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Acceptable Use What am I allowed to write on my blog? You can write about anything that you like on your blog - a great night out, an idea for a project, or your favourite food! However, you must bear in mind that the University has strict regulations about the use of computing facilities, which all users are required to accept before they are assigned a IT Services username. They cover authorisation, copyright and defamation. Disciplinary procedures are in place to deal with breaches of these regulations. The regulations incorporate conditions for acceptable use of the national academic IT network, JANET. There is also a code of conduct that covers use of the public work areas and connection to the campus data network. For more information see the Sunderland Blogs terms and conditions. Also note that your blog is not an official means of communication with the University or any member of the University. If you wish to discuss something with your tutor or the counselling service, for example, you must get in touch with them via email, telephone, or in person.

Acceptable Use Policy Version: 10.0 Date: April 2008 Editor: Shirley Wood Contents * Background and Definitions * Acceptable Use * Unacceptable Use * Access to Other Networks via JANET * Passing on and Resale of JANET Service * Compliance * Explanatory notes Background and Definitions Background and Definitions 1. "JANET" is the name given both to an electronic communications network and a collection of electronic communications networking services and facilities that support the requirements of the UK higher and further education and research community. JANET is managed by JANET(UK) on behalf of the Higher Education Funding Council for England and its partner funding bodies, via their Joint Information Systems Committee (the "JISC").

Google or You? Who Would You Rather Control Your Digital Identity? While many users of the internet have accepted a passive digital footprint over which they have not taken control, Dean Shareski recently presented at #BLC10 on ideas for managing and manipulating what Google says about us. To do this, first it makes sense to 1) Get in touch with what your digital footprint says about you, 2) Determine if that is what you would like your digital footprint to say and if not, determine what you do want. 3) Start establishing your digital footprint. Here's how.

"My suggested assumptions in MOOC include: * people would learn in a self-directed manner * Knowledge is distributed * Knowledge is negotiated * Knowledge is emergent * Knowledge is rhizomatic (thanks to Dave's video posted - refer to How to be successful in MOOC?) * Learning is capacity to construct, navigate and traverse across networks * personal learning networks would be a far better way for people to learn * people like to learn via social networks * people know how to connect (people have the communication, literacy and critical literacy skills) * people know how to use the technology to connect * people are self motivated (intrinsic motivation) * people like to accept challenges, chaos and complexity is just part of the learning process * people don't need to follow a course or qualification for learning to be effective * Learning is emergent, and is based on connections, engagement and interactions * Learning is open * Identity in networked learning is based on individual's "participation, interaction" in the networks, and is reflective of ones involvement in the media, it's dynamic, adaptive * Individual and social learning is emphasised - cooperation * Sensemaking and wayfinding are important"

« Allow me to recommend… On becoming a learning professional… Posted by Catherine Lombardozzi on October 19, 2008 "Reject the myth that we learn from experience, and accept the reality that we learn by reflecting on experience." - Kent W. Seibert For a number of reasons, I've been thinking a lot recently about the role of reflection in learning - especially in learning how to be an effective practitioner in workplace learning. The Web 2.0 for Learning Professionals course spent the week on the topic of blogging, which is a form of public reflection for many bloggers. And, to prepare for an upcoming class, I've been re-reading Educating the Reflective Practitioner, Donald Schon's seminal work on the subject

Faculty Development Programming: If We Build It, Will They Come? Added by the EDUCAUSE Librarian Author(s):Ann H. Taylor and Carol McQuiggan View a PDF of this article © 2008 Ann Taylor and Carol McQuiggan. The text of this article is licensed under the Creative Commons Attribution-NonCommercial-No Derivative Works 3.0 license (http://creativecommons.org/licenses/by-nc-nd/3.0/). EDUCAUSE Quarterly, vol. 31, no. 3 (July-September 2008) Faculty Development Programming: If We Build It, Will They Come? A faculty development survey analyzed what faculty want and need to be successful teaching online By Ann Taylor and Carol McQuiggan The number of courses offered online grows every year, resulting in an increasing number of higher education faculty entering a virtual classroom for the first time.1 It has been well documented that faculty need training and assistance to make the transition from teaching in a traditional face-to-face classroom to teaching online.2 Faculty professional development related to teaching online varies widely, from suggested readings to mandated training programs. Various combinations of technological and pedagogical skills are needed for faculty to become successful online educators, and lists of recommended competencies abound. Although many institutions have offered online courses for more than a decade and train their faculty to teach online, the research literature reveals that little is known about how best to prepare faculty to teach in an online environment. Designers of faculty development programs typically rely on commonly held assumptions about what faculty need to know-a constant guessing game regarding what topics to cover and what training formats to use. The resulting seminars, workshops, training materials, and other resources are typically hit-or-miss in terms of faculty participation and acceptance. To provide faculty with the proper training and resources for online teaching requires more information to determine

eLearning Papers adds a new dimension to the exchange of information on e-learning in Europe and stimulates research. As such, the articles provide views regarding the current situation and e-learning trends in different communities: schools, universities, companies, civil society and institutions. eLearning Papers provides all those interested with an opportunity to have their texts published throughout Europe. Through these articles, the journal promotes the use of ICT for lifelong learning in Europe. The scope of the eLearning Papers reflects the four interest areas of elearningeuropa.info: schools, higher education, training and work and learning and society. All e-learning related themes are accepted as topics. The following topics are given as an example: * Technologies * Pedagogy * Process * Quality and evaluation * eInclusion * Learning environments

Terms and conditions, Warwick Blogs [c] A blog is a personal web page and the University is not responsible for any of the content contained in a blog, nor does the University assert any ownership over blog content. There may be some exceptions to this rule, where a blog is being written by University staff for some official purpose, but such exceptions will be individually identified and do not affect the general principle that responsibility and ownership of a blog rest with its author(s). Even though blogs are personal web pages, the university's acceptable use policy still applies. In particular, this implies that:-

Edupunk rules: Technology I, II and 3 - understanding and improving the practice of instructional technology The following is a summary and perhaps a bit of a reflection on McDonald and Gibbons (nd). This is a journal article that has been accepted, but not yet officially published. It appears to be based on the PhD thesis of McDonald. The paper uses the criteria of technology I, II and III to examine differences between researchers description of a theory and how practitioners implement it. This identifies 3 reasons for technological gravity and 3 approaches to avoid it.

The Electronic Journal of Knowledge Management aims to publish perspectives on topics relevant to the study, implementation and management of knowledge management. The journal contributes to the development of both theory and practice in the field of knowledge management. The journal accepts academically robust papers, topical articles and case studies that contribute to the area of research in, and practice of knowledge management.

Twitiquette is not enough DateThursday, May 1, 2008 at 07:46PM Three days of student information system training (as a participant) has given me the opportunity to use Twitter for an extended amount of time. I really, really, really was hoping to get hooked and discover what all the educational excitement is about this tool. But all I am left with are questions about being "Minnesota nice" in a micro-blogging environment and why anyone would use Twitter. I freely admit that I am not the most social of creatures. I am uncomfortable in environments where I don't know the social norms, the accepted rules. So after feeling edgy for a couple days, I started doing a little digging about Twitiquette. (I thought I was clever in inventing the term, but others beat me to it.) Here's a very short list of sources: * The Twitter Fan Wiki, the etiquette page * Stuart Ciske's 5 Essential Twitter Truths. * GrammarGirl's Twitter Style Guide. * David Jakes Tragedy of the Commons * Global Geek News Blog. Twitter Etiquette (Thanks to Darren Draper for last three links.)

"ast week, one of my media course (ed PD) classmates talked about the ongoing struggle to help students make sense of the flood of information online. She cited a negative experience with wikipedia, which resulted in an energetic exchange about the merits (and challenges) with open online content. It's not about "authority" nor should it be As a long time defender of the open web and open content, I wanted to point out that the educational bias towards "authoritative" or "received" sources, though relevant, is also highly political/ideological - especially in relation to emergent sources of knowledge (i.e., Open Content). Ideological in the contexts of: 1) who has access or control of the means of knowledge power and production 2) who endorses or authorizes those voices and 3) "what" forms are accepted as "valid"."