Thursday, December 20, 2012

Week 8 Assignment 1: Educational Technologies Blog


EDUCATIONAL TECHNOLOGIES BLOG                                                                              

          In review of technologies related to digital citizenship, ethics, and netiquette from my colleagues, there are two technologies for digital citizenship and netiquette that are beneficial to adult learning in the field of employee training.  It is critical for employees of online educational organizations understand and use good digital citizenship and netiquette as they serve inquiries and students across the world.  The employees’ main forms of communication with their inquiries and students are through the use internet technologies, and telephone conversations.  In order to build and maintain positive, respectful, and trusting relationships with their inquiries and students, employees must communicate in ways that reflect good digital citizenship, ethics, and netiquette as they use the Internet.

          The first technology resource, “MirandaNet World Ecitizens” is from Melitta Williams’ blog post, http://melittawilliams.wordpress.com.  World Ecitizens focuses on web users taking responsibility for their actions and behaviors on the Internet to reflect understanding between peoples and communities within nations and across the world.  By doing so, they are taking steps to make the web world a better place.  World Ecitizens (WE) provides wed based resources for educational collaboration in areas of responsible citizenship, mutual respect, combating social injustice, and conflict prevention and resolution.  WE mainly focus on young people/students.  Their theme to make the world and the web a better, responsible place for all people and users is one that applies to all people/students, regardless of age or learning environment.

          Employees can take part in a training class to learn skills and practices of building and maintaining mutual respect between them and their inquiries and students, as they communicate via the Internet.  The training class can take part in an open discussion, followed by a group activity on mutual respect on the Internet and the skills and practices they should display in their communications.  Following the training class, the employees can take an online assessment to verify and demonstrate their understanding and acquired knowledge on mutual respect in internet communications.


          The second resource is Netiquette, from Franklin (Shawn) Eason’s blog post, http://shawneason1.blogspot.com.  Netiquette is an internet website that provides core rules and behaviors that support internet etiquette and online ethics.  The rules, behaviors, and cultural norms extend to all types of internet communications and data, such as text, audios, graphics, emails, and videos.  The ten “Core Netiquette Rules” are: spell check, no all caps, tell the truth, be yourself, do not flame, do not spam, be conservative, do not send email at night, shop secure sites, and use discretion.  The rules centers on the “Golden Rule of Netiquette,” do unto others online as you would have done unto you (Netiquette, 2012).  The main goal of the website is to inform and teach the internet culture the guidelines that exhibit cyber etiquette and digital manners as they communicate on the Internet.  Netiquette recognizes and takes into account internet users are human beings, which display the human condition of sharing information with other human beings, and in sharing, they should display and maintain netiquette behaviors (that are human).

          The trainer would develop and set up for employees to take, as a part of their training portfolio, an online training course on the “Core Netiquette Rules” for internet norms, behaviors, and practices to adopt and use as they communicate on the Internet.  The employees will complete the online training course by the time presented in their portfolio.  The employees will then participate in a face-to-face training class to review and affirm the “Core Netiquette Rules” for internet norms, behaviors, and practices they should follow in the internet communications they perform.  The employees will take part in learning activities, such as team debates, role-plays, and internet communication demonstrations to verify their understanding and ability to communicate on the Internet in ethical, netiquette ways.


          Digital citizenship, ethics, and netiquette are behaviors that all internet users should learn and practice as they communicate with others throughout the world.  These behaviors are not restricted to age, sex, and/or nationality.  When internet users demonstrate good digital citizenship, ethical consideration, and netiquette manners, they are creating an internet world that is safe, respectful, and better for all participants. 
                                                                     References

Eason, F.  (2012). Emerging Technologies in Education.  Retrieved from


Netiquette.  (2012). Netiquette.  Retrieved from http://www.networketiquette.net/

Williams, M.  (2012). Blissful Blog.  Retrieved from http://melittawilliams.wordpress.com

Thursday, December 13, 2012

Week 7 Assignment 1: Educational Technologies Blog


EDUCTIONAL TECHNOLOGIES BLOG                                                                                   

          In today’s society, the most common way to communicate with other people is by some form of electronic exchange of information.  In centuries past, there was a limit to the forms and methods of communications to use.  This is no longer the case in today’s world of digital communication explosion.  People communicate using a large assortment of digital devices, in a multitude of ways.  People can now digitally communicate in such ways as emails, text messages, twitters, cellular phone calls, or blogs.  Through digital communications, people are able to reach out to others all over the world, at any time of day.  Communication is no longer limited, but expansive.  With this expansion, comes the responsibility of the communicators to communicate in respectful, educative, and protective manners (Ribble, 2012).  People need to learn and exercise good digital citizenship.

          An area of digital citizenship that is important in the field of adult education and employee training is email ethics.  More and more business and academic interaction takes place through electronic mail.  Unfortunately, many of the emails are unintentionally offensive.  The email may also be sent or read by the wrong person.  It is important for employees of the educational organizations know and practice the rules and/or guidelines of ethical emails.  There are specific core rules to follow in constructing and sending ethical or netiquette emails (Roblyer & Doering, 2012). 

          Netiquette emails will be a subject presented and trained in a New Employee Training Class.  New employees will receive in-class training on the core rules of netiquette.  The class will discuss and construct emails together using the core rules, to ensure each employee has a clear understanding on how to construct and send ethical emails in their position.  The new employees will then be placed in pairs to practice sending and replying to emails with one another using the netiquette rules.  The employees will save the emails they do together and send them to the training class email for review and discussion on the good ethical netiquette practices they followed and used.  


          As there are specific rules to follow in constructing and sending emails in an ethical netiquette manner, there are guidelines for employees in the business world to follow that instruct them on how and when to deal with the emails they receive on a netiquette basis.  The guidelines for Electronic Mail at Work, by Virginia Shea, provides specific practices for employees to follow in working with electronic communications a netiquette, professional manner.  The guidelines cover how often to check and respond to emails, the effects of email overload and what to do to combat this problem, emailing the CEO and/or executives in the organization, what emails to keep and which to delete, and whom to contact when email problems arise.

          Netiquette workplace emails would be the subject of team meetings, where the trainer would develop, and present written corporate guidelines, following appropriate practices of the educational organization that will instruct employees on how to work with the electronic mail they receive on a daily basis.  The trainer will review and discuss each of the section of the written guidelines for clarity and understanding, so the employees can follow them without difficulty.  Employees input during the meeting will be welcome and supported, especially when it strengthens their ability to work with the emails they receive in a netiquette manner.  These forms of suggestions will be reviewed and added to the guidelines where appropriate.  The trainer will perform periodic one-on-one email reviews with employees at their desks.  The reviews are to follow-up and ensure the employees are able to use the netiquette guidelines given them from the team meeting with success.  


          Digital technology has made it possible for people to communicate with others across the globe for personal, academic, and professional reasons.  Digital communications can take place at anytime, using a multitude of electronic devices, in an equally number of ways.  It is important to educate/train digital users on the etiquettes of good digital citizenship.  They must become good digital citizens to be responsible, respectful, and protective of the rights and privacies of those they communicate (Ribble, 2012).

                                                                      References

Ribble, M.  (n. d.).  Nine elements: Nine themes of digital citizenship.  Retrieved May 30, 2012,


Ribble, M.  (n. d.).  “Nine elements: Nine Themes of Digital Citizenship.”  Retrieved from

          http://www.digitalcitizenship.net/Nine_Elements.html.  Used by permission of Michael S. Ribble.

Roblyer, M. D., & Doering, A. H.  (2010). Netiquette: Rules if behavior on the Internet.    

          Retrieved from http://www.education.com/reference/article/netiquette-rules-behavior-internet/

Shea, V.  (2004). Netiquette.  Retrieved from


Copyright© 1990-2004 Albion.com and Seth T. Ross webmaster2004@albion.com

Thursday, December 6, 2012

Week 6 Assignment 1: Educational Technologies Blog



EDUCATIONAL TECHNOLOGIES BLOG

The advances in the internet, technologies, and the worldwide web have opened the doors for Open and Distance Education to educate learners across the globe. Through the development of innovative and integration technologies, teaching/training and learning is no longer confined to an in person, face-to-face learning environment. Teaching and learning can take place at anytime and everywhere there is an Internet connection. In Open Education, web technology has made it possible for all types of learning institutions, businesses, professional practices, and corporations/organizations to present free courses to the learning world (Bonk, 2009). For Distance or Online Education, the internet has brought complete degree programs, child and adolescent studies, and professional training and development courses out of the physical classroom to the virtual classroom world. The notion of distance and geographical separation is no longer a significant factor in teaching and learning (Laureate Education, Inc., 2009).

Tegrity Lecture Capture is an Open Education technology I found that makes it possible for course programs and lectures to be captured and sent to the web using its cloud-based delivery service. Tegrity Campus uses AAIRS™ integration technology to offer personalized, highly automated lectures with rapid deployment to any authentic web-based source. Instructors can record their lectures or supplementary course contents instantly. The recording is automatically uploaded to the right course. The recordings can be made anywhere, anytime, with or without an Internet connection. Students and/or interested learners are able to use almost any PC, Mac, or mobile device to view recordings and a course using a standard web-browser, because of Tegrity’s intuitive interface.

· As a trainer, I can record a training course and send it to the employees, using the Tegrity Campus AAIRS™ integration technology, without them having to come to the training classroom.

· The employees can access a scheduled training class, using their personal PC, Mac, or mobile devise from home, when they cannot come into work due to an impending hurricane.


Blackboard Learn™ is a technology that helps educational institutions and professional practices and organizations develop and present online programs and courses to students and/or learners around the world. Blackboard technology makes online teaching and learning easier. Educators are able to incorporate multiple media devices, such as video games, interactive assessments, virtual environments, into their online classrooms to learners to access, download, and use. Educators are able to communicate with learners in real-time or stored in the Blackboard classroom. Students/employees are able to enter their classroom, view assignments, complete, and submit them with ease, using any technical device they prefer. Blackboard Learn™ has the capability to allow educators and students or students and fellow classmates to chat, email, face-to-face connect, or collaborate within its system. They no longer need to add an additional technology system to do so.

· When an in-classroom training class has ended, I can use Blackboard Learn™ and send the employees the course interactive assessment to access, complete, and submit from their own desks. They do not have to spend additional work-time in the training classroom to complete the assessment portion of the training course.

· Blackboard Learn™ has a feature that will allow me to use the set-up function to grade submitted training assignments and assessments using its standardized Rubric or one I customize and download. The grades are posted and automatically sent to the designated employees and managers for review and save.


Traditional education is no longer the only chose in education and training for instructors and learners. With the advancements in technologies, the internet, and the Web, educational programs, curriculums, and courses can be developed, delivered, and used at anytime, from anywhere, using a multitude of technology programs and devices. Open Course Ware (OCW), from Open Education makes learning free for all interested learners. Distance or Online Education is gaining in popularity and choice for those with active and busy professional and/or personal lifestyles. Advanced technology has given all people, throughout the world, the opportunity to learn and the ability to continue learning for as long as they desire.

References

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San

Francisco, CA: Jossey-Bass. Retrieved from the Walden Library databases


Laureate Education, Inc. (Executive Producer). (2009b). EDUC 6177: Using Technology to

Enhance Learning. Distance education: The next generation. Baltimore, MD: Author.


WAL_EDUC6177_01_A_EN.pdf

Thursday, November 29, 2012

Week 5 Assignment 1: Educational Technologies Blog


EDUCATIONAL TECHNOLOGY BLOG                                                                                                
           Video games, simulations, and virtual environments are great tools to use to bring exciting and invigorating experiences into the classroom and work environment.  Students and/or employees experience heightened intellectual curiosity as they engage in play and continue to advance through the games’ levels of difficulty, as a single player or as a part of a team.  The players (students/employees) develop feelings of positive accomplishment and ability in what they are able to do on their own and/or working together as a team, the challenges they are able to solve, and the levels of advancement they are able to reach.  They are motivated and stimulated to move on, conquering each challenging level, to reach mastery.  It is at this level, the users becomes the producers, to use their creative skills to produce a challenging video game, simulation, or virtual environment of their own for other student/employees to play (Squire, 2011, p. 37).
           A simulation game to use to teach students/employees group collaboration skills is the Wii Family Feud 2012 game.  The simulation game is set up just like the TV version of family Feud.  Students/employees are divided into groups or family members that face-off against an opposing family.  The families use collaboration skills to outscore the opposing family.  The families must learn to rely on the skills of their family members, listen and support the ideas of others in their family, and make decisions as a group so they are able to win and advance through each challenging level of questions and opposing families.  To teach new employees teamwork skill, the trainer can use Wii Family Feud 2012.  The trainer would use the progressively difficult questions the game provides, to teach new employees how to collaborate as a group as required of them in their real-work situation.  The trainer can also develop their own progressively challenging questions and use the Wii Family Feud 2012 to teach employees the details of a new degree program and hoe to present it to incoming and/or existing students.  Wii Family Feud 2012 can be purchased from Nintendo for a low as $39.99 or downloaded and played for online for free from www.gamingwonderland.com/
http://www.amazon.com/FamilyFeud-2012-nintendo-wii/dp/B005GWU020/ref=sr_1_2?

           The next collaboration game is one presented by Kurt Squire, Crystal Chronicles, Final Fantasy Crystal Chronicles: My Life as a King (2011, p. 38).  The cooperative video game or Wii game is one where teams work together as warriors to create tactical decisions and approaches to overcome the enemies of the King.  They must combine their strengths, skills, and magical powers to build the kingdom, defeat the powers and attacks of the evil forces, and protect the crystal and the King from defeat.  Each warrior has a special skill and ability given to them by the Crystal: strength, toughness, dexterity, agility, intellect, and/or willpower.  The trainer can use the video game or Wii game, Final Fantasy Crystal Chronicles: My Life as a King in development training class on skills and behaviors.  The trainer would divide the employees into two groups.  One group represents the King’s warriors with the special skills and behavior abilities, as well as the special skills and abilities given them by the Crystal.  The other group represents the evil enemy with the poor/outdates skills and abilities and evil skills and abilities they use to overtake the King’s warriors.  Managers can use the video game or Wii game in team meetings to work on and strengthen problem solving skills and abilities. 
           In the learning environment, video games, simulations, and virtual environments are excellent tools to use to teach adult learners/employees problem solving strategies.  Students/employees learn and reinforce intellectual creativity, collaboration skills, cooperative communications, decision-making abilities, and the desire to continue to learn, grow, and challenge themselves.  They learn to coordinate together as a team to plan the next level of achievement, to celebrate their accomplishments, and move from users to creators of new and more challenging skills and problems to solve (Squire, 2011, p. 37).
                                                                 Reference
Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age. (pp. 37, 38). New York, NY: Teachers College Press
 

 

 

 

 

 

 

 

 

 

 

 
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Thursday, November 22, 2012

Week 4 Assignment 1: Education Technologies Blog


EDUCATIONAL TECHNOLOGIES BLOG                                                                                 
           Mobile learning is learning that occurs when the learner uses some type of mobile technology device to access and learn information, subject material, explored data, and/or live events.  Mobile technology devices allow teachers to connect with other teachers and students.  They allow students to connect with other students and their teacher.  Mobile technology devices allow the user to make use of its connectivity, location awareness, content, and application at a time and place the user chooses (Learn2Go, 2012).
          One mobile technology device to use and integrate in education and the classroom or training room is the mobile phone and/or Smartphone, such as Windows Phone 8.  Mobile phones are small, handheld mobile technology devices that are making an impact in education now because of the numerous features it hosts and its connectivity to information, data, and people all over the world.  Mobile phones are mobile technology devices most people/students and educators already own, so their use in the classroom becomes an easy to accomplish (van’t Hooft, 2009).  In the area of employee training, trainers can download their course plan into their Windows Phone 8 or any other mobile phone to use it as a guide as they conduct class.  This eliminates the sometimes cumbersome job of disconnecting and reconnecting their larger laptop to take it with them to the training room.  Everything they need to guide them is now present in their phone, with easy access and visibility.  Trainers can also send program updates and training reminders to students/employees and managers using their Windows Phone 8 or mobile phone by using the email function or Twitter.  This feature in the phone allows the trainer the ability to keep all necessary personnel informed on important information about programs and on track with training.  The mobile phone and/or the Windows Phone 8 has the ability to enhance education in a countless number of ways
http://www.windowsphone.com
           Another mobile technology device that can be used in the field of education and/or employee training is the Microsoft Surface Windows RT Tablet PC or other PC Tablets.  The Tablet PC goes from touch screen to keyboard typing.  It allows users to create, collaborate, watch movies or recorded activities, search the internet, play music or recorded lectures and messages, live chat, create and send emails, download and/or upload to and from ones computer or laptop, and tote around anywhere, at anytime.  It is a wonderful mobile technology device for educators and students to use, regardless of the learning environment.  The multitouch tablet has the significant potential to influence the way educators teach and students’ learn both formally and outside the classroom (Low, 2012).  Students or employees are able to use their Tablet PC to record a training course group project and latter, present their recorded collaboration to the class and teacher for discussion and evaluation.  Using the Tablet PC to record any desired activities is easy and immediate and saves time and the use of extra video equipment in order to do so.  Students or employees can use their Tablet PC and download Online Training courses, complete the trainings, and send to the trainer once the courses are completed and the course tests have been taken.  The Tablet PC allows employees to take Online Training courses at work and/or at home, so their Training Portfolio stays up-to-date and is inclusive of all required training.  The multitouch tablet is becoming more and more popular in the field of education by educators and students alike, as their capabilities and features continue to grow and improve.
http://www.microsoft.com/Surface/en-US/surface-with-windows-rt/home?WT.mc_id=cp
           Mobile technologies are making an exciting presence in the world of education.  As their abilities and features continue to improve and increase, so are their uses by educators and students.  Mobile technologies allow teaching and learning to go anywhere and take place at anytime.  
                                                                   References
Learning2Go.  (n.d.).  Retrieved May 30, 2012, from http://www.learning2go.org/

Low, L.  (n.d.).  Mobile learning: A reflective journal on learning all the time, everywhere.  Retrieved May 30, 2012, from http://mlearning.wordpress.com/

van’t Hooft, M.  (2009, February 20).  Mobile Learning 09 Conference, Day 2, Morning Panels [Blog post].  Retrieved from http://ubiquitousthoughts.wordpress.com/2009/02/20/mobile-learning-09-conference-day-2-morning-panels/

Thursday, November 15, 2012

Week 3 Assignment1: Educational Technologies Blog


EDUCATIONAL TECHNOLOGY BLOG                                                                                    

          Social networks are internet websites set up to allow people to connect and communicate with people and information within their own sphere and across the world.  Social networking is an excellent tool to use in the adult learning environment for it opens the opportunity for teachers/trainers to connect with other teachers/trainers to form their own educative social community.  It allows students/employees to connect and form educative social communities with other students/employees.  Social networks have the capability for educators to bring their network into the classroom and personalize them to the context of their own students and the curriculum and/or course under study (Richardson, 2010, p. 133).  Social network systems make it possible to collaborate, do good work with others, and learn a great deal in the process.
          Ning.com is a social networking site, established in 2005, that allows users to create and customize their own social website and build their own social community that communicates through forums, chats, and activities streams (Richardson, 2010, p. 140).  Ning allows members to share photos, videos, and blogs.  Ning houses a built-in integration with Facebook, Twitter, and YouTube that makes it possible to increase and maximize membership reach.  Ning is a free social network system.  It can be upgraded at a cost to add special features and functions, such as live videos, Ustream TV, photo stickers, Aviary effects, and Constant Contact email marketing.  Trainers can use Ning to form social network communities with other trainers within their own community and across the world to collaborate, share, and build knowledge and skills on ideas and methods they use that are successful in employee training.  The trainers can share technologies they use and those that are new and emerging to incorporate in training to make it more interactive and engaging.  Enrollment Advisors and Academic Advisors can use Ning with their new and existing students  to form specialized social networks to discuss things they need to do, course updates, grades, class registrations, book ordering, and much more.  By staying in contact with their students through Ning, the advisors are able to aid in student success and continued enrollment for degree completion.
http://www.ning.com

           The iPhone 5 is a social networking phone that allows users access to a multitude of functions, features, and options all in one phone.  A new feature the iPhone 5 has is FaceTime.  FaceTime on the iPhone 5 allows users to connect and communicate face-to-face to another iPhone, iPad, iPod touch, Mac, Wi-Fi, or cellular connection.  Video calls can be made right from the start of the call or added during the call.  Calling groups can communicate via video on the FaceTime iPhone 5 from the beginning of the group call, as well as join while the video call is in process.  If members of your group miss the call altogether, you can record, save, and email the video to them as an email attach, all in one function.  They can then download and watch the video call at their own time.  This is a great social networking tool for trainers to use to train employees at different sites to create a live, interactive training class.  The trainer can send the training class video to employees that were not able to attend the class when it first aired.  This ability saves the organization travel expenses, time of the trainer and employees, and repetition for the trainer to train absent employees.  Cross-site meetings can be conducted face-to-face, so attendants can see the faces of those they are meeting with, to make the meeting more personable and inclusive for all involved, and provide immediacy in sharing ideas and answering questions.  This ability allows for enhanced collaboration trainers and/or advisors have with trainers and/or advisors from different site areas they are assigned to work with on a specific project.
http://www.apple.com/iphone
                                                                    Reference

Richardson, W. (2010).  Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.).  (pp. 133, 140).  Thousand Oaks, CA: Corwin Press.

Thursday, November 8, 2012

Week 2 Assignment 1: Educational Technologies Blog


EDUCATIONAL TECHNOLOGIES BLOG                                                                               

          Educational technologies are making a strong impact in the adult learning classroom, be it online or face-to-face.  Educators and students are using educational technologies to create active, engaging learning environments.  Educational technologies allow educators and students to build subject knowledge through their use, share understandings of the subject throughout the learning process, remain focused, and aid in continual learning and transfer of knowledge beyond the classroom.

          In researching educational technologies from this week’s resources, Walden Library, and my own internet search, I found two educational technologies that have the potential to make a great impact in adult learning and/or employee training.  The educational technologies have the ability to make students and the educator active participants in learning the course material, to collaborate on what they are learning as they are learning the material, and use what they have studied once the class is over. 

          The first technology is the Ustream TV.  Ustream TV allows educators and students create their own TV show of the class, as the class is in session (Richardson, (2010, pp. 125-129).  The show can be broadcast immediately after production is completed or stored and shown later at any time, from any electronic devise. The students and the educator actively participate in learning the course material; they interact with one another during the learning process, and allow them to build understanding and knowledge throughout the production.  Once the production is completed, the show can be “broadcast now” and used for a class discussion on the important points and understandings on what was studied.  The show can also be coded and saved, so students and the educator can watch and review it later.  Ustream TV makes a great collaboration tool for group projects.  The educator can share the Ustream TV show with other audiences by posting their “ustream.tv/channel/weblog-ed-tv” web address so others can find and play the show on their electronic device (Richardson, 2010, p. 128).  Ustream TV is a free multimedia technology that is easy to download and use.  http://www.ustream.tv/platform.

          The second multimedia technology I found that can be used to enhance and strengthen subject knowledge during the class and after is the Logipen.  Logipen is a technology digital device that captures handwritten notes and/or drawings as they are made, on any type of paper and writing device, wherever you are.  The notes can be downloaded to any operating system, whether Windows or Mac.  The notes can be stored in handwriting or converted to type text.  The notes can be stored, reviewed, and edited at any time.  The Logipen allows the students to remain focused during class as they take notes.  Students can review their notes after class for further learning and understanding.  The Logipen saves time, works instantly, easy to use and download, and is applicable to any operating system and/or device.  http://www.logipen.com.
Reference
Richardson, W.  (2010). Blogs, wikis, podcasts, and other powerful web tools for the classrooms
            (3rd ed.).  (pp. 125-129).  Thousand Oaks, CA: Corwin Press.