I also was at the office hour session. Thank you so much Bruce for the lively and interesting dialog you had with Jennifer. What I found particularly interesting was. She indicated there is always more information out there and so does not usually bookmark sites. . She also said that studies indicate we can keep up with about 150 people in a social network. She indicated she often purges her twitter account, but more always want to join. It was interesting to me to see how integrated in the internet is in Jennifer's professional life and how it seems to come naturally to her. She is a generation younger, so it goes to the previous discussions it might be in our human DNA to use technology.

Jennifer's virtual office hours are Thursdays, 8-9, http://bit.ly/EDUC251

http://elearner151.blogspot.com/ - is the link to my blog post describing my process for my course - Everything you wanted to know about Colon Cancer.

http://elearner151.blogspot.com/p/course-framework.html - is the link to the page in my blog which will be the centralized place for my framework course

Reference: Jennifer's response to Joy's Essential Questions (Note: Am chosing to post response here as I find this to be a good focal for our discussions.)

Anyway, this discussion reminded me of a business effort, which was to establish the vision, mission statement, and goals and objectives for the organizations and departments within the organization. I found the process to be useful in developing a focus from the collective consciousness, but not as much as the end results of what we finally agreed on. In other words, if someone new joined us or we had some choices to make, we would refer to what we had agreed upon, but it was the process of discussing that was helpful.

Thanks for underlining the point about recasting classes based on the environment. I particularly thought the Wiggins module/reading was very helpful. I found the "worth being familiar with" priorities are often the ones that "hook" me into the class material.

This was in today's LA Times, indicating how a person's disability benefits were promptly stopped after the insurer saw posts on Facebook. The unintended consquences of information further our discussions regarding privacy.

Joy, my father used to say - The true measure of a man (or woman) is what they would do if no one would ever find out. To your point - just do the right thing!

Feedback and suggestions are always welcome. Please take the survey and provide your thoughts and experience with Module 4. Thanks.

Thanks for the kind words. Next week-end we have out-of-town guests, so that's one of the reasons for my early focus. Your directions were fine and helped the logistical process. I prefer this to a screencast, but that might be reflective of my technology knowledge and learning style. Two things, though, that took me a while to figure out were: 1. Sharing. It might be a default setting, but new documents I create have a privacy share indicated. You have to specifically change the setting (the share button is on the top of the screen) for people to be able to access it. 2. Editting. When you go back into Google docs, I got an excel spreadsheet. To actually update the form, you have to go to the form button and select "edit" in the pulldown screen.

Jennifer's email to us was a catalyst for this post to inquire about your digital prescence experience. I, like Jennifer, have aliases that I use on social networks. It is a challenge, though, to manage multiple presences and even when I do, often have a feeling of unease about the information. For example, in this course a suggestion was for us to update our profile. Although I don't feel secrative that I am taking a course at Bellevue College, the email/signature I use for this course is also the one I use for some other professional endeavors (such a technology consulting). I is not something that is a "need to know" by everyone. I chose, in this situation, not to update my general profile. When we are conscious of what/how we are posting and putting up, is one thing. Often though, I get on a mailing list, that I have no idea how I was included, as I probably forgot to check a "do not include me" box on something I have bought on line. This article was particularly interesting to me, as it talks about a survey that 23% of children get a digital presence even before they are born - having a lasting imprint.

I agree that there is a benefit to on-line blogs and support groups. The question for me is how do I get that benefit from the people I am targetting it to? So, for instance, I have used online support groups for a medical challenge I went through. It was helpful and beneficial to both them and me. However, that is different from having a digital footprint of the interaction. Maybe an employer or someone who would use the information judgementally, for example. So to Howard's example, did he realize that people that only tangentially are even aware of him, now know something intimate about his life. He probably doesn't care on one level, but it is the "unconsciousness" of this footprint that I think about.

I do separate my profiles by having different email aliases. There is overhead in having multiple ones, however, so not ideal.

Challenges I found when developing this blog included: 1. Organization. Deciding on the organization of the blog is the most challenging, as is often the situation when organizing a new project. One isn't quite sure what "envelopes" (in this case pages) you want. 2. Privacy. The issue of privacy is very much an issue for me, as I am not sure what I want to have public and/or permanent (as even though you delete something, it still remains somewhere.) 3. Spelling/editting. Proper spelling and grammar I feel is a reflection of who I am and needs to be accurate. Spell checking allows you to find misspellings, but not the use of miswords.

1. I will try the post-its. I'm thinking it is an especially good way to keep thoughts/ideas, which I can return to and then see if they really "stick" and I want to explore/use them. 2. Privacy. The interesting thing is that there is so much information out there, the volume almost acts as a gate. I agree with you about not real privacy.

This site is an interesting reference and you can also sign-up for periodic emails on topics. I find that I will read an email at times, whereas going to a website and possibly logging in is more overhead. One specific article that might be of interest that this site offers is Learning with Technology: Tools and Stragies to Improve Student Learning. (http://www.facultyfocus.com/free-reports/teaching-with-technology-tools-and-strategies-to-improve-student-learning)

As an adjunct to disccusion Jennifer began in the post on Getting our Values Around Copyright, this article was from the the first course in our eLearning class - 281. I think it is a good, concise overreview of the U.S. copyright system.

This is a research article where the authors studied classroom teachers who were required to convert to on-line learning. Some of the results I found interesting, was how the teachers who taught in traditional classrooms had challenges in re-structuring the information - primarily in the area of control information flow. More assessments, for example, had to be added. There is also a discussion of increased workload by the instructors and how this was a variable in the enthusiasm of the teacher's embracing the technologin.

The emphasis of this article, is that we can get in information overload, which impacts the verasity of the data we get. He discusses deliberate biases in websites and the need for us to use filters in the information we receive. To me, it is not just the information we receive, but how we ask the question. Using a different search engine or how a question is phrased can often provide a different answer. When I am trying to research something, I often will not only read the first couple of references, but randomly go to a later page and some of the references there.

Library science has definitely evolved from the time of index cards and Dewey decimel system, as the only real tools we had to find information and books required physical interaction with the printed page. It is great to have access to more data, but makes filtering more challenging. I personally, still like reading words from the printed page, but find that I do much of my reading/getting information via the web or in some type of visual form. I think the ebook products are just the start. I do look forward (and I know it is beginning) when text books for our students will be primarily electronic and they don't have carry around such heavy bookbags. Also, as a new BC student, thanks for letting me about Books 24/7 and Bruce, your comment, about how the librarians are starting to use electonic means for "crap detection" in electronic media is good.

This is an overview of a guideline for how learning occurs and how as teachers we can focus our lessons to this guideline. It is relevant in on-line education, as the on-line environment allows us to have different modes to provide information to our students. We can utilize everything from video to chat rooms.

Mary Ann - I hadn't realized the Bloom taxonomy had been revised and am not sure of the changes, but very much like the scaffold. I must admit, that it has taken me a while to use better questioning. It is more responsive to test information. Joy - Your point about how the education process was different for you and your daughter is interesting. Many students go for a foreign experience.

I have not had experience with SOLO - Structure of Observed Learning Outcomes - but from the bit of investigation I have done, it is similiar to Bloom's in that it is based upon the notion that a studen'ts ability to grasp more abstract concepts, is based on more fundamental understandings and that you need to make sure you are not too advanced for where the student is. It reminds me of Piaget's concept that you can only learn something that is slightly more advanced than where you are (my paraphrase). As for my experience with help in developing questioning skills, which I feel is an excellent example of elearning, is that my company had us first take an interactive tutorial on Bloom's taxonomy. The "final" was taking a math problem and providing questions for each level of the taxonomy. We posted this on a dedicated discussion, with the teacher providing her response for everyone to see and learn from. We have since started another topic where teacher can post specific questions they are using and have tried and this will eventually be collected into a reference document. For example, one idea that was shared was that you after you have tested your student on a fundamental, you can ask them to give you a problem. My experience is that I often get back something I didn't expect. Like if adding decimels, they will return with a problem that might be in the millionths rather than the tenths. What I found most useful was not these specifics or having a question for each level, as much as the consciousness raising it did for me to think more creatively in helping the students. I have found that an elearning platform is very helpful in this regard. For example, they might take a lesson on adding or subtracting fractions and another on adding or subtracting decimels. I will then give them a problem in adding both - example - 1/2 + .25 = . By having an interactive whiteboard I can see how they convert the fraction to a decimal to add them and offer guidan