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DGL Diigo

How to Submit Assignments - 0 views

www.youtube.com/watch

FSO DGL assignments

shared by DGL Diigo on 19 Oct 12 - No Cached
  • DGL Diigo on 19 Oct 12
     
    This tutorial will help you submit assignments on FSO.
DGL Diigo

Digital Literacy Lists - 4 views

www.diigo.com/...digitalliteracy

MacBook DGL FSO Full Sail

shared by DGL Diigo on 19 Oct 12 - No Cached
  • DGL Diigo on 19 Oct 12
     
    Weekly lists to help you with assignments, FSO, your MacBook and more.
ino moreno

My Networked Life: Internet Connections and Social Connections | KBZ - 0 views

www.kbz.com/...ections-and-social-connections

shared by ino moreno on 10 Feb 13 - No Cached
    • ino moreno
      ino moreno on 10 Feb 13
       
      with a bit of reading, the article is not bad!
  • While she is on the road, Alisa is able to keep up with her assignments online. Her laptop is always on hand so she can quickly see what work she needs to do. Her computer also lets her stay connected to friends and her host families, who have become more like real family.
  • Internet is so important to Alisa because it allows her to stay in touch with people from her travels.
  • ...2 more annotations...
  • Social media in China is different than in other countries due to the special political situation and economic environment. China has social networks that are the equivalent of Facebook and Twitter, but in this country they are used in slightly different ways. “People in the U.S. use Twitter more like casual talking,” says Hanwen. “In China people use social media more to share formal news.”
    • ino moreno
      ino moreno on 10 Feb 13
       
      interesting to see how different in the world we really are. hmmmm what is going on america???
DGL Diigo

DGL Official Youtube Video Tutorials - 0 views

www.youtube.com/...videos

Youtube DGL tutorials How-to

shared by DGL Diigo on 19 Oct 12 - No Cached
  • DGL Diigo on 19 Oct 12
     
    Video tutorials to help you with DGL topics.
  • DGL Diigo on 19 Oct 12
     
    Hello students, and welcome to DGL! These youtube videos are a must to get you through DGL. They will help you learn about your MacBook, FSO, assignments and so much more.
Eugene Stewart

CCCCCCC.CCC (ten Cs) for evaluating Internet resources: EBSCOhost - 0 views

web.ebscohost.com.oclc.fullsail.edu/...detail

evaluating

shared by Eugene Stewart on 03 Dec 13 - No Cached
  • 1. ContentWhat is the intent of the content? Are the title and author identified? Is the content "juried"? Is the content "popular" or "scholarly", satiric or serious? What is the date of the document or article? Is the "edition" current? Do you have the latest version? (Is this important?) How do you know?
  • 2. CredibilityIs the author identifiable and reliable? Is the content credible? Authoritative? Should it be? What is the purpose of the information, that is, is it serious, satiric, humorous? Is the URL extension .edu, .com, .gov or .org? What does this tell you about the "publisher"?
  • 3. Critical ThinkingHow can you apply critical thinking skills, including previous knowledge and experience, to evaluate Internet resources? Can you identify the author, publisher, edition, etc. as you would with a "traditionally" published resource? What criteria do you use to evaluate Internet resources?
  • ...7 more annotations...
  • 4. CopyrightEven if the copyright notice does not appear prominently, someone wrote, or is responsible for, the creation of a document, graphic, sound or image, and the material falls under the copyright conventions. "Fair use" applies to short, cited excerpts, usually as an example for commentary or research. Materials are in the "public domain" if this is explicitly stated. Internet users, as users of print media, must respect copyright.
  • 5. CitationInternet resources should be cited to identify sources used, both to give credit to the author and to provide the reader with avenues for further research. Standard style manuals (print and online) provide some examples of how to cite Internet documents, although standards have not vet been formally established.
  • 6. ContinuityWill the Internet site be maintained and updated? Is it now and will it continue to be free? Can you rely on this source over time to provide up-to-date information? Some good .edu sites have moved to .com, with possible cost implications. Other sites offer partial use for free, and charge fees for continued or in-depth use
  • Is your discussion list "moderated"? What does this mean? Does your search engine or index look for all words or are some words excluded? Is this censorship? Does your institution, based on its mission, parent organization or space limitations, apply some restrictions to Internet use? Consider censorship and privacy issues when using the Internet.
  • If more than one user will need to access a site, consider each user's access and "functionality". How do users connect to the Internet and what kind of connection does the assigned resource require? Does access to the resource require a graphical user interface? If it is a popular (busy) resource, will it be accessible in the time frame needed? Is it accessible by more than one Internet tool? Do users have access to the same Internet tools and applications? Are users familiar with the tools and applications? Is the site "viewable" by all Web browsers?
  • Does the Internet resource have an identified comparable print or CD ROM data set or source? Does the Internet site contain comparable and complete information? (For example, some newspapers have partial but not full text information on the Internet.) Do you need to compare data or statistics over time? Can you identify sources for comparable earlier or later data? Comparability of data may or may not be important, depending on your project.
  • What is the context for your research? Can you find "anything" on your topic, that is, commentary, opinion, narrative, statistics and your quest will be satisfied? Are you looking for current or historical information? Definitions? Research studies or articles? How does Internet information fit in the overall information context of your subject? Before you start searching, define the research context and research needs and decide what sources might be best to use to successfully fill information needs without data overload.
  • Eugene Stewart on 03 Dec 13
     
    the 10 C's
Jose Nieves

School for Ethical Education (SEE)  Integrity Works! Academic Intregrity Defi... - 1 views

www.ethicsed.org/...ai_definitions.htm

academic integrity2 vocabulary:

shared by Jose Nieves on 10 Feb 13 - No Cached
  • Academic Integrity can be defined by honest academic work where (1) the ideas and the writing of others are properly cited;
  • students submit their own work for tests and assignments without unauthorized assistance
  • tudents report their research or accomplishments accurately.
Joseph Rhodes II

Does the adoption of plagiarism-detection software in higher education redu...: EBSCOhost - 0 views

web.ebscohost.com.oclc.fullsail.edu/...pdfviewer

adoption software higher education education higher plagiarism systems college

shared by Joseph Rhodes II on 10 Nov 13 - No Cached
    • Joseph Rhodes II
      Joseph Rhodes II on 10 Nov 13
       
      Note 1: Widespread access to the Internet and other electronic media has served as something of a double-edged sword with respect to plagiarism; the Web allows students to plagiarism with cut-and-paste ease, but also allows academics to more easily identify the source of the plagiarized material when plagiarism is suspected(Lyon, Barrett, and Malcolm 2006). Note 2: The Internet allow suspicious student writing to be more quickly compared to other sources using a standard internet search engine, leaving the detection of suspicious writing as the principle challenge. Note 3:  given that some systems now permit students to upload their own writing to check for plagiarism in advance of submitting assignments, rates of unintentional plagiarism may drop, making the remaining intentional plagiarism easier to detect. Note 4: Others argue that the adoption of a plagiarism-detection system will not only aid faculty in detecting plagiarism, but will serve as a deterrent to plagiarism in the first place. Note 5: For example, Kraemer (2008) has argued that students who are made aware that plagiarism-detection technologies are in use should, at a minimum, avoid intentionally copying from other sources because of the near certainty that they will be caught. Further, for those students who may unintentionally plagiarize out of ignorance about the rule of citation, the use of plagiarism-detection software may motivate them to better inform themselves about citations and to double-check their own papers for unintentional plagiarism.
Cameron Browne

Academic Integrity Defined | College of Liberal Arts and Sciences - 2 views

clas.asu.edu/...academic-integrity-defined

integrity academic integrity academic DGL research Vocabulary digital literacy

shared by Cameron Browne on 03 Dec 13 - No Cached
  • Academic integrity violations fall into five broad areas: Cheating on an academic evaluation or assignment Plagiarizing Academic deceit, such as fabricating data or information Aiding others in committing integrity violations and inappropriately collaborating Falsifying academic records
  • Research misconduct is defined as:  “Fabrication, falsification, plagiarism, and other practices that seriously deviate from those that are commonly accepted within the academic community for proposing, conducting, or reporting research.
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