Management System (CMS) is more streamlined and focused.  Instead of a larger program the system focuses upon eLearning and instructor lead instruction. Often these are more effectively used for training rather than specific long term knowledge gain.

A Learning Management System (LMS) includes the Course Management System and focuses upon the larger context of eLearning and the connections between the courses.

Literature online suggests that a LMS is more versatile and has the benefits of the CMS, but also includes the potential for growth and development.

Navigate 1.2.1 Describe Roles and Functions in Online Learning Environments Quest

After looking at the diagram, I was initially confused by the levels, until I realized that this is essentially two basic levels.

The SIS (Student Information Systems) level focuses upon the direct contact and interaction with the student.  Within this level are generally the student, the online instructor, and the student's brick and mortar facilitator.  The focus at this level is on the student's learning, with such teaching elements as assessment, content delivery, and the final grading.

The LMS (Learning Management System) level focuses upon the larger delivery of the online educational platform.  At this level the larger educational context is present.  This includes the parties mentioned in the SIS level as well as administrators, parents and those who help develop the content of the online learning platform.

Navigate 1.1.1 Delineating Between Synchronous and Asynchronous Content Quest

Synchronous is the more traditional classroom setting where in theory all learners are doing the same things at the same time.  However, even with this type of delivery model students will generally end up in different places depending upon their ability levels, interests, etc.  Online this type of delivery can be accomplished through chat rooms, phone/Skype/Facetime conferences, or even video delivery.
Asynchronous is a more progressive type of education where learners generally work at their own pace.  However, even with this type of delivery model students still have to have some collective due dates, even if these are as general as the end of the semester.  Online this type of delivery can be accomplished through blogs, discussion posts, submissions to dropboxes, and even email.

Both methods can be used in an online environment, and each has their advantages.  Synchronous give the sense of a real-time learning community, whereas asynchronous allow for more differentiated and customized learning.

Participate 4.1.3 Digital Health Quest

What is the most proactive means of ensuring the most balanced blend of technology and well-being?

I often find that whenever I see my laptop in the distance that I can almost feel the dopamine receptors going off craving one more check on Facebook, my four (sometimes five) email accounts, my wife's Facebook, my virtual classroom, my ebay posts, even Amazon, songpop, the response to a blog, and I have just checked 15 minutes ago.  This situation is all too common with adults and children (tomorrow all of the family will show up at my in-laws and at any given moment at least 5 devices will be going, in addition to whatever football "matters").  The point is that technology is addictive, and in the last 10 years science has proven this point.  Our brains are easily molded by it, especially with the thrill of expectation at receiving some type of personal recognition (i.e. email, Facebook like, a challenging and confrontational blog post, and worse).  Like any addiction it is not necessarily the activity itself, but the propensity for excess that makes it dangerous.  Therefore, with technology the most proactive means of ensure a balanced blend, is simply helping all individuals develop a sense of balance and the awareness of when this balance is being violated.  The simplest way is to have technology free times, or set limits.  For example, only check email at three times a day, or limit responses to 5 minutes.  Also ask if the technology is being used, or is it using us in some manner.  For example, using my computer to type this blog has me using technology, but if I get distracted and find that 90 minutes of my life are gone playing some meaningless Facebook game that I never intended to play, then it has used me.  I don't want to suggest that mindless use of technology is bad (in the 70s and 80s my parents watched their share of mindless television), but that the user should at least be aware that he is using it this way.  Often I don't think that people even recognize their own addiction.     

What can students and teachers do to make sure they get the most from technology while simultaneously safeguarding good health?

1.  Set limits.  With some of my more technology addicted students, I simply ask them to spend the next 10 minutes away from it.  As they get better I extend the time and ask less. 

2.  Use technology for the greater good.  Along with the rubbish in technology land, there are also a lot of interesting and well done educational resources.  Sometimes it is simply enough to show an interesting youtube video as a means of positive technology.  

3.  Blend the two as much as possible.  I encourage my students to use technology when they are doing other mindless tasks.  For example, with audio books I encourage them to listen to books and readings that I have assigned while they are doing mindless chores, exercising, or driving to school.  

4.  Remember that the main technology abuse is the fact that we think that we want what can in fact hurt us.  This is always more dangerous than any outside control.  Therefore, we need to continually education students about the differences between quality and not so quality technology. 

Participate: 4.1.2 Digital Safety and Security Quest

• What is the most important step we can take in terms of ensuring our digital safety?

Education and being careful are the central steps that we can take to ensure digital safety.  With this said as educators we need to

1.  Act professionally and only use professional technology when at work or interacting with students. 

2.  Remember that when working online, every time that we are engaged in "work" on any device we are creating a permanent digital footprint of our self.   

3.  Related to point 2, remember that the definition of work space has now changed because "work" is not just a physical place, but can be anywhere in cyber space.  Any time that we can be seen or interact with students we need to be most professional and aware. 

4.  Separate work and personal internet use by drawing sharp boundaries between the two.  For example, don't mix internet addresses, allow students access to Facebook, keep purchases professional, etc. 

5.  Be aware that technology is available to all students and that anything that you do online can be seen by all.  In this way it can also be used positively, but also at the whim of any individual for sometimes not so positive motives.

6.  On a practical level, be sure to log off frequently, change passwords, and keep a clear line between work and personal internet use.  

  

• What strategies can we take to help our students consistently keep digital safety in the forefront of their minds?Knowledge and education with the suggested web pages presented in this module can also be beneficial and tangible means of ensuring online safety.  

OnGuardOnline: a web cite dedicated to security and backing up digital data at least once a week;
Kaspersky: another security cite that includes definitions of various cyber threats such as malware, adware, viruses, etc. 
A Thin Line: Taking a Stand Against Digital Abuse: an important web page that shows the difference between digital use and digital abuse; includes such topics sexting, digital rights, and the facts about this type of behavior. 
Identity Theft Resource Center: this web cite outlines the threats and realities of digital identity theft.

1. We can start with reminding both students and our colleagues that every time we go online or use technology that we are creating a digital footprint that is permanent.  Therefore, what we do online has consequences, and creates a lasting record of who we are online.   One research suggests the reality of this situation: 78% of employers use search engines to screen potential employees, and 63% of employers use social media to learn about applications. 

2. We can then continue with both external and more important internal monitoring of student in an online environment.  Students need to be their own advocates and aware of their own digital behavior.  Frequently we need to remind students that their digital footprint is being created every time that they log on. 

3. Finally, we need to teach them that there is a difference between professional and personal technology use, and that a fine line should be created between the two.  There is a time for both, but that when using school related technology, the emphasis should be on school related items, and that they should therefore act professionally.  

Resource

White, C. (2011, November 2). Protecting Your Online Reputation: 4 Things You Need to Know. Mashable . Retrieved February 24, 2013, from http://mashable.com/2011/11/02/protecting-your-online-reputation/