This artifact is a digital resource which identifies who the stakeholders are in online learning.
Wednesday, June 14, 2017
Communicate 1- Communication Laws
One can refrain for violating the Family Educational Rights and Privacy Act ( FERPA) and the Telephone Consumer Protection Act ( TCPA) by becoming familiar with the content of these acts and following the guidelines which they Intel. The basic educator guidelines for FERPA discussed in the lesson is a great way to start. It tells us not to share grades in emails and not to share student information with anyone who is not the student of the parent. This means that if someone who is not listed as the student or parent has a question about the student we can not answer. We have to keep their information private. We want to keep in mind that parents and students have rights to the educational records. If a numerical grade needs to be discussed, a phone call is recommended. The summary for TCPA lets educators know that they should not use automatic dialing or prerecorded messages without getting consent from the parent before hand unless there is an emergency. Keeping these in mind can help us to comply withe FERPA and TCPA guidelines when we communicate with parents, students, and stakeholders.
What methods could be employed to verify that copyright is not being violated?
From the lesson, I find that one must ask permission. We can not rely on the information to have a copyright symbol. The video copyright basics explained that intellectual property is protected. So, to be safe one should ask for permission before using, printing, or distributing words, images, and videos. Verity that what one retrieves from the internet is not illegal to use. Students and teachers can use online resources such as turnitin.com to help ensure that copyright is not being violated.
Does copyright require that all work, images, words, and graphics must be original?
Copyright protects the work, images, words, and graphics in any form. An example was given that if one writes a book the information is protected by copyright law and therefore a movie can not be made about the book with out permission. There is also trademark protection for words, phases, and symbols.
Communicate 1- Communication Definitions
Consider Turkle’s perspective while viewing the video. How do we change our communicative patterns and personas as the result of technology?
How have your individual communication skills changed as with the innovations in technology?
The TED talk by Turkle was informative and she prompted me to think about my technology use. I love to talk to a few people and I still do that however, I am a huge fan or user of text messages. I still text in complete sentences instead of using text abbreviations because I don't want to get out of the practice of spelling out words. I am the person that checks in and out of places via my phone connection. I had not thought about it as leaving one place and returning at will, but she is so right. When I am in a meeting and I notice that the topic no longer applies to me, I am quick to check my email to see if there is something I need to be doing. I also see myself as less conversational, and I often chose to text rather than call most of my friends. I text friends and family who have texting capability. My mother is elderly so I do have to call and speak with her. I will say the FaceTime technology is also one of my favorites because with my children, I can see them and here them and that is useful as a parent. Turkle has motivated me to want to have more conversations with my peers and friends.
How have advancements in technology altered classroom communication? Will these change further?
Advancements in technology have altered classroom communication in many positive ways. Students in my district are able to bring their own technology to school for use and this can be very engaging helpful with learning. Almost all students have mobile devices and enjoy using them. I find that when students really participate when we use digital learning games and they can answer with their devices such as Kahoot. Students are able to do research, take notes, and write papers all with out having a book, pen, or paper. I feel that in the further technology will be used more and more. It does not take the place of conversation but it does give students a sense of control and this leads to learning.
Tuesday, June 13, 2017
Navigate Reflection
Standard B:The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment.
Standard I:The online teacher demonstrates competency in using data from assessments and other data sources to modify content and to guide student learning.
Standard K:The online teacher arranges media and content to help students and teachers transfer knowledge most effectively in the online environment.
Answer in a complete paragraph response: How has the Navigate module prepared you to meet each standard listed above? Link to or provide specific examples from your work in Navigate. What strategies will you take away from the Participate module and apply to your teaching? What lessons were most beneficial for you?
Upon completing the Navigate module I feel that I am prepared to me in each of the standards listed above. I was able to learn how to use a large range of technologies during this module and demonstrate through use that I could actually use what I learned. I learned how to use a screen capture for instruction. This can allow the online student to have access to the lesson when needed. I learned about asynchronous and synchronous learning. I learned about the different learning management systems (LMS) and the many tools they have. I was able to show how I would use these tools in an online classroom. I explored the different roles and functions involved in online learning. This helped me to understand where I will fit in as a online teacher. I learned to create a course using a LMS and then upload content for the student. I feel that I have learned so much and it is all extremely useful, but if I have to pick a lesson that was most beneficial it would be section 1 lesson 4. this was brand new and I feel I will be able to use it in an online classroom as well as a traditional classroom. Completing this module has made me feel successful in INacol Standards B, I and K.
Navigate 3 - Course Creation within LMS
After selecting and downloading a trial LMS, create a course shell and make note of the various tools available.
The LMS in which I selected was schoology. Some of the tools included are updates, gradebook, badges, attendance, members, and analytics.
While the content loads, note the steps completed to fully load the package and make it viewable. What were those steps? Is it important to follow these steps? Write a description of the experience in your blog.
These are the steps I used to place the content in the LMS. First, I downloaded the content. Then I went to create course. I named the course Introduction to Digital Citizenship. I then had to file in the section, subject, and level. I typed in section 1, I used the drop down box and picked technology for subject. I then picked grade level 9 and afterwards I was given the option to chose a range and so I put 9-12. Then I had to click on create again. I then had clicked on materials and add a file/Link/ External tool. After which a pop up box appeared and I clicked on attach a file. I was then able to chose the file which I previously downloaded. This took about five minutes to complete the uploading. Once it was complete I had to click on add. It is important to follow the steps in order for the information to be uploaded in the LMS.
Navigate 3 - LMS Reporting
What are the options for grade reporting? Are there various levels?
In the Brightspace from the module, there were many options and levels for reporting the online students' grades. On the student level, the data can show the number of times a student accesses a course and other information listed below. The teacher level shows course grades and offering which can help the teacher to determine the effectiveness of the course. The Course level has analytics which can be helpful in evaluating the course. The levels are listed below with descriptions from the module.
Which levels remain most valuable for the online instructor in regard to student performance?
The teacher level is the most valuable for the online instructor in regard to student performance. This report can allow the teacher to view grades and see negative or positive results and this can help the teacher to evaluate their teaching methods. Course level may also be helpful. information that is gathered through reporting data analysis can propt the teachers to use differentiation in some cases.
Student Level – Student data can result in a report view that indicates the number of times a student accesses a course, attempts a quiz, visited content, or used a particular tool. The reports can aggregate across students in a course, and this data can be informative about the effectiveness of the online course.
Teacher Level – A report may look at course grades per course offering or across semesters/sessions to indicate positive or negative results per teacher, as well as overall material within the course’s effectiveness. A teacher may look at their own data or their students’ data for differentiation or evaluation of their teaching methods.
Course Level – Course level analytics are helpful to evaluate and re-design course materials and assessments.
Program Level – Program level data is used to evaluate the effectiveness in aggregate of the successes and failures of programs to inform administrators of areas for improvement.
Navigate 3- LMS Tool Categories
The tool categories of the LMS were explored when going though the module. Teacher information, show class list, calendars, and class news. Communication tools such as email, notifications, and discussions were explored. Also learning tools such as dropbox, quizzing, and grade book are great tools in the LMS.
Two of the most relevant features offered are the communication tool of email and the leaner tool of discussion. Communication is key when teaching. Email allows students and teachers to have open communication. Students can write out questions they may have and the instructor is able to answer them. The discussion tool is also useful because it allows the students to communicate with each other and the instructor in an organized way.
Which features directly relate to effective online instruction?
The discussion feature, dropbox, and testing are essential to online instruction. Here again, having good communication is key. The discussion will allow the instructor to read the students thoughts on matters. Students can also turn in assignments using the dropbox. Most drop boxes can be set to stop collecting at a certain time and this can teach the online students time management and accountability. Last but not least the online student needs to be assessed to see if he/she is learning. Having the quiz/test feature is a good way to see and also give feedback to the students.
How might you use these features in the online classroom environment?
In an online learning environment I would use many of these LMS tools to teach. I would use the class list to stay organized and plan activities. I would place assignments on the calendar and have class news displayed in the LMS. I would use the discussion tool to have students relate current events or experiences to engage them in what we will be studying each week. For example if we will be studying soft skills. I could post a discussion question asking why they feel the need to use soft skills. I could also have them research and share a event where soft skills were not used and they should have been. Discussions areas would also be a great place to write an essential question.
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