It is the responsibility of all educators to model good digital citizenship for their students. Especially when it comes to copyright, plagiarism and intellectual property. The waters are murky. No...
Ever since their introduction by Ogle in 1986, K-W-L charts have been widely used to help students prepare for reading by organizing what students know (K) and want to learn (W) before they read and then reflecting on what they learned (L). This interactive tool is equipped with the worksaver functionality so that students can save their work at different stages in the K-W-L process. Users have the ability to embed text links, giving an extra level of interaction and explanation so students can show their examples of their knowledge.
The Transliteracies Research Project, directed by Alan Liu from the Department of English at the University of California at Santa Barbara, first introduced the term “transliteracies.” The focus of this group is on online reading by establishing working groups to study online reading from different perspectives; bring those groups into conjunction behind a shared technology development initiative; publish research and demonstration software; and train graduate students working at the intersections of the humanistic, social, and technological disciplines.
Transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks. – www.transliteracy.com
“Internet safety” needs to be, logically will be, dispersed – seen as the digital part of many well-established areas of risk prevention. Clear evidence is found in a milestone study from the University of New Hampshire’s Crimes Against Children Research Center. The authors – Lisa Jones, Kimberly Mitchell and Wendy Walsh – write that “‘Internet safety’ topics are a very broad and shifting mix of concerns, which makes it difficult to create comprehensive program logic around the entire problem as a set.” The most widely used Internet safety education (ISE) programs in the US “combine messages about any or all of the following topics: cyberbullying, problematic content (e.g., videos of fights, inappropriate pictures), internet predators, sexting, spam, e-theft, and illegal downloading.”
Have you ever felt that your online students needed more direction on how to approach a discussion board? Have you thought that with just a bit more assistance students would really engage in the forum and take it to the next level, rather than just do the minimum required to get points?
I have written several useful tips that I would encourage you as faculty to share with your students. These guidelines will assist students as they complete the online discussion board assessment that is inherent in every online course.
Social media has completely permeated our culture. No one will be mad if you pass up using super-specific social networking sites and apps (like Pinterest), but you’ll definitely get sideways looks if you tell people you’re not on Facebook.
It’s odd that, with all the popularity of social media, theredon’t seem to be any tips sheets or guides on how to “properly” use it. And that’s exactly why EarthLink has put together a quick cheat sheet to help you with the basics:
Posted on April 9, 2013 by Chris Chase
The proliferation of social media has allowed online users to flood the Internet daily with interesting things to share.
Facebook likes and shares, Twitter retweets, Google+ +1′s, Pinterest repins – these features show how people have become accustomed to sharing something noteworthy.
For some social media marketers, sharing posts to inform people has become a daunting task that requires help from their followers and subscribers. Receiving likes, shares, retweets, +1′s, repins, and other sharing features is gradually becoming elusive and subtle, and even seem impossible at times.