Week 12: Wrapping it up

My online course, ADED 1P32, has come to an end and thus, this will potentially be the last post on this blog. It has truly been an eye opening experience, showing me how little I know about the Internet. This course has introduced me to numerous tools that have and will continue to enhance my learning. For that reason, this is the kind of course I wish I would've taken during my first year at University. Tools such as Diigo would've been helpful while doing research for a paper, while knowing that you can find Copyright friendly images on Flickr would've been helpful for presentations.
Growing up in this digital era I was exposed to technology at an early age and so I am able to easily navigate the Internet and get the hang of new software pretty quickly. I've had a digital footprint for over fifteen years; however, I didn't quite understand what being a responsible digital citizen meant up until I took this course.

Callahan, D. (2012, March 9). Digital Citizenship [Online Image] Retrieved from https://www.flickr.com/

One of the biggest things I learned from this course, aside from exploring numerous online tools, was Copyright law and the use of Creative Commons media. Throughout my academic years I have created numerous presentations that included countless images which, although properly cited, might've had Copyright licenses that I wasn't aware of. I could have been committing a crime for all I know. Ever since I found out about Flickr, I've been using it to search images with Creative Commons. I use media appropriately now by reading the terms of the license for each image. Knowing what rights and responsibilities come with the use of technology has helped me become a more responsible digital citizen. I strongly believe that because kids are getting exposed to technology at a younger age, they need to be taught the nine elements of digital citizenship - emphasizing their rights and responsibilities. The use of technology does not automatically make you a digital citizenship, HOW you use technology is the deciding factor.
This course has allowed me to come out of my shell in order to collaborate with others. I had always been reluctant to joining social media sites for fear of damaging my digital footprint. I now believe that as long as I follow proper netiquette when posting on these sites, my digital footprint will remain a positive one. That being said, I plan to continue using sites such as Twitter, Facebook, and Pinterest to promote appropriate behaviours in others by sharing links to useful tools and websites related to digital citizenship. Edudemic and Free Technology for Teachers have become my favourite sites to share posts from since they regularly promote digital citizenship. The exploration of tools through this course and through resources from my Feedly has greatly expanded my PLN. I am hopeful that although this course has ended, I will continue to explore tools to further expand my PLN and keep up with all the posts on my Feedly so to remain informed of any news regarding the World Wide Web. Here's to life-long learning. Cheers!

Venosdale, K. (2014, January 19). Digital Citizenship Discussion Starter [Online Image]. Retrieved from https://www.flickr.com/

Week 11: Webcasting and MOOCs

Forsythe, G. (2012, July 11). What is A MOOC? [Online Image]. Retrieved from https://www.flickr.com/

Tools that allow us to create and share our knowledge with others have helped students get actively engaged in their learning. One of the newer ways of sharing knowledge is through webcasts - audio or video that is streamed online and distributed to various listeners/viewers. Webcasting is essentially broadcasting over the Internet and MOOCs (Massive Open Online Courses) have used this as a way of providing more cost-effective options to students. A MOOC is a course that is open, participatory, distributed and supports lifelong networked learning. Dave Cormier (2012) explains What is a MOOC? in the video below:

Similar to MOOCs, organizations like Khan Academy work outside the classic learning system by providing free educational resources, such as video tutorials that are stored on YouTube, to encourage individual self-paced lessons. Richard Byrne (2014) suggests taking MOOCs about search skills that Google offered a couple of summers ago but that are still available online for anyone to use in order to become a better researcher. Additionally, I have included a list of other MOOC courses available just in case you're interested in taking one.

This week I explored two different types of webcasting tools: one for podcasts and another for screencasts. Out of the many free tools to choose from I decided to try the following:

1. GarageBand - As a Mac user, this seemed like the most convenient tool to explore since the software was already pre-installed onto my computer. Although it was really simple to create a podcast on here, I learned a few tricks from this post like how to clean out noise from a recording. Note: if you're not a Mac user I'd suggest you try any of the free podcast tools from this list.

2. Screenr - It does not require software download (unlike Jing) and allows instant online publishing. Again, super simple to use: select the size of the recording frame, click on the red button to record, press Done and then Publish! Here's a helpful tutorial on how to use Screenr. Make sure you check out the screencast I created.

Personally, I don't like listening to myself... I find that my voice sounds totally different than what I think it sounds like and it just weirds me out, so webcasting is not something I plan on doing. On the other hand, watching screencasts and listening to podcasts I do enjoy doing so I'll be adding webcasting tools such as iTunes and YouTube to my PLE as they've been tools that have expanded my learning.

Last week, while on the topic of digital rights and responsibilities, I talked about Creative Commons both in a blog post and on a PhotoPeach slideshow I shared. This week, I am happy to announce that I have added a Creative Commons license to my blog (About time!!). Which brings me to a few articles that came across on my Feedly from Free Technology For Teachers:
1. Videos and Guides to Copyright & Creative Commons
2. Confused About Copyright? Check This Chart
3. 30,000+ Images of Art and Artifacts to Download and Re-use for Free (I have been using Flickr to obtain pictures that I include in my blog posts, but this is another great resource to locate Copyright friendly images)

Week 10: Images & Slideshows

A remix is essentially an alternative version of an existing piece of work and it seems to be one of the newest art forms, not only in music but in other types of media as well. 

Cardoso, M. (2007, May 20). DJ [Online Image]. Retrieved from https://www.flickr.com/

Creative tools allow us to express ourselves, and so one must be aware of the responsibilities that come with the use of such tools. Understanding Copyright law is an important concept that digital learners must grasp: Knowing when or how to appropriately use media created by others, and how to protect their own creations. 
According to the Copyright Act of Canada, Copyright is granted the moment an original work is created regardless of whether the creator applied for a license or not. Copyright means "all rights reserved" and only the copyright owner, often the creator of the work, is allowed to produce or reproduce the work or to permit anyone else to do so.

Irish Typepad (2010, June 5). Copyright Locked [Online Image]. Retrieved from https://www.flickr.com/

 But what if the owner wants to allow others to use his/her work without having to give them direct permission to do so? 

Bonillo Sierra, A. (2009, April 28). creative_commons [Online Image]. Retrieved from https://www.flickr.com/

Creative Commons licenses forge a balance inside the traditional “all rights reserved” setting that copyright law creates. They allow the creator of a work to grant additional permissions when deciding how they want their work to be used. 
The term fair use originated in the United States and permits limited use of copyrighted material without acquiring permission from the rights holders. A similar principle, fair dealing, exists in Canadian law and is more restrictive. Differences between fair use and fair dealing can be found on this table.

Kirby Ferguson produced a video series called Everything is a Remix, in which he examines modern attitudes toward intellectual property and how these attitudes stifle creativity rather than foster it.

I used PhotoPeach to create a basic slideshow to explain the importance of Copyright laws, as well as the difference between a work that has a Copyright license and a work with a Creative Commons license. You can check it out on the "SLIDESHOW" page I added to my blog.
Additionally, I used Flickr to locate Copyright friendly images to include in my PhotoPeach slideshow. 
These tools are now part of my PLE: PhotoPeach within the "creating" section and Flickr within the "sharing" section.

While on the topic of creative tools, I came across a post on my Feedly titled 10 Word Cloud Generators You Have Probably Never Tried. On one of my previous posts I talked about Wordle and how I used it to create a word cloud on digital citizenship. While Wordle was simple to use (plug your text into the box, select a few options, and you’ve got yourself a word cloud), it did not have an option to choose a shape for your word cloud. If I would've explored more word cloud tools rather than sticking to just one I would've come across Tagul, which works just like Wordle but allows you to choose from a variety of shapes! Try out some yourself and see which one you like most.

Week 9: Practicing Digital Responsibility

Maxwell, S. (2007, December 16). Working Together Teamwork Puzzle Concept [Online Image]. Retrieved from https://www.flickr.com/

Collaborative tools allow us to construct knowledge TOGETHER and this week I used VoiceThread,  Polldaddy, and Blogger to connect with others in order to learn from them as well as share my own expertise with them. As I learn more about becoming a digital citizen, I have come to realize that some areas of digital rights and responsibilities still cause debate. Polls are a great way to see at a glance how a community is thinking!! Polldaddy is a service that allows you to create surveys, polls and quizzes, and get your content rated. It collects responses and gives you the option to display immediate results. My online course (ADED 1P32) used Polldaddy this week to do a quick check of our positions on some of the issues around digital rights and responsibilities by responding to 12 scenarios of the Digital Compass Activity in our textbook (Ribble, 2011, p. 96-98). We were in full agreement on some of the scenarios of appropriate and inappropriate technology use, while not so much on others. Polldaddy's immediate response capability allows users to see the impact of their opinion so that they can engage in discussions.
A great tool for engaging in discussions is VoiceThread - a multimedia slide show that allows users to navigate slides and contribute/comment using audio, text, or video. VoiceThreads can be exported as a video file, shared on social media sites, or embedded into websites to encourage discussions on a topic. I added a page on my blog labeled "VOICETHREAD" that includes a discussion VoiceThread on digital rights and responsibilities. Feel free to add your own comments to the VoiceThread!
Another way to engage in discussions is through blogs. People can leave comments expressing their opinions on a specific topic. This week we were asked to choose a Technology Use Scenario from our textbook (Ribble, 2011, p. 92-94) and write a blog on it addressing some questions. I shared the link on Twitter to encourage more of a discussion as well.

These three tools can be included in the "sharing" section of my PLE since this week I used them for collaboration. Additionally, VoiceThread can be included in the "creating" section, while Polldaddy can also be included into the "collecting information" section. Either way, they're all great collaborating tools. 
The Internet has made it easier to obtain and share information, thus increasing our knowledge exponentially. Almost every single website now has the option to share their posts: through Facebook, Twitter, Pinterest, google+, email... bringing infinite amounts of information right to our fingertips. 

Licht, M. (2011, July 16). Speak, Memory [Online Image]. Retrieved from https://www.flickr.com/

I'd like to share two posts from my Feedly reader this week, both from Edudemic. The first post by Katie Lepi outlines four ways the Internet is making kids smarter: by improving cognition, writing ability and social skills, as well as increasing interest in reading. "By the age of 2, 90% of kids have an online history" and "by the age of 5, 50% have used a tablet or other internet connected device".  Because kids are leaving their digital footprint at such an early age, it is imperative that they are taught how to be digital citizens as early as possible. The second post, also by Katie Lepi, lists 45 tools to create polls and quizzes (in case you weren't convinced by Polldaddy's capabilities).

Technology Use Scenario

Alberto G. (2006, July 26). Exam [Online Image]. Retrieved from https://www.flickr.com/

Scenario 6: John and his friend Mike both have camera phones. Mike sits in the back of the class and uses his phone to photograph the test for John, who is taking the test that afternoon. Mike then emails the photograph of the test to John's phone (Ribble, 2011).

As we review digital rights and responsibilities in my online class (ADED 1P32), we were asked to select one of the 17 Technology Use Scenarios from our textbook, like the one above, and consider the following questions:

1. Is the individual in the scenario using technology inappropriately?
I think most of us would agree that Mike is engaging in inappropriate academic behaviour that would lead to disciplinary measures. Mike is helping John to cheat on the test.

2. What actions make the scenario appropriate or inappropriate?
Brock University has an Academic Integrity Policy that outlines the use of unauthorized material, the making of unauthorized information available to other students, and the copying of information from another student on examinations or tests as academic misconduct:
 “Academic Dishonesty refers to a Student’s engagement (knowingly or otherwise) in behaviours that serve to deceive members of the University community in an effort to achieve academic benefit.”

Mike is making unauthorized information available to John in an effort to help John achieve academic benefit, and if John chooses to use the photograph of the test that John sent him, he'd be using unauthorized material and copying information from another student.

3. What could or should the individual have done differently?
Mike should not be using his phone during a test. It is imperative that students familiarize themselves with their educational institution's academic integrity policies and that the institution is clear about their Acceptable Use Policy as more and more technology makes its way into academic institutions.
The use of cell phones during a test or examination should be prohibited. Students should be asked to place unauthorized material out of reach, such as under their chairs or at the front of the room. 

I found an interesting post on the psychology of cheating that gives an insight into why people cheat and outlines situations in which people are more likely to cheat. But how do you prevent students from cheating? Plymouth University had signs up warning students not to cheat without realizing that the signs had mathematical formulas that helped students cheat... Talk about ironic. Here's the link to the news article, along with pictures of the signs the University had made.

What do you think about the scenario above?  Is it appropriate or inappropriate? What do you think is the best way to prevent academic dishonesty? The University of Maryland has a list of suggestions on how to prevent academic dishonesty. Share your thoughts on the comment box below :)

Storr, F. (2006, June 24). School Exam Sign [Online Image]. Retrieved from https://www.flickr.com/

Week 8: Wikis and Concept Mapping

Nohat. (2006, July 1). Wikipedia Logo [Online Image]. Retrieved from http://commons.wikimedia.org/

Anyone who owns a computer has come across Wikipedia - the most popular wiki on the World Wide Web. We all know what it is: a collaboratively edited, multilingual, free-access, free content Internet encyclopedia. But what exactly is a wiki? A wiki is a s a web application that allows people to add, modify, or delete content in collaboration with others. Ward Cunningham, the developer of the first wiki software, WikiWikiWeb, originally described it as "the simplest online database that could possibly work." Due to their simplicity and collaborative feature, wikis can be used to plan a camping trip, or to create and share instructional content on the web. Can I see myself using a wiki? If you would've asked me this question a week ago I would've said no. Wikipedia was one of the only wikis I knew about, and in all honestly it seems awfully complicated to edit a page. However, now that I've learned about how easy they are to use I might just use it to plan the camping trip I'm going to in a few months with my friends - a handy way to create lists of what we 'have' and what we 'need' to get organized.
A wiki differs from a blog in that the content is created without any defined owner or leader. Additionally, a wiki differs from Google Drive and Evernote in that wikis have little implicit structure, allowing structure to emerge according to the needs of the users.
Which one do I like better? Hard to say since it depends on what each is used for: Wikis are great for sharing information with others; Google Drive is, in my opinion, the best tool for group projects; Evernote is handy for storing content you find on the web and creating your own notes; and blogs allow for sharing of opinions and discussions. 
Each of these tools have enhanced my learning, with wikis (Wikipedia in particular) being one of the tools I use the most. Although educational institutions don't view wikis as a reliable source of information, since anyone can edit them, they are great at summarizing information on a specific topic and often provide references. This one particular wiki lists several resources on digital rights and responsibilities and provides a step-by-step guide on how to use brainstorming tools such as bubbl.us to create concept map diagrams.
One of the most important aspects about being a digital citizen is knowing the expectations that accompany the privileges and freedom to engage in technology. I made a simple concept map using bubbl.us to highlight what I feel are the most important digital rights and responsibilities a digital citizen must know: 

Krahn, A. (CC) 2014

An interesting article on anonymity came up on my Feedly recently. It talks about the pros and cons of user annonymity, with one of the cons being cyberbullying. It is imperative that kids be taught the nine rules of digital citizenship, specifically highlighting their digital responsibilities. Within this technological era one cannot afford to be "digitally unaware" as ahoneysett (2014) points out on another blog.

Week 7: Collaborative Work

Throughout my educational journey, all the way from middle school and up until university, I've been assigned group projects... My thoughts on group projects? Probably the same as everyone else: Endless amounts of stress.

Calvin. (2013, November 26). 'Group Projects' [Cartoon]. Retrieved from http://allmyroads.com/

There's always the problem of not everyone putting in the same amount of effort into the project, but the whole process of collaborating with others and the messiness that comes with it is a much bigger problem. Back in the day, working on a group project could sometimes be a bit of a hassle:

•  In middle school, it meant getting your parents to drive you to someone's house so that everyone could work on the project together <-- Takes a bit of planning 
• In high school, MSN Messenger was useful to chat with your group and brainstorm on how to go about completing the project. But completing the project was still a hassle since it involved numerous document attachments being sent over email - creating copies and copies of the same file <-- Can be somewhat confusing if you lose track of which version is the edited version
• Later on, MSN messenger got replaced with Skype, which allowed you to share your screen with others, but it still required everyone to split the work and have someone who was in charge of editing and bringing all the 'sections' together <-- Still annoying
• In university, I was introduced to Google Drive <-- Totally changed how school work is done

Technology has now made it easy to collaborate online: Google Drive is a FREE service provided by Google, which enables user cloud storage, file sharing and collaborative editing. It features word processing, as well as spreadsheet and presentation programs, but its best feature is the comment option - a chat tool that allows you to work on the document simultaneously while discussing the work with your partners.

Another useful tool for collaborating on group projects is TodaysMeet - a no-registration temporary chat site. This is great for brainstorming if members in the group do not have accounts for other social networking sites, such as Facebook or Twitter. Similar to Twitter, however, TodaysMeet limits messages to 140 characters, which means that you may have to edit your messages sometimes before sending (or just send multiple messages if you have a long comment). TodaysMeet also features an option to transcribe the chat for submission and review later.

Being a Google user and having used Google Drive for a number of years now, this tool was already included in the 'sharing' section of my PLE. Now I can add TodaysMeet to the 'socializing' section of my PLE: 

Krahn, A. (CC) 2014

As my PLE keeps growing, my need for productivity is increasing as well. Because there isn't time to read everything in depth, I'm starting to develop skills for skimming/scanning and selecting a few articles for reading. Which brings me to an article I came across on my Feedly from Scientific American: Speed-Reading Reborn for Smartphones. Samsung recently integrated the new Spritz speed-reading app into their Galaxy S5 smartphone, allowing users to speed read e-mails, text messages, social media feeds, maps and other digital content. More time to absorb more information now thanks to this cool app!