Assignment 4 Unit Plan and Lessons

Hi everyone

Some of you may have seen my unit plan Weebly website on Sunday, however, I did scrutinize the clarity of my learning objectives and revised those. As well I had a few issues with links to the pagination which is now resolved. Whew!

Here is the link to the Student Site

Here is the summary of the unit plan updated per EDDL 5101 Requirements. K.Gluck EDDL 5101 Assignment 4

Now I will look forward to seeing all of your great work and hearing your feedback for this unit.       Kelly

 

11.1 and a half MOVIE making!

Well I never have a problem finding my own procrastination tools, however, with this one provided to us as a suggested activity, what better reason not to work on a major assignment than to spend a day making a digital ‘movie’. haha .

I decided to download and learn Windows Movie Maker. It was quite intuitive, however, things such as exact placement of text and timing of text, slide transitions etc. were a but finicky. I think the options and the quality of the resolution were quite good. I saved a few different file options and am sharing the .mp4 version with you which has a smaller viewing pane, but creates a manageable file size. I have saved it to Google Docs and you will have access using this link:

https://drive.google.com/file/d/0BztXyP8XPXDZZ0luazlaUnRqbG8/edit?usp=sharing

 

10.2—Objectives and Tools – placed in the wrong category on 14.Nov. corrected on 01.Dec

I found this website from a summer academy in 2011 which lists K-12 appropriate resources ordered following Bloom’s Revised Digital Taxonomy: http://www.chambersburg.k12.pa.us/education/components/scrapbook/default.php?sectionid=2365&/#revised.

So, following my students’ lead on being ‘resourceful’, I used the table from this website as the basis for my analysis of technology tools that are appropriate to my area of teaching and added in a column for an objective/outcome  relevant to my teaching.

Also, a great index of Web 2.0 tools can be found at: http://www.go2web20.net/#

 

Assignment 3 Using Weebly to create a lesson module for a class

After my week of html tutorials, I was confident that I was not ready to create a lesson that way and shopped for an online site builder. I used Weebly and it was quite user friendly. As always, some of the things I might have liked to do required an upgrade, however, after a experimenting / trial and error and some “Googlehelp’, I am quite happy with the aesthetics and navigation. I am not sure about the way that documents are uploaded in terms of readability. Here is the link to the site:

http://tru5101assign3kgluck.weebly.com/

5101 Activity 8.1 — HTML Practice (aka torture for the non-technical types)




A summary of bits from the Codecademy tutorials

Descending levels of headers

Descending levels of headers

Descending levels of headers

Changing font colours : Full list of colours at http://www.w3.org/TR/css3-color/#svg-color

If you have more than one element to change add a semi-colon between

Changing font style and size:

  • This line is written in small Impact.
  • This line is written in medium Impact.
  • This line is written in large Impact.
  • An ordered list,

    1. overripe bananas
    2. underripe bananas
    3. bleached white flour

    An unordered with ordered within a list

    1. Favourite foods
      • sushi
      • Thai
    2. Un-favourite foods
      • brussel sprouts
      • gravy



    Changing the background color

    Favorite Football Teams

    1. Toronto Argonauts
    2. Hamilton Ti-cats
    3. Banting Marauders

    Favorite Football Teams

    1. The Hawthorn Football Club
    2. San Franscisco 49ers
    3. Barcelona FC

    A link to a website with just a line of text:

    A link to a website via an image

    an image,
    Adding an image ( one I found on Google images vs my own image which I haven’t found our how to do)

    Creating a table:

    Item Price
    Low fire red clay $30.75
    High temp porcelain $29.75
    Total $60.50

    The tutorial http://www.codecademy.com/learn was so helpful – thanks for the link to that Keith!
    I installed X-Ray Goggles from one of the links provided in our resources and that set off a chain of e-issues – something in that app/add-on disabled my ability to do any online banking, check my work email – not good! However, the idea of that app and how it let me see the html in website designs was good. I really hope to figure out why the html 5 Arcade Fire website won’t finish loading – I think it is part of the technical issues I created with the X-ray Goggles. I am hoping any future curriculum design work I undertake will be assisted by a higher force (hah), however, I agree it is important to know what happens behinds the scenes.

    7.1—Emerging Technologies and My Teaching

    I must say that I feel teaching at a post-secondary level in a discipline that is extremely influenced by technology is challenging – keeping up with advancing methods, materials, socio-cultural influences, health, safety and building regulations – that in itself can be overwhelming – and keeping up with emerging educational technology adds another layer to that.  That is not to say I do not empathize with educators of all levels and disciplines– certainly there are challenges I cannot even imagine at a primary level.

    Technology holds the promise of making things ‘easier’ – apparently – however, getting to that point of ‘easy’ whether it be learning a new application, transferring data to a new platform, instructing using new hardware – I can’t say that I often find myself commenting on how ‘easy’ anything about that process is!

    Web 2.0 apps enrich the collaboration that project-based learning, and design team actions necessitate.  Design proposals and solutions are enriched by diverse ideas and globalization. I’m keeping tabs on virtual design studios specifically and also on ways that learner choices within courses and projects can engage students who tend to drift away from particular elements of challenging projects. Changing from traditional sketch and write journals to blogs is very recent for us – e-tools that are as effective as a manual thumbnail sketch are still emerging.  Virtual reality software that can replace physical models already creates the possibility of collaborating across the globe – even putting users right into a design – although when that kind of collaboration is not needed – I have to admit, sometimes nothing replaces a beautifully crafted balsa wood model!

    Kelly’s Assignment 1 Part B: Student Media Tools as posted on my Wiki page

    • What is Prezi?

    ‘Prezi’ is a cloud based presentation software that appeared to me to be a visually richer and more sophisticated version of PowerPoint. A significant difference between PowerPoint and Prezi is the interface allowing the user to zoom in and out. As well, there is depth in the objects on the viewing screen where Powerpoint images/objects are two-dimensional.

    I find watching presentations created on PowerPoint can often be visually disinteresting unless there are significant visual objects such as photos, embedded videos etc. I use PowerPoint for lecture notes and my students often use PowerPoint for their presentations. A few have used Prezi with success already, thus my interest.

    Interesting ideas are shared via: http://prezi.com/explore/popular/

    The 15 most popular ‘Prezi’s’ are listed similar to YouTube. You can also search for Prezi’s created by others with the free membership by topic and embed them into your own presentations. For example –

    Even Bono used Prezi for a TED Talk this year – can’t you just see Bono staying up late one night to do it himself? Hah, sure. The Prezi Bono used is here:  http://prezi.com/lpezlhn4zp30/?utm_campaign=share&utm_medium=copy&rc=ex0share

    The Bono TEDTalk is : http://goo.gl/p6yGJ he uses the Prezi throughout. It’s an inspiring talk about the power of the people.

    I noticed a presentation on Fibonacci sequence which could be used for any age level and am embedding the link to it – an html code is provided or a link:

    http://prezi.com/-k-_06wlpw6q/?utm_campaign=share&utm_medium=copy&rc=ex0share

    In my opinion, if it were a link I would embed into learning materials, a voice-over would be helpful to learners.

    Another more info saturated Prezi about Multiplcities / Berlin is http://prezi.com/ltbmwxihau3e/?utm_campaign=share&utm_medium=copy&rc=ex0share

     

    • Ease of use

    The basic application is free – with the agreement that any presentations you create can be shared and recycled.

    There are thorough tutorials to walk you through a new presentation from scratch or via importing from another program. The free download includes some templates – paid subscriptions upgrade you to a wider selection of templates, features, privacy and support.

    The presentation creator can zoom in and out and have the file preset to be viewed as they created, however, the viewer can also manually zoom in and out and then return to the preset view. If you are embedding a link to a presentation within your course materials you can choose that the presentation viewer may not zoom in and out

    The creator chooses the privacy settings – thus some presentations may be shared only via a link to them on prezi.com and others are tagged ‘reusable’ and you may make your own copy of the file. Free membership = all files remain on the cloud and you can choose if others may save a copy or not.

    Online Help – extensive menu of topics, traditional search, forums, Prezi experts, videos which have a narrator who sounds like she is 12 – does that mean even a child can learn to use this? ;o)

    Once you create a Prezi, there is an option to share, save a copy or present online! You may have up to 30 viewers in your audience.

    What I learned as I worked (ie what the tutorial did not advise, however, I will know for the next time)

    Importing from PowerPoint

    You cannot use a template, only a blank presentation if you are importing;

    You need to adjust most of the text – for orientation, some formatting;

    Any animation becomes overlapped images;

    ALL formatting is lost – and some text went missing entirely.

    Since it is a cloud application, my favourite cut and paste action for images and text is not possible. You have to replace and upload any images – so all the images that were deleted in the importing were lost.

    Creating from new

    Simple but time-consuming process – however, the investment of time leads to a high quality product – I asked my students, and they agreed, however, they advised they use it for ‘simple’ content and a limited number of slides.

    Easy to follow demos and tutorials

    Many pre-designed templates to choose from

    Free membership services are generous – there was nothing I would have wanted to do that was not possible.

    Easy to share with a learning community

    • Confidentiality of content/discussion

    You can store your collection of favourite Prezi’s on your account – the free account/membership permits storage of 100MB – with the free membership all of your presentations are public as are all comments. If you upgrade to a paid membership, which starts at $5/month, you can add privacy features. Anyone who has registered to be a member of Prezi can comment on the public presentations.

    • Transferability/scrubbability

    For me, I have a vast quantity of PowerPoint lecture note files that I normally convert to a .pdf file and upload onto my course Blackboard sites for my students. Creating a new Prezi from scratch is quite straightforward so I decided to work through a conversion to show you for this exercise. It is from a presentation in EDDL 5151 this past summer. Here is a link to view it (I will be deleting it after this week since it is not exactly Oscar-worthy!) You can easily delete a prezi, however, if you had permitted others to save a copy then it is still in circulation. If you find something inappropriate, there is a button to report it to Prezi.com

    http://prezi.com/sjzeqkhxcvjl/?utm_campaign=share&utm_medium=copy

    WARNING – it is not pretty! All the colours, fonts, animation, alignment, order, transition, readability etc. is destroyed after about slide 4. The content of slides 1-2 vanished.  I have also uploaded the original PowerPoint file so you can see the difference.

    Note – this is a criticism of the import feature – creating new files from scratch = pleasing results as you can see from the examples or searching for some on your own.

    • Appropriateness for academic use

    Pros – free, ease of sharing, significant storage, engaging visual

    Cons – public – some immature comments posted, importing existing files not effective, time consuming to create a high quality product

    Overall this is a tool I recommend for teachers and learners. I think it is so interesting tohave a site which hosts a grade 3 student’s science project and Bono and all of us in between all in one place!

    • Other info

    Not many of the Prezis I viewed on the cloud seem to have sound so I searched for adding sound in the Help page and you can add sound:

    The first is a background track that will continuously play whenever your prezi is viewed.

    Alternatively, you can add sounds to specific path steps. These will begin to play only when you reach the chosen path step. They will stop playing when you move to the next path step. 

    From: https://prezi.zendesk.com/entries/22596482-Adding-sound-to-your-prezi

     

    Questions for discussion this week:

    Have you used Prezi?

    Do you think the slic-er animation and templates are more engaging than PowerPoint?

    Is the public availability of the presentations you create of concern to you?

    Kelly’s 5101 Assignment 2—Ethical and Legal Issues

    A plan for a lesson to educate students about the legalities and consequences of plagiarism, with a focus on the use of online resources.

    Context:

    Following is a plan for a lesson that is intended for my fourth year students in Senior Level Thesis 1: Research and Programming which occurs in the fall of their final year. It is a significant written endeavor which marries their studies in quantitative and qualitative research methods, liberal arts, design theory and architectural history. Their analysis must include primary and empirical data which is analysed and presented in a high level written report with a creative presentation proposal documenting how the research will inform their design proposal. Use of online resources is extensive and key issues including when/how to cite and what is a scholarly source appropriate for this type of work. This lesson/discussion would support a lesson on how to conduct a literature search and review within the first three weeks of the course.

    Instructor leading statements for lesson:

    Why are we conducting research? To substantiate your ideas and determine ways to improve the design solution. . . This is INFORMED design.

    This supports creation of your meaningful programming document.

    This is research. It is exciting, it should fuel you, and when you are done, you should still be thirsty for more.

    The web-based resources can overwhelm you – today let’s consider effective means of searching, sorting and citing.

    Quick recap of lit review key concepts condensed from: Based on excerpts from: Writing for Interior Design by Patricia Eakins, Fairchild Publications Inc., New York, 2005, a course reading

    •  Writing a literature review can help designers find and understand relationships between their own thought and that of others.”
    • Your literature review is NOT simply a summary of information; ” . . . it should be written for a clear purpose within the context of YOUR design work”.

    Remember, it would be impossible to read and digest and review ALL the literature that exists on a particular subject thus your search should work to uncover a manageable number of relevant, excellent sources of information.

    This sifting process should be based on:

    • Relevance to topic
    • Type and validity of source
    • Currency

    Critically evaluate the evidence –

    • Is it valid?
    • Does it apply to my project?
    •  How relevant is the literature to the specific project and design concept?

     A smart designer learns to “qualify” the source of their literature and works to determine how “reliable” and “valid” given information is. How do you do this?

    Start with the databases via our library. Our librarian has created a list of those we have found most relevant to your academic work. These include:

    A comprehensive multi-disciplinary database that includes thousands of journal titles.

    Provides access to 453 core scientific and technical periodicals. Covers scientific journals in fields such as chemistry, computer technology, construction industry, electronics, mathematics, mechanical engineering, physics, plastics and telecommunications.

    Provides access to a broad range of articles on art related subjects, from fine, decorative and commercial art, to various areas of architecture and architectural design.

    Includes 500,000 images of paintings, sculpture, decorative arts, photography, architecture, garden and landscapes, maps, fashion, costumes and jewellery.

    This resource provides instant access to the current digital edition of the Annual Book of ASTM Standards. Include test methods, specifications, accepted practice, and accepted terminology for materials, products, systems and services. ASTM standards are used around the world to improve product quality, enhance safety, facilitate market access and trade, and build consumer confidence.

    Provides access to journals of interest to landscape architects, farmers and biotechnologists.

    Topics covered include global climate change, green building, pollution, sustainable agriculture, renewable energy, recycling, and more.

    A collection of more than 200 home improvement-focused titles. Subject areas covered include architectural techniques, building design, decorating, home maintenance and tool and material selection.

    Journals and magazines focused on applied and general sciences.

    Includes the Health & Life Sciences and the Social & Behavioural Sciences College Edition journals collections.

     Peer reviewed journals, scholarly journals, conference proceedings and reference lists from articles can direct you to further research.

    A simple Google Search might get you started, Google Scholar can get you further – however, the best practice is to find a lead on those meta search engines, and then go to the source notes – that is the actual journal or author’s website. Alternatively, you can use the info you find on the Google search and use it in the electronic database search engines in the library catalogue.

    • Ultimately, basing your design on “faulty” (questionable quality) literature will impact the quality and integrity of your design program, decisions, & solutions
    • It is NOT OK to cite, sort of use, or refer to “literature” that you have not personally viewed, digested  and tried to fully understand…it is much better to utilize fewer references that you truly comprehend, make use of via comparative analysis and are truly relevant to your design goals & objectives.

    Don’t  forget – keep track of your references NOW – don’t go back and retrace your steps later – it is a HUGE waste of your time to do things twice.  There are e-tools to help with this:

    Citation software – Endnote – part of Word, iBib,  http://www.zotero.org/

    You can also export citations right from the library database search engines as you retrieve articles.

    Always err on the side of caution and cite the work and ideas of others.

    Deciding what to cite is based on your understanding of plagiarism – an issue of ethical practice.

    Watch video clip:

    http://library.acadiau.ca/tutorials/plagiarism/

    Discussion in small groups – how commonplace do you think plagiarism is? Is there a difference to you between copying ‘just a portion’ vs an entire assignment?

    Some stats to review after hearing from each group:

    From: http://www.plagiarism.org/resources/facts-and-stats/

    ACADEMIC INTEGRITY IN COLLEGE AND GRADUATE SCHOOL:

    A survey of over 63,700 US undergraduate and 9,250 graduate students over the course of three years (2002-2005)–conducted by Donald McCabe, Rutgers University–revealed the following:

    • 36% of undergraduates admit to “paraphrasing/copying few sentences from Internet source without footnoting it.”
      • o 24% of graduate students self report doing the same
      • 38% admit to “paraphrasing/copying few sentences from written source without footnoting it.”
        • o 25% of graduate students self report doing the same
      • 14% of students admit to “fabricating/falsifying a bibliography”
        • o 7% of graduate students self report doing the same
      • 7% self report copying materials “almost word for word from a written source without citation.”
        • o 4% of graduate students self report doing the same
      • 7% self report “turning in work done by another.”
        • o 3% of graduate students self report doing the same
      • 3% report “obtaining paper from term paper mill.”
        • o 2% of graduate students report doing so

    http://ojs.ml.unisa.edu.au/index.php/IJEI/article/view/14

    Discussion: Revisit any follow-up comments from students/groups.

    For consideration: posted via lecture notes

    References:

    Humber policy : http://library.humber.ca/copyright-plagiarism

    Humber clearly defines plagiarism as:

    ‘Plagiarism is the act of submitting as your own, material which is in whole, or in substantial part, someone else’s work. Students are expected to acknowledge the sources of ideas and expressions they use in essays, reports, assignments, etc. Failure to do so constitutes plagiarism and is punishable by academic penalty’.

    As an adult learner, we expect you to demonstrate professional behavior which discludes academic misconduct or dishonesty. It is essential that you understand the ethical use of the work and ideas of others. Reference Academic Dishonesty on page 41 of the Humber Academic Regulations published annually. Some key excerpts from http://www.humber.ca/sites/www.humber.ca/files/academic-regulations/2013-_2014_admissions_req_academic_regs.pdf  include:

    a) Plagiarism, in the broadest sense, is misrepresenting the work of others as one’s own. Plagiarism can be understood as the act of copying, reproducing or paraphrasing significant portions of someone else’s published or unpublished material, and representing these as one’s own thinking by not acknowledging the appropriate source or by the failure to use appropriate quotation marks. This includes, but is not limited to, print material, photos, drawings, computer code, and designs. Students have the responsibility to learn and to use the conventions of documentation, and, if in any doubt, are encouraged to consult with the faculty member of the course, or the Program Coordinator.

    b) Copying another person’s answers to an examination question.

    c) Using another’s data or research findings.

    d) Buying or selling essays, papers, or assignments.

    e) Copying from or using prohibited material in an assignment or examination including, but not limited to, textbooks or other documentary or electronic equipment, personal notes, or other aids not approved by the faculty member, for example, accessing unauthorized test questions from an electronic database.

    f) Improper academic practices including the falsification, fabrication, or misrepresentation of material that is part of academic valuation, the learning process, or scholarly exchange. This offence would include reference to resources that are known not to exist or the listing of others who have not contributed to the work.

    g) Co-operating or collaborating in the completion of an academic assignment, in whole or in part, when the instructor has indicated that the assignment is to be completed on an individual basis. Humber reserves the right to utilize authentication and/or plagiarism detection software as a means of determining academic dishonesty.

    Our program, and Humber College, treat plagiarism very seriously. It is unacceptable, no matter the circumstance. Make sure you understand the issue and the ethics – make it part of your academic and professional priorities. As always, lead by example.

    You can read more on this in the Academic Regulations, Section 17.4 Academic Misconduct Penalties  via: http://www.humber.ca/sites/www.humber.ca/files/academic-regulations/2013-_2014_admissions_req_academic_regs.pdf

     Q&A time –followed by individual critiques on progressing work.

     For further clarity on plagiarism, here are more resources:

    http://creativethinking.nku.edu/content/dam/creative-thinking/docs/PlagiarismandYou.pdf

    http://www.youtube.com/watch?v=4UiG_vukgvM

    http://www.plagiarism.org/resources/webcasts/

    Activity:

    Here are some samples of original excerpts and how writers used them.  Discuss in your groups whether each example should be cited or not. Then share an example from your progress work.

    http://www.readwritethink.org/files/resources/lesson_images/lesson1062/plagiarismexamples.pdf

     

    THE BEST WEBSITE EVER ! for help with every aspect of understanding plagiarism and fair dealing and sources –it is a designer researcher’s best friend!  http://www.plagiarism.org/resources/helpful-sites/

    Consider investing time using a web-based tool to screen your progress submissions. I will require your final submission to include a report from one of the following:

    E-tools

    Writecheck – for students as a writing aid

    Turnitin – used by schools to check content

    Grammerly – used by students/faculty

    iThenticate – used by professional writers

     Activity:

    Check out the options above and note what format you need to submit and what type of feedback each source provides.  Some are more instructive than others.

     

    In the design process, your emerging ideas are strengthened when you test them against precedents – whether that is the work of historical masters, published projects, places you visit, images you find.

    However, using someone else’s words, ideas, or concepts without citing your source is plagiarism. As is presenting part or all of another student’s work as your own. Consider this also when you are searching the web for visual research files and then integrating those ideas into your own design.

    Pinterest is a great tool for collecting ideas and thoughts, however, you need to visit the actual/original site that the image was taken from and cite that source. Houzz.com is similar, ensure you give credit to the source/creator/author/designer – this is not the same as where you may have found it.

     

    When you can, include the DOI in your citation.  Here is an explanation of DOI from http://library.concordia.ca/services/users/faculty/permanentlinks.php

    The URL (Uniform Resource Locator or Web address) that appears in Internet Explorer’s or another Web browser’s address box, when an online article is viewed, is usually intended to be temporary and often does not function a few days or weeks later. Links designated as “permanent”, “persistent” or “stable” are designed specifically to remain active and useable over time. – See more at: http://library.concordia.ca/services/users/faculty/permanentlinks.php#sthash.9la8VhBT.dpuf

     

    There is also a free online tool called the Free DOI Lookup which can be used to locate DOIs (see Locating and Using Permanent Links). It is important to note that not all articles have DOIs.

    To convert a DOI to a Web address add the following URL to the DOI:
    http://dx.doi.org/

    Therefore the above example becomes:
    http://dx.doi.org/10.1021/ac0354342

    – See more at: http://library.concordia.ca/services/users/faculty/permanentlinks.php#sthash.9la8VhBT.dpuf

    Often you have to go to the source to find the DOI – I love that it means you are really investigating your source! Sneaky eh?

     

    Our library has excellent suggestions for ethical use of images:

    Image alternatives: Check a site’s terms and conditions and cite the source.

    From: http://library.humber.ca/copyright-plagiarism

    You may find that those sources simply do not have design visuals to assist you in your research. There are excellent periodicals which have articles and images you can follow fair dealings guidelines to make use of.  Again, when in doubt, err on the side of caution and cite your source.

    • end lesson and related resources.

     

    3.2 Networked Learning

    I skipped over this reflection from Week 3 as I am still waffling about which side of the debate I am standing in. I really enjoyed the readings/research into MOOCS and the pedagogical theories supporting and opposing them. I have been sleuthing around to see what might benefit my Ugandan students. I especially appreciated the humour in Brennan’s piece and his pragmatism. I agree that the diversity afforded by the Massiveness of open enrollment is a rich tool in itself for dialogue – when dialogue happens. It is easy to take for granted that students know how to learn, and that they will be engaged spontaneously. With my undergrads, there is always a core group of students who look forward to discussions and thrive on a good debate over an architectural work, a design idea, a sustainability issue. And of course there is that group of students I want to pour coffee into. It is more than just learning style for some, I really empathize with those who are tarnished by an elementary or secondary school incident which left them lacking the confidence or desire to speak in a group setting. Online discussions can sometimes alleviate that, however, in an even larger context, is a learner bolstered by anonymity ? Many of my students are also consumerist learners – they sure want their money’s worth in terms of my attention and feedback – warranted by the cost of higher education – however, that tells me they are not necessarily as self-directed as MOOC learners need to be.  Don’t the high efficacy students generally succeed in any situation? And the low efficacy students are so easy lost or overwhelmed. Balancing those needs cannot be overlooked in any modality.  I appreciate Siemens’ descriptions of the metaphors of educators: master artist, network administrator, concierge and curator. Facilitating learning activities which embrace all levels – novice to expert is managed quite well in a small cohort as these articles mention registered sizes of 25 students – it is the larger class of 64 that I am unsure about. I would want to try to engage the MOOC cohort as well – not sure if it is right to create an assignment that registered students complete with MOOC learners,  however, the possibilities of my students connecting with designers across the globe is really enticing.

    5.1 KG response to Cybersafety in undergrad Teaching and Learning

    After reading through the K-12 resources, I searched for some college/uni aged guidelines as I am currently needing to address this with my Uganda students who are ages 16-28.  My students here in Canada are very resourceful and would do not always respond well to our suggestions of Cybersafety – they like to advise the teaching team on such matters after all. However, we have to opportunity to sneak in some guidance via freshmen orientation and our annual student manual. We have also had incidences of cyberbullying – both within the student population and also acting out against faculty – which created a feedback forum for students to advise how they wished to police their online learning community. Just three years ago, cell phones were not permitted in our classes and we relented on that once the TDSB launched a program integrating them. At the time, we wanted to even the playing field – some students of scarcer means did not have the latest smart phones or tablets – not that is not really the case. I have a discussion at the start of each academic year on suitable/suggested uses of the web during class time and encourage the students to set limits/guidelines for governance. This seems to work, and also to bring out the anecdotal teaching moments. Far more intriguing than hearing an instructor advise – don’t do this, don’t do that . . .

    95% of my Ugandan students have gotten the opportunity to be online just this year, so this is a meaningful area for me – some of them are quite naïve about potential risks. We do have a bit more opportunity to control their access via the school network, however, some students do have smartphones they can use wi-fi for.

    http://www.stcc.edu/it/docs/College%20Students%20Internet%20Safety%20and%20Security%20STC.pdf

    http://www.creditdonkey.com/student-online-safety.html

    http://www.ijournalccc.com/articles/content/internet-safety-education-early-intervention-can-prevent-campus-tragedies