The "Creepy Treehouse effect" which has been discussed in-depth by Chris Lott and Jared Stein is used to describe what happens when teachers join student social areas - such as Facebook or MySpace. Based on the information session I had with our college students last semester it was obvious how much they did not want us (and I define us as any authority figures) in their space. What they are they most afraid of is the "cyber-stalking" that they expect from their peers, but repel from their parents.

In the purest form of the term, Podcasts are published as RSS feeds (most blogging software features RSS feed generation). Listeners are notified of new programs by their aggregators, which then download the programs and then transfer them to the listener's MP3 audio player, such as an iPod.

The recording industry has now filed, settled, or threatened legal actions against well over 28,000 individuals, and there is no end in sight. While the strategy of forcing ordinary music fans to pay thousands of dollars to avoid even bigger RIAA-member lawsuits is itself troubling, many innocent individuals are also being caught in the crossfire.

The Internet is an amazing tool that provides both opportunities and risks. It is a source of endless information, but must be used with good judgment. When you log on to the campus network (or any network), what you do online could have impact not only on your one computer but other students and the network as well. By combining up-to-date security tools with good judgment, you and your college community are much less likely to encounter a security violation, loss of data, or system problems.

Communication is an effective tool for parents and guardians when helping their children avoid the dangers that exist on the Internet. NetSmartz provides on- and offline learning activities for parents to facilitate discussions with their children and teens about Internet safety. Visit "Parent FAQ" to learn more about how and why parents should use NetSmartz.

As is the case when supervising kids in the offline world, dealing with their behavior online and when they are using the cell phone requires controls appropriate to their age group.

Statistical analysis of the results of the study indicates that students believe that podcasts are more effective revision tools than their textbooks and they are more efficient than their own notes in helping them to learn. They also indicate that they are more receptive to the learning material in the form of a podcast than a traditional lecture or textbook. The study suggests that the use of podcasts as a revision tool has clear benefits as perceived by undergraduate students in terms of the time they take to revise and how much they feel they can learn. Coupled with the advantages of flexibility in when, where and how it is used, podcasting appears to have significant potential as an innovative learning tool for adult learners in Higher Education

Sociological theories and concepts have an important role to play in analyzing and interpreting these developments. A central sociological proposition is that structural environments influence the social perceptions, roles, and relations of human actors.� As increasing numbers of students and faculty find themselves operating in virtual learning environments, we might also expect to find some changing instructional dynamics. More specifically, there are a number of questions worth exploring. What are the relationships between the technical, the social, and the pedagogical infrastructures?� How has the introduction of new instructional technologies influenced established pedagogical practices? How does the shift from a physical classroom to a virtual learning environment shape and reconfigure the social roles and relations among faculty and students? What consequences will these technologies have for developing pedagogical practices?

odcasting was defined for instructors as a technology that allowed students to receive course materials through the convenient, RSS-based subscription mode and listen to them anywhere, anytime. The goal of the podcasting theme was to enable instructors to experiment with audio modes of learning. Audio has the power to capture and focus attention, helping learners acquire content and process complex information (Bishop, Amankwatia, and Cates, 2008).

Furthermore, informal, personalized audio presentations are thought to create a feeling of social presence that helps learners integrate new information with their existing knowledge (Moreno and Mayer, 2004).

Some instructors used podcasting as a way to provide recordings of lectures to students. However, many more experimented with podcasting as a way to expose students to additional course content in engaging formats.  They created course podcasts that were mock radio programs, case studies, and interviews with national and international figures.  Still others used podcasting as a method for delivering course audio files or assigned students to create podcast presentations for their class. These varied pedagogical strategies were used by instructors across all disciplines.

Technology Integration Specialist Tim Moxley works with teachers to incorporate smartboards, document cameras and netbook computers into their lessons. To successfully blend tech tools into their instruction, teachers need to have a combination of technological, pedagogical and content knowledge (TPACK), which is a model that Punya Mishra and Matthew J. Koehler of Michigan State University researched.

As gadgets with digital audio capability proliferate, podcast downloading continues to increase. Currently, 19% of all internet users say they have downloaded a podcast so they could listen to it or view it later.

The MoodleBites for Course Designer builds upon the MoodleBites for Teachers course to help participants create and manage outstandingMoodle courses.

he document specifies improvements to the accessibility of the Moodle course management system

Las Positas College This document, along with the accompanying examples, was created to help LPC faculty design online courses that are instructionally and pedagogically sound. The best practices are a synthesis of strategies, activities, design techniques, organizational tips, etc., that have been successful in higher education. They have been approved by the LPC Distance Education Committee and have been made available to all current and future LPC online instructors.