Digital Citizenship

Mike Ribble defines the nine themes of digital citizenship as: 

1. Access: full electronic participation in society.
2. Commerce: electronic buying and selling of goods.
3. Communication: electronic exchange of information.
4. Literacy: process of teaching and learning about technology and the use of technology.
5. Etiquette: electronic standards of conduct or procedure.
6. Law: electronic responsibility for actions and deeds.
7. Rights & Responsibilities: those freedoms extended to everyone in a digital world.
8. Health & Wellness: physical and psychological well-being in a digital technology world.
9. Security (self-protection): electronic precautions to guarantee safety.

Netiquette: Rules of Behavior on the Internet

• Identify yourself:
  • Begin messages with a salutation and end them with your name.
  • Use a signature (a footer with your identifying information) at the end of a message
• Include a subject line. Give a descriptive phrase in the subject line of the message header that tells the topic of the message (not just "Hi, there!").
• Avoid sarcasm. People who don't know you may misinterpret its meaning.
• Respect others' privacy. Do not quote or forward personal email without the original author's permission.
• Acknowledge and return messages promptly.
• Copy with caution. Don't copy everyone you know on each message.
• No spam (a.k.a. junk mail). Don't contribute to worthless information on the Internet by sending or responding to mass postings of chain letters, rumors, etc.
• Be concise. Keep messages concise—about one screen, as a rule of thumb.
• Use appropriate language:
  • Avoid coarse, rough, or rude language.
  • Observe good grammar and spelling.
• Use appropriate emoticons (emotion icons) to help convey meaning. Use "smiley's" or punctuation such as :-) to convey emotions. See website list of emoticons at http://netlingo.com/smiley.cfm and http://www.robelle.com/smugbook/smiley.html.
• Use appropriate intensifiers to help convey meaning.
  • Avoid "flaming" (online "screaming") or sentences typed in all caps.
  • Use asterisks surrounding words to indicate italics used for emphasis (*at last*).
  • Use words in brackets, such as (grin), to show a state of mind.
  • Use common acronyms (e.g., LOL for "laugh out loud").

Assesment Tools

Assessment tools are an imperative part of the learning process. Higher education institutions educate students for future work and train them to perform work task and generate innovations. One way to determine if students have retained knowledge and are ready to go into their field of choice is to assess them periodically throughout the courses taken (Keinanen, Ursin, and Nissinen, n.d.). According to Keinanen et al. (n.d.) argue that when individuals take part in innovative activities at the workplace, it requires that they develop a set of specific skills and competencies during their studies. Curriculum is set up with specific outcomes that can be measured which are assessed throughout the program.

Peer Assessment is a formative or summative tool that gives feedback on the performance or quality of other students. Baruah, Ward, and Jackson (2017) argue that peer assessment promotes participatory and collaborative culture between students and provides students with the opportunity to engage with the learning process and learn from each other by receiving critical feedback.

Argument-mapping tools help a user visualize the premises and conclusions of arguments in a graph structure, and display a sequence of connected arguments chained together to support an conclusion. Argument mapping tools used in education represents students arguments which are in two-dimensional formats of diagrams that visualize reasoning with boxes for premises and conclusions (Rapanta and Walton, 2016). It can serve as a diagnostic tool regarding students argumentation skills when combined with the informal logic method of identifying paraschemes.

Work Cited

Baruah, B., Ward, T., and Jackson, N. (2017). Is reflective writing an effective peer assessment tool for students in higher education? IEEE Xplore Digital Library. Retrieved from https://ieeexplore-ieee-org.ezp.waldenulibrary.org/document/8067802?arnumber=8067802&SID=EBSCO:edseee

Keinanen, M., Ursin, J., & Nissinen, K. (n.d.). How to measure students’ innovation competences in higher education: Evaluation of an assessment tool in authentic learning environments. Studies in Educational Evaluation, 58, 30–36. https://doi-org.ezp.waldenulibrary.org/10.1016/j.stueduc.2018.05.007

Rapanta, C., & Walton, D. (2016). The Use of Argument Maps as an Assessment Tool in Higher Education. International Journal of Educational Research, 79, 211–221. https://doi-org.ezp.waldenulibrary.org/10.1016/j.ijer.2016.03.002

Distant Education

Distant education allows students across the world to participate in educational degree programs without the confinement and constraints of physical locations. The idea of distance education is not a new concept; however, it has been revolutionized by technology and the internet. 

Before the internet, distant learning took place in the form of correspondence through the mail or on television (Blount, 2018) which allowed the student to participate in learning which did not require a physical classroom setting. Blount (2018) cites Kentor (2015) stating that in 1957, the New York University Sunrise Semester offered educational lectures via television and students earned credit.

During the late 1980’s one of my universities offered courses which students would check out VHS videotapes, and the class was taken at home. Each week a videotape was assigned; the student would take an on-campus test at the end of each week. There was a traditional mid-term and final also assigned on campus. During this time students were only able to take two classes in this manner. The university had testing labs that were used for the placement test as well as these courses.

Today, traditional universities are joining online schools by offering degree programs that can be taken online. The advantage to these types of programs whether the classes are mix or completely online is that the graduate's degree does not specify how much of the work was taken online.

Reference

Blount A. (2018, October 21). Re: Main Post [Online discussion group]. Retrieved from https://class.walden.edu

Mobile Devices and Games

When I hear the term gaming, my first thought is a video game used for entertainment. Games are also used for teaching tools that engage students in different activities that enhance the learning experience. Furthermore, kids playing video games that are based on life events can inadvertently learn from them. Squire (2011) talks about his ability to answer history questions as a result of playing a pirate video game and not from the assigned reading. He also wrote about how some athletes playing Madden were able to recognize rules and patterns on the field. Other games such as the Sims or Harvest Moon provide lessons about building societies and simulates life events. Some games teach children to be responsible for another life. For example, caring for pets. The software simulates caring for a pet by alerting the player when it is time to be fed or walked.

Mobile devices allow overcoming physical boundaries of the classroom since information is available through mlearning (Moreira, Ferreira, Santos, and Durao, 2016). Mobile devices also provide a venue for students to learn informally through the use of the internet. Some devices such as the iPhone can operate as a handheld computer. In developing countries, people have more mobile phones than computers which provide educational agents with a unique opportunity to define new teaching-learning processes through mobile devices (Moreira et al., 2016). All mobile devices have basic games on them with the capability to download others. Mind games available on mobile devices are a popular way to keep the mind active. Mind games facilitate problem-solving skills and initiate critical thinking.

Reference

Moreira, F., Ferreira, M. J., Santos, C. P., & Durão, N. (2016). Evolution and use of mobile devices in higher education: A case study in Portuguese Higher Education Institutions between 2009/2010 and 2014/2015. Telematics and Informatics. https://doi-org.ezp.waldenulibrary.org/10.1016/j.tele.2016.08.010

Mobile devices in the classroom

As we move away from the traditional way of teaching and learning, technology has provided many innovative ways to incorporate technological tools in the classroom. The virtual classroom exists within traditional face-to-face encounters as well as total online learning.

Smartphones function as digital media that enables people to communicate and share information (Ade and Mulyono, 2018). In some universities course, the material can be downloaded, and the smartphones can be learning resources. According to Ade and Mulyono (2018) smartphones can be used during class to search for certain information.

Mobile devices have fallen on both sides of the conversation when it relates to the advantages in the classroom. One one side educators welcome mobile devices and integrate them into their class curriculum, and on the other side, some educators forbid all forms of mobile devices. Mobile devices provide an easy to way to pull up information in an instant; they can be used to take notes and record lectures. However, they can also be a distraction.

When it comes to cellphones, Hikmat and Mulyono argue that research concerning the pedagogical advantages is still quite new and inconclusive. These authors found that faculty perception differed from student perceptions, with students believing that use of electronic devices is more appropriate, and less disruptive, than did faculty members. As with cellphone use in the classroom Ravizza, Hambrick and Fenn (2014) argue that the use of laptops and cellphones reports that they have positive and negative effects on classroom learning. They add that in well-controlled classroom settings, grades improved for students using laptops.

References

Ade Hikmat, & Herri Mulyono. (2018). Smartphone Use and Multitasking Behaviour in a Teacher Education Program (TEP). International Journal of Interactive Mobile Technologies, Vol 12, Iss 2, Pp 4-14 (2018), (2), 4. https://doi-org.ezp.waldenulibrary.org/10.3991/ijim.v12i2.7345

Ravizza, S. M., Hambrick, D. Z., & Fenn, K. M. (2014). Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability. Computers & Education, 78, 109–114. https://doi-org.ezp.waldenulibrary.org/10.1016/j.compedu.2014.05.007

Social networks can be places where students and teachers can learn from each other (Richardson, 2010). Facebook and Ning form groups that include people we know and share an interest with those we do not know. Educators using these sites move past friendship connections and explore collaboration and collective action. Following educators on Twitter creates a network where people can ask questions and get answers, link to blogs or resources, and share ideas for projects (Richardson, 2010). As a student and future educator in the virtual classroom, I can see both the benefits and challenges of using social media as part of the curriculum. First and foremost, I recognize the advantage of collaborating and sharing information with those outside of the classroom. Answers to questions can be answered by those with knowledge of the topic. The risk and challenge I find are that other opinions can be offered; however, information is not fact-checked. Knowledge from the first-hand experience can be useful, but in my area of criminal justice, it serves as a perspective on the topic. Evidenced-based information from peer-reviewed scholarly articles is the only thing that counts. This is not to say that I cannot be pointed in the right direction and narrow down my search for information.

Leaning on the idea that these technological advancements enhance the learning environment they can also inhibit the experience for some because of the misuse and abuse of these sites. For example, early on I highly favored Facebook. I originally started with exchanges of post and photos with family and friends. Eventually, I started using the availability to send money at no charge (Big mistake). As time passed, I started visiting sites for the community and certain organizations. Then along came individuals with malicious intent infiltrating reliable sites with misinformation (many times the information is seen and taken down but how long after?) Not to mention attaining personal and financial information from users. What I am pointing out is that even though these sites are some of the best ways to network, there is a certain hesitation here. Furthermore, I would like to add my concern goes past certain social media and apps; as a student and future educator it concerns me because I am not alone. I do not want to sound like a paranoid conspiracy theorist, however, I do have valid concerns. Right now I have a smart TV with tape over the camera. I do not worry about conversation as I have nothing to hide so my microphone does not bother me. In short, I believe there are too many other technological avenues that aid and contribute to the virtual classroom without going through current social media apps. That is not to say I discourage all from the implementation of social media in the classroom that has no problem with them. After all, I do still have a Facebook page.

Work Cited

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

Chapter 6, “The Social Web: Learning Together” (pp. 85–99)

Chapter 9, “Social Networks: Facebook, Ning, Connections, and Communities” (pp. 131–146)

Teachers must be able to make wise, informed decisions about technology and its use in the classroom because sometimes technology will make a difference and sometimes it will not (Yadava, 2006). Technology can improve the teacher's job by providing tools that help keep track of their students and progress. According to Yadava (2006) technology has been useful in ways not imagined including their personal productivity. Most major universities are beginning to use and develop their own multimedia courses and course supplements (Lewis, 1997). This is evidenced by a quick glimpse of all of Walden’s multimedia resources available to enable students to supplement their learning experience. Apart from the interactive Blackboard, there are numerous webinars, videos, and other interactive mediums available for the students.

Work Cited

Lewis, c. (1997). Interactive multimedia brings new possibilities to adult learning. 

 Adult learning, Vol. 8, issue 5/6

Yādava, V. (2006). Using multimedia in education. [electronic resource]. New Delhi : Pragun Publications, 2006. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat06423a&AN=wal.EBC618295&site=eds-live&scope=site