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Contents contributed and discussions participated by Tracy Ndlovu

Tracy Ndlovu

PLN Starter Kit - LiveBinder - 9 views

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    Jennifer LaGarde's PLN that compiles colleagues' tips and resources for building a PLN.
Tracy Ndlovu

Google Custom Search - Personal Learning Environment Search Engine - 4 views

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    Places to find out what a personal learning environment is, how they are being used, and examples from groups using them.
Tracy Ndlovu

JOLT - Journal of Online Learning and Teaching - 8 views

  • This article presents important issues for educators to consider as they use these new tools by investigating the ramifications of moving academic activities to a public sphere and examining how laws that govern our academic freedoms and behaviors translate in this new environment. The discussion focuses on concerns specific to incorporating the use of social media and user-generated content into the teaching and learning environment in higher education, touching on compliance with disability and privacy law, intellectual property rights, copyright law, and the fair use exemption
  • Social Media Use in Higher Education: Key Areas to Consider for Educators
  • three important questions will be addressed: 1) What should educators know or consider as they employ these tools? 2) What are the ramifications of moving academic activities to the public sphere? 3) How do laws that govern our academic freedoms and behaviors apply in the online environment?
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  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • learners can mix and match to best suit their individual learning styles and increase their academic success
  • such technologies are typically freely accessible, easy to incorporate, and have a minimal learning curve to master
  • can become personalized
  • extend class engagement beyond designated class time and to increase the quality and quantity of participation
  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • multiple benefits for using SNS [social networking software], including, retention, socialization, collaborative learning, student engagement, sense of control and ownership
  • primary benefit of using the tool is for collaboration or extending engagement outside the classroom
  • faculty attitudes
  • slow-to-adopt-change nature of academia
  • Key Areas of Consideration for Educators
  • Missing from this dialogue, however, is discussion of how best to tackle some of the practical, less paradigm-shifting questions about ownership, privacy and security, access, accessibility and compliance, stability of technology, intellectual property rights, and copyright law.
  • The question really is one of ownership and rights: who owns not only the tangible item that is created, but the intellectual concepts, ideas or processes behind the creative work or property?
  • Increasingly, universities are respecting students’ IP rights, mainly by recognizing them as copyright holders of the work they create.
  • While faculty members may understand that having access to another’s work does not make them owners or give them rights to freely use the content as they wish, this concept may not be so clear for students. Recognizing the ease with which digital content can be copied, remixed, and reused, it is wise to facilitate discussions or assign readings about ownership and attribution, addressing ethical and legal content use.
  • Using mediated tools that capture discussions and activities in an open public space fixes these events for digital perpetuity and makes them potentially available to a world audience.
  • Will this public learning space inhibit risk-taking and instead foster a reluctance to share ideas with a broader audience for fear that these things will come back to haunt the student later?
  • Faculty should consider not only having a discussion about online privacy but also include a statement in their syllabus about proper conduct and expectations for both students and faculty.
  • faculty can use these issues as teaching topics that aim to enhance students’ media literacy.
  • faculty members need to consider a chosen medium’s ability to accommodate students’ diverse learning needs, which include accessibility as defined by the Americans with Disabilities Act
  • the availability of assistive technology tools to enhance accessibility for a wide range of challenges and disabilities seems to have increased
  • Online social media sites create an even more challenging environment as they are rich in media, images, and links facilitating complex interactions that use scripting languages not compatible with accessibility software
  • The most common stability issue for technology is likely the removal of content by the software web host or system provider because of a Digital Millennium Copyright Act (DMCA) take-down request
  • If being in a university-sponsored password protected online space that is limited to only the current class has created a fictitious safety net for using copyrighted materials, taking this class out into the open web--a public space available for the world to view--should spark some serious contemplation.
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    "This article presents important issues for educators to consider as they use (Web 2.0) tools by investigating the ramifications of moving academic activities to a public sphere and examining how laws that govern our academic freedoms and behaviors translate in this new environment. The discussion focuses on concerns specific to incorporating the use of social media and user-generated content into the teaching and learning environment in higher education, touching on compliance with disability and privacy law, intellectual property rights, copyright law, and the fair use exemption ..."
Tracy Ndlovu

Fun With Words > The Wordplay Web Site - 2 views

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    The site is dedicated to amusing quirks, peculiarities, and oddities of the English language: wordplay. Playing with words and language is both entertaining and educational. Here you can have plenty of fun with words with over 500 pages of word puzzles, games, amazing lists, and fun facts.
Tracy Ndlovu

Five Monsters That May Visit Your Virtual Classroom - Web Conference Guru - 2 views

  • prepare a brief email message and send to enrollees the morning of your session and one hour before your session to remind them of the start time and classroom URL
  • To overcome the Silent Ghost use three techniques: (1) asked pointed questions, (2) tell participants how to respond, either through audio, chat or both, and (3) pause and count to 10 to allow time for participants to un-mute, gather their thoughts to type a response.
  • The Noisy Ogre can be quickly defeated by instructing participants on how to mute their phone or microphone. 
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  • To keep the Exercise Zombie away from your virtual classroom, make sure you rehearse your exercises with a mock audience.
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    Five tips for online classroom preparation to stave off disruptions, including how to deal with poor wireless connection, late learners, silent participants, background noise and interactivity frustration.
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