Discussion+1

Welcome to our Wiki! Robin and Nicole

Hi Seetha, Kevin & Nicole,

Thought I'd get the first discussion going - I think that it is on connectivism - the instructions state: //Teachers must balance the worldwide movement of Connectivism with the policies and issues described above.// **//How "connected" should your students be? At what point does the need to protect students impinge on their ability to become familiar with the tools currently being used to connect across the world?//** //These are the questions that teachers must be concerned with as more and more of their practice moves into a distributed learning environment.//

There is such a wealth of resources on the web to which students should be allowed access. However, the way in which they access that information has implications for student safety - I think that the age of the students also comes into play. I work with primary students and the connections that they have are always closely monitored. Perhaps our efforts need to go more into developing ethical web awareness, rather than attempting to place limits on the connections that students can make. Most homes have computers and many students have unmonitored access. By developing critical thinking and teaching web safety I think that our students will be better prepared to make informed decisions about the information that they access. This is coming from an elementary perspective, so I look forward to hearing what others think, particularly from a junior/senior high perspective. (It also may be a little rambling, but at least it provides a starting point :)

Robin

Since my last posting I came across a quote that seems to fit:

"It is the responsibility of school jurisdictions to design and maintain robust school networks that are open to student-owned devices, and to //trust principals, teachers, and students to use the Internet critically and ethically rather than filtering and firewalling access to open participatory ecosystems//" (italics added; Jacobsen, 2010, p. 16). Any thoughts on that one?

Also, in looking ahead to assignment 2, the above noted article and the link below may have some useful information on TALO.

Robin

Reference: Jacobsen, M. (2010). Teaching in a participatory digital world. //Education Canada, summer 2010,// 13-17. This links to the U.S. Department of Education and a meta-analysis and review of online learning studies:

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Robin

I will certainly be checking out that additional info thanks for the heads up. I really like that quote that you have found, I work in the post secondary realm so I am not entirely clear on the steps taken to secure the personal information of learners at the CBE. On the issues of "Connectivity and Collectivism" in the classroom, learners participating in these projects must be made aware of safe on line behaviours and steps must be taken to secure personal information by administration. After that the responsibility to provide learning tasks that facilitate the exploration of the many tools available to our learners fall on us and our creativity. Being involved in the apprenticeship model of education I really like the concept of project base collective learning and have used it in my classes on occasion with great success. Many adult learners initially do not care for this method because they are unaccustomed to it but after some time it grows on them.

On the issue of how "connected" they should be, I would want them to be as "connected" as possible if a student is actively engaged in the content they will find additional resources to support their learning that we may not even know exists. When we are acting in the role of learning partner the discoveries that they are making can benefit everyone. The learner must be taught how to vet information and cull the most relevant.

Kevin

Hi Group!

Robin, as you suggest, “perhaps our efforts need to go more into developing ethical web awareness, rather than attempting to place limits on the connections that students can make”. You are right, considering the fact that most homes have computers with unmonitored access, safety on the web – especially surrounding instant messaging and social messaging sites, is of upmost importance. In the classroom, I believe that it is important to create a safe learning environment, where students are introduced to tools and taught how to protect themselves and to ensure that the information they are receiving is valid and from a reliable source. In my K-12 school, students and teachers are not even permitted to access YouTube – which is a problem for teachers – there are many interesting learning opportunities that can be accessed through YouTube! It is unfortunate that our board has removed access from our server. Facebook and twitter are also blocked from our server at school. Therefore, our board is intentionally limiting access, instead of allowing students and teachers to investigate these tools and learn about restrictions and limits. Considering that our students have unlimited access to the web at home, I'm not totally convinced that these decisions should be being made at the board level? What are your thoughts?

In addition to this, as I explored the content in module 2 related to connectivity, I realized that I am not familiar with all of the tools available! Many of these tools, such as delicious.com and bubbl.us have wonderful uses within the classroom. I think that it is important for educators to first become familiar with the tools available and then to consider the age-goup being taught (to identify the usefulness and safety issues of each tool). From here, students can be educated about the possibilities (and safety limitations) of these tools. But, once again, how do we, as educators, ensure our students are 'protected'? What limitations do you think we should place within our classrooms? This becomes of utmost importance with vulnerable groups, such as elementary and jr. high students.

I'm looking forward to hearing your thoughts!

Nicole

Hi everyone,

"The learner must be taught how to vet information and cull the most relevant"
What a great point you make, Kevin. Lately, I have been quite overwhelmed with the amount of information on the Internet. Being able to discern what is relevant from what is not is a crucial skill for students (and surfers in general) to develop. As you point out, this is related to the issue of connectivity – the more connected students are, the greater the need for the development of this skill. If we do not place students in situations where they are able to practice, then the skill will not develop. Over-protecting our students can deny them of opportunities to become critical consumers of information gleaned from the Internet.

I agree with you, Nicole – limiting access in our schools, to sites such as YouTube and social networking sites, does not allow teachers and students to develop the skills that are necessary to become independent, discerning consumers of information.

I don’t know if we can ever create a ‘failsafe’ online environment for our students, however teaching them to ethical and critical consumers will help them make appropriate decisions. We used to have our students (K-3 school) sign an Acceptable Use Policy (which was also communicated to parents) that outlined appropriate and inappropriate usage, as well as consequences for violations. The consequences for violations ranged from supervised access only, to a suspension of access totally.

In the primary classes that I have worked in, we had to work around the imposed limits set by the Board of Education, so access was already limited. As well, the computers were in prominent positions in the classroom and students were never left without supervision. I’m curious to know how schools with fewer restrictions handle student access.

I'm with you, Nicole -- I was (am) unfamiliar with many of the tools noted. I've since signed up and tried out more things than I can remember!! I came across a very interesting site that I don't think was mentioned in the list (if it was, I missed it!) - it is called 'VoiceThread' - it looks like it could have great potential for classroom work. You can upload pictures, then invite others to comment on them, or comment on them yourself - in 5 different ways, including text, video, and audio. There is so much available that it is overwhelming!

Robin

p.s. This is a VoiceThread example ... does it work?

http://voicethread.com/?#u1264460.b1327484.i7077226

Hey Robin,

Just to let you know I cannot access the voice thread sample without signing in.Great points have been made so far, I too find myself in the position of technical troglodyte. Since starting this course I feel like I am playing catch up, in order to familiarize myself with this technology I have attempted to immerse myself in the culture by creating a Website with a Blog linking it to a Twitter account and now a Wiki everything seems so easy so far you just have to be able to find valid information. I think by exploring these tool firsthand we will be better equipped to guide our learners.

Kevin

Hi Kevin,

Well done! A website, with a blog linking it to a twitter! I've done those things but haven't done the linking, which seems like a good idea. I also have a Second Life avatar ... but that's as far as I have gone. I didn't realize what I was getting into until I'd signed up - don't know if I want to get into the online gaming scene at this time - too many other demands. Yes, I think that many good points have been made and agree - we really have to get into the online environment and try things out so we have a sense of what is possible and a better grasp of the skills students are equipped with.

Enjoy your weekend! Robin

Hi Group!

First of all, thank you so much for setting up the wiki for us Kevin! I really like the photo that was added - it looks very professional :)

I wrote something earlier (around 9:30pm) and now realize something about wikis - only one person can edit at a time!! I remember seeing that Kevin was editing at the same time, but didn't think much of it - but my message is not here! That's ok, it wasn't long...considering this limitation, what do you think are the implications for our learners?!

I was just thinking that our awesome wiki is now available on the world wide web and available to anyone that is looking for it (not so private anymore)! When we were chatting on D2L our discussions were private - only available to our group members for viewing. I wonder if any other technologies (like D2L) allow teachers to create private ("safe") discussions between students?

Kevin...I agree, it is important to explore tools firsthand before being able to share our knowledge with learners. I am learning about new tools each day!

Great discussion so far! Very difficult questions to ponder...I think we all agree that our students should have ample opportunities to be connected!

The second part of the question states: **At what point does the need to protect students impinge on their ability to become familiar with the tools currently being used to connect across the world?**

This is a difficult question to answer, and I don't think there will be a one-size-fits-all solution. Did anyone hear of the discussions happening in Toronto about allowing students to use their cellphones is school? There was an uproar in the news this week! If you haven't, take a look at some of the news articles popping up: []

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This is a real-life example of our changing learning environment. How can we ensure that students use technology in ways that facilitate learning, rather than distract and impede learning? Is there a way to both protect our students right to learn (and privacy issues) while at the same time allowing them to become familiar with communication tools? I think that tools, such as D2L allow students to experience all of the "Seven C's: "

It might be best to start in a safe learning environment, such as D2L (especially with students under the age of 18), and then move to exploring outside tools and discussing privacy issues. From here, once students understand safety implications of various tools, teahers can begin to allow flexibility and choice in which tools students use.

Looking forward to "hearing" your thoughts :)

Nicole

Great articles Nicole,

I think this issue of technology in the classroom is so very interesting with so many concerns that can arise:


 * If the learners are not paying attention will the instructor waste valuable class time to review missed discussions
 * Can or will evaluations be compromised
 * Will lectures or classroom interactions be unknowingly posted to video sharing sites (FOIP issues)
 * How can an instructor create a comprehensive policy towards technology exploiting it's benefit while minimizing it's unproductive or inappropriate behaviors
 * Can these tools be used to create a more interactive classroom environment
 * Can these tools be useful to help organize important information
 * Are these devices really any different than our doodle pad when we were in a boring class

To address the second part of the question, I like what I have seen so far in the D2L LMS. For younger learners working in this environment it seems to me that exposure to content can be controlled and guided while still promoting a collective mentality. Learners can be directed to information the way we have inside the content pages of this TALO course, they can work with the information both individually and using the tools supplied as groups in a secured and protected environment. Using this system issues of questionable information and behavior can be addressed while encouraging learners to form their own opinions of the reliability and value. Perhaps a module for this specific purpose is already actively in use? I also think that at a certain point we have to open the gates and trust that the skills and attitudes that we have tried to instill in them will remain intact when challenged by external sources.

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He has an interesting point of view.

On a side note how would we like to proceed with presenting these discussions tomorrow? Provide the link to the Wiki or summarize?

Kevin

Hi Kevin,

I really like the concerns that you suggested. I think we will see the answers to these concerns manifest as classrooms change to incorporate more technology. I also agree with what you say about the D2L environment.

I think we have to summarize our discussion and post the summary to the main discussion page. Do you think we should reference our wiki, so that others that are interested can have a look at what we have done?

Nicole

I would not mind placing a link to the Wiki, when would we be comfortable concluding this discussion? Any volunteers to summarize? I think the information posted to the drop box has to be in a word document.

For the second group discussion are we going to continue with this format on another page?

Kevin

Hi Kevin & Nicole, Those are great articles, Nicole, with very timely issues. As Nicole mentioned, Kevin, you raise some important issues about technology in the classroom in your bullets above. Regarding this point: "If the learners are not paying attention will the instructor waste valuable class time to review missed discussions" - this may happen, but I also believe that at some point learners have to become responsible for their own learning. If learners miss content because they aren't 'tuned in', then there will be a logical consequence. In some cases, I think they may be somewhat like our 'doodle pads'.

The Sir Ken Robinson TED talk is great and has many important issues for us to consider as educators.

I agree - we should post a link to the Wiki and continue the second discussion on a second page. I don't mind summarizing the discussion for posting, unless someone else has a burning desire. I'll have to check the date for posting and will do it in Word format - I think that we have covered the topic extensively, so if you both agree, we can stop here and I'll use what we have in the summary. (Getting long-winded - I must be hitting the wall!)

Thanks for all of your thought provoking ideas. Great work, group!

I agree Robin, I can get the second page going tonight if you like. I believe that we are required to post our summary before midnight tonight.

Cheers,

Kevin

Good morning, I'll post the summary some time today. I already started the second page - discussion 2 - linked above (did it last night). It seems that the timelines for these discussions is quite short - Sept. 20, 26, 30, October 4, then a break, and finally October 17. We'll be busy! Enjoy your days, Robin

SUMMARY #1: