Research
Interaction, whether between student and instructor or peer-to-peer is a crucial piece of any classroom setting. Specifically in regards to the distance learning environment, computer-mediated communication (CMC) is often considered to be one of the most critical components of learner success (as cited in Thompson & Savenye, 2007). Two distinct formats for instructional applications of technology are asynchronous and synchronous (Johnson, 2006).
Asynchronous communication allows learners to participate in discussion in a more personalized format which is believed to achieve thoughtful reflection. In fact, asynchronous learning originated in the early forms of distance education, such as with correspondence schools (as cited in Johnson, 2006). Modern day distance education utilizes these concepts through the use of online discussion boards, blog communication, and various social networking assignments.
Alternatively, synchronous education allows for real-time collaboration between student-to-teacher and student-to-student. As cited by Johnson (2006), synchronous applications in educational technology can be traced to the use of closed-circuit television in the 1940s and the interactive video-conferencing of the 1980s. Today’s use of synchronous education ranges from the incorporation of instant messaging and whiteboards to audio and video conferencing.
There has been great debate in regards to which form of communication is the “best” method for distance learning. The research of Maushak and Ou (2007), indicates that experienced distance educators prefer asynchronous education for its ability to invoke in-depth analysis of course content, however there is concern that threaded forums of this education are only dominated by a few members of the discussion. Maushak and Ou (2007) completed a study of an online master’s course in educational technology. Students were encouraged to investigate a variety of communication tools and their uses with both group and individual projects. The communication tools utilized included instant messaging, email, and discussion boards. Results of the study were obtained through saved IM transcripts as well as through discussion board postings. They found that collaborative face-to-face interactions were greatly facilitated through the use of instant messaging. There were cons, however, due to time constraints and geographical locations. In conclusion, the pros outweighed the cons and the real-time form of communication was viewed to be highly favorable among the students.
Despite the communication style utilized by the course or instructor, learners must participate and be motivated to participate in order to fully benefit from the education they are provided. According to Thompson and Savenye (2007), a question must be asked to determine the drivers of student participation: Do student participation levels vary by (1) experience with previous courses in the online environment, (2) course, or (3) instructor? Thompson and Saveyne completed a study examining computer-mediated communication in correspondence with the aforementioned factors. The setting consisted of a Master of Business Administration online course designed for working adults. The findings based upon Thompson and Saveyne’s research indicates that students who have previously experienced online education had a greater level of participation in the course, suggesting that there may be more of a comfort level at hand. Results also indicate that the course itself may have a higher determination of student participation, due to the specific instructor or the subject matter of the course. Lastly, a majority of the students who were involved in Thompson and Saveyne’s study were employed full-time throughout the course, thus having a limited amount of time to devote to the course. In conclusion, it was determined that further studies were required to more accurately identify the motivation and participation of the students.
Communication among everyone involved is necessary to ensure the utmost learning is achieved in any educational environment. Whether this communication occurs face-to-face, real-time via instant messaging or through weekly posts on a course discussion board, it all has its place in the world of education. This communication coupled with participation in the curriculum at hand can lead to a successful online course completion.
References
Johnson, G. (2006, July). Synchronous and Asynchronous Text-Based CMC in Educational Contexts: A Review of Recent Research. TechTrends: Linking Research & Practice to Improve Learning, 50(4), 46-53. Retrieved December 14, 2007, from Academic Search Complete database.
Maushak, N., & Ou, C. (2007, Summer). USING SYNCHRONOUS COMMUNICATION TO FACILITATE GRADUATE STUDENTS' ONLINE COLLABORATION. Quarterly Review of Distance Education, 8(2), 161-169. Retrieved March 3, 2008, from Academic Search Complete database.
Thompson, E., & Savenye, W. (2007, October). Adult Learner Participation in an Online Degree Program: A program-level study of voluntary computer-mediated communication. Distance Education, 28(3), 299-312. Retrieved March 3, 2008, from Academic Search Complete database.
Sunday, March 23, 2014
Saturday, March 15, 2014
Theory
Gordon Pask’s Conversation Theory
“A single conversation across the table with a wise man is better than ten years mere study of books.”
– Henry Wadsworth Longfellow
Since the beginning of time, people have both conversed and learned via spoken, written, and demonstrative forms of communication. This format has changed since the invention of the internet, in that technology is now involved. We are given more convenient opportunities to engage conversation since a majority of all humans are connected to technological resources. According to Scott (2011) the foundation of conversation theory is simple, “knowledge is created through conversation” (as cited in Lankes et al., 2007).
Conversation theory was proposed by Gordon Pask in the 1970s after his extensive works in cybernetics. Through this interest, he determined conversation to be a human-machine interaction, a dynamic process. Cybernetics, from the Greek word meaning “steersman” is defined as the theoretical study of control processes in electronic, mechanical, and biological systems (Conversation theory). Pask attempted to explain the theory of education and learning in both living organisms and machines through the use of conversation on a particular subject matter.
The Conversation Theory Wikipedia page (2014) discusses that conversation can be accomplished at different levels, including natural language (general discussion), object languages (for discussing subject matter) and metalanguages (for talking about learning/languages). Throughout this course we have engaged in the aforementioned conversation at one level or another through the use of technology. Though this is completed in a format that Pask may not have dreamed of, we have achieved conversation through the use of blogs, social media and Skype, to name a few.
References
Conversation theory: gordon pask. (n.d.). Retrieved from http://web.cortland.edu/andersmd/learning/Pask.htm
Conversation theory. (2014). Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Conversation_theory
Henry Wadsworth Longfellow. (n.d.). BrainyQuote.com. Retrieved March 15, 2014, from BrainyQuote.com Web site: http://www.brainyquote.com/quotes/quotes/h/henrywadsw138607.html
Lankes, R. D., Silverstein, J. L., Nicholson, S., & Marshall, T. (2007). "Participatory Networks: The Library as Conversation" Information Research, 12(4) paper colis05. Retrieved from http://InformationR.net/ir/12-4/colis05.html
“A single conversation across the table with a wise man is better than ten years mere study of books.”
– Henry Wadsworth Longfellow
Since the beginning of time, people have both conversed and learned via spoken, written, and demonstrative forms of communication. This format has changed since the invention of the internet, in that technology is now involved. We are given more convenient opportunities to engage conversation since a majority of all humans are connected to technological resources. According to Scott (2011) the foundation of conversation theory is simple, “knowledge is created through conversation” (as cited in Lankes et al., 2007).
Conversation theory was proposed by Gordon Pask in the 1970s after his extensive works in cybernetics. Through this interest, he determined conversation to be a human-machine interaction, a dynamic process. Cybernetics, from the Greek word meaning “steersman” is defined as the theoretical study of control processes in electronic, mechanical, and biological systems (Conversation theory). Pask attempted to explain the theory of education and learning in both living organisms and machines through the use of conversation on a particular subject matter.
The Conversation Theory Wikipedia page (2014) discusses that conversation can be accomplished at different levels, including natural language (general discussion), object languages (for discussing subject matter) and metalanguages (for talking about learning/languages). Throughout this course we have engaged in the aforementioned conversation at one level or another through the use of technology. Though this is completed in a format that Pask may not have dreamed of, we have achieved conversation through the use of blogs, social media and Skype, to name a few.
References
Conversation theory: gordon pask. (n.d.). Retrieved from http://web.cortland.edu/andersmd/learning/Pask.htm
Conversation theory. (2014). Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Conversation_theory
Henry Wadsworth Longfellow. (n.d.). BrainyQuote.com. Retrieved March 15, 2014, from BrainyQuote.com Web site: http://www.brainyquote.com/quotes/quotes/h/henrywadsw138607.html
Lankes, R. D., Silverstein, J. L., Nicholson, S., & Marshall, T. (2007). "Participatory Networks: The Library as Conversation" Information Research, 12(4) paper colis05. Retrieved from http://InformationR.net/ir/12-4/colis05.html
Saturday, February 15, 2014
Social Media
Online social networking is a device in which I have encountered throughout my adult life and a majority of my teenage years. Its appeal was first seen through use of chat rooms from the early 2000s. These chat rooms were grouped by subject or interest and were available for all interested to join. People had the ability to discuss the topic via the internet rather than meeting at an external location. This concept of social networking has evolved into the likes of MySpace, Facebook, and Twitter for the key purpose of interaction. We as humans are creatures of interaction. Without these web-based tools, we would be closed off to a majority of society. Not everything is ideal with social networking, however. As with anything, you should be mindful of to whom and how much personal information you provide to individuals you do not know. Luckily there are safeguards and security settings that assist users with potential security breaches. Users must also practice common sense—a sometimes all too lacking phenomena.
As for the classroom, networking sites are beneficial for both students and educators alike. They allow for quick access for research, providing links to hundreds of thousands of resources at the click of a mouse and enable global communication across societies and cultures. Information and lesson plans may be shared amongst educators to most efficiently and effectively teach students. As noted by Johnson et al. (2009), at this point the primary issue is access and filtration policy in the use of networking sites. I would assume that many of those issues have been resolved as of late, as many students are equipped with their own laptops and/or iPads. In addition, the use of social networking in the classroom will also prepare students for the use of professional sites as they pursue their future careers.
The objective of joining a diigo group has great similarities to a social networking site in which I already use on a weekly basis—LinkedIn. This site allows professionals to electronically network across corporations, share journal articles and blog postings, and seek employment/employees. I have received countless job offers and career-based information based upon the people, groups and items that I have shown interest in. Of course not all of the information bombardment is desired, but there are adjustable settings for this purpose.
When determining which diigo group I would join, my concentration was to find something that would both relate to this course and also assist me with my current profession. Specifically relating to the search of “Adult Learning”, I discovered the Instructional Design & E-Learning Professionals' Group. This group is affiliated with tags including eLearning, instructional, designer, industry and learning (among others). Including links to educational theories, the Instructional Design & E-Learning Professionals’ Group also provides links eLearning Weekly, a free eLearning newsletter. This resource will surely be beneficial to my profession as an educator.
Johnson, L., Levine, A., Smith, R., and Smythe, T. (2009). The Horizon Report: 2009 K-12 Edition. Austin, Texas: The New Media Consortium.
As for the classroom, networking sites are beneficial for both students and educators alike. They allow for quick access for research, providing links to hundreds of thousands of resources at the click of a mouse and enable global communication across societies and cultures. Information and lesson plans may be shared amongst educators to most efficiently and effectively teach students. As noted by Johnson et al. (2009), at this point the primary issue is access and filtration policy in the use of networking sites. I would assume that many of those issues have been resolved as of late, as many students are equipped with their own laptops and/or iPads. In addition, the use of social networking in the classroom will also prepare students for the use of professional sites as they pursue their future careers.
The objective of joining a diigo group has great similarities to a social networking site in which I already use on a weekly basis—LinkedIn. This site allows professionals to electronically network across corporations, share journal articles and blog postings, and seek employment/employees. I have received countless job offers and career-based information based upon the people, groups and items that I have shown interest in. Of course not all of the information bombardment is desired, but there are adjustable settings for this purpose.
When determining which diigo group I would join, my concentration was to find something that would both relate to this course and also assist me with my current profession. Specifically relating to the search of “Adult Learning”, I discovered the Instructional Design & E-Learning Professionals' Group. This group is affiliated with tags including eLearning, instructional, designer, industry and learning (among others). Including links to educational theories, the Instructional Design & E-Learning Professionals’ Group also provides links eLearning Weekly, a free eLearning newsletter. This resource will surely be beneficial to my profession as an educator.
Johnson, L., Levine, A., Smith, R., and Smythe, T. (2009). The Horizon Report: 2009 K-12 Edition. Austin, Texas: The New Media Consortium.
Saturday, February 8, 2014
Gaming
Electronic gaming, simulation, and virtual reality in the classroom have grown in popularity over the years. Though many educators have difficulty dismissing the negative connotations of the word game, this form of learning has proven to be both a teacher and motivator (Presnsky, 2007). The article by Prensky (2007) describes gaming as a fun user experience, so why not incorporate this media into the learning curriculum?
An example of virtual reality technology is Virtual Cell, from WoWiWe Instruction Co. As noted in the article by Strangman and Hall (2009), “virtual reality bridges the gap between the concrete world of nature and the abstract world of concepts and models”. This software does just that by assisting students when learning biology. Through the use of a three-dimensional replication of a submarine travelling through plant cells, Virtual Cell depicts the exploration of cell structure, photosynthesis, and osmosis. The key benefit of Virtual Cell is that it transforms the relatively dull content of biology into an interactive, engaging, and tangible experience that would otherwise be observed through a Petri dish and microscope.
Dumptown is a software example of learning through simulation. The premise of Dumptown is for the player to act as City Manager of Dumptown and transform it from being polluted to litter free. This program reinforces the importance of recycling, reducing and reusing as well as budgeting skills (just like in real life, resources are not free). It is believed that simulation-based games completely engage students in learning (Johnson et al, 2011) and through a program like Dumptown, students can translate the skills learned to their home life.
Alternatively, SimSchool is a classroom simulator for educators. This offers a great benefit in educational environments because teachers can become acclimated to the classroom environment without actually standing in front of a group of students. This is beneficial as teachers can refine their skills and continue to evolve without having to do it in front of a group of students.
Gaming, simulation, and virtual reality have found their place in the classroom. When used appropriately, gaming can be effective in reaching students who do not respond to other forms of instruction and challenge those who may be bored with traditional methods. It also provides a realistic alternative for adult learners as well. Overall, I am happy to say that gaming is here to stay.
Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report:
2011 K-12 Edition. Austin, Texas: The New Media Consortium.
Prensky, M. (2007, March 09). Sims vs. games: The difference defined. Retrieved from http://www.edutopia.org/sims-vs-games
Strangman, N., & Hall, T. (2003). Virtual reality/simulations. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/virtual_simula...
An example of virtual reality technology is Virtual Cell, from WoWiWe Instruction Co. As noted in the article by Strangman and Hall (2009), “virtual reality bridges the gap between the concrete world of nature and the abstract world of concepts and models”. This software does just that by assisting students when learning biology. Through the use of a three-dimensional replication of a submarine travelling through plant cells, Virtual Cell depicts the exploration of cell structure, photosynthesis, and osmosis. The key benefit of Virtual Cell is that it transforms the relatively dull content of biology into an interactive, engaging, and tangible experience that would otherwise be observed through a Petri dish and microscope.
Dumptown is a software example of learning through simulation. The premise of Dumptown is for the player to act as City Manager of Dumptown and transform it from being polluted to litter free. This program reinforces the importance of recycling, reducing and reusing as well as budgeting skills (just like in real life, resources are not free). It is believed that simulation-based games completely engage students in learning (Johnson et al, 2011) and through a program like Dumptown, students can translate the skills learned to their home life.
Alternatively, SimSchool is a classroom simulator for educators. This offers a great benefit in educational environments because teachers can become acclimated to the classroom environment without actually standing in front of a group of students. This is beneficial as teachers can refine their skills and continue to evolve without having to do it in front of a group of students.
Gaming, simulation, and virtual reality have found their place in the classroom. When used appropriately, gaming can be effective in reaching students who do not respond to other forms of instruction and challenge those who may be bored with traditional methods. It also provides a realistic alternative for adult learners as well. Overall, I am happy to say that gaming is here to stay.
Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report:
2011 K-12 Edition. Austin, Texas: The New Media Consortium.
Prensky, M. (2007, March 09). Sims vs. games: The difference defined. Retrieved from http://www.edutopia.org/sims-vs-games
Strangman, N., & Hall, T. (2003). Virtual reality/simulations. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/virtual_simula...
Saturday, February 1, 2014
Open Content & Ethics
As we all very well know, teaching has evolved tremendously over the years, especially due to technology advancements. This week’s readings signify these changes specifically due to shared works, from licensure and copyrights to electronic books and documents.
Throughout my education, I have encountered open content more times than I can fathom, though I did not realize what it involved. As noted in the report by Johnson, Adams and Haywood (2011), open content or open education is a concept that involves the efficient sharing of information, instructional practice, and experiences in a cost-effective way. Each of us has utilized open content through writings, research, movies and music. Open content in education has proven to be a distributable option for underserved communities who cannot afford state-of-the-art textbooks and learning materials—as long as they have internet access. This philosophy also allows faculty to customize articles in a way that can then be shared with the world.
Open content is a seemingly simple concept, but the copyrighting aspects of digital information are not to be forgotten. It is important to consider that when information is traditionally copyrighted, it cannot be modified by anyone (without permission or payment) but the copyright owner. Infringement of the sort is avoided through websites like that of Creative Commons. Licenses obtained through creative commons help the creators (called licensors) maintain their copyright but still allow others copy, distribute and make use of their work. Through use of Creative Commons, open content can be shared amongst educators to reach the overall goal of efficient and effective education.
In addition to the use of open content, electronic books are also gaining prevalence in today’s education. Most technology-savvy members of society own an iPad, smart phone, or other medium from which books can be read. The next logical step for the world of education is for text to be converted to these popular and portable devices. The 2011 Horizon Report states that despite the advantages of size and weight, obstacles have been in the way of general adoption among academic institutions: scarcity of academic titles, lack of necessary features in electronic readers to support scholarly work, a restrictive publishing model, and digital rights management (DRM) issues. Johnson et al. (2011) indicate that despite these issues, many of these constraints are now vanishing due to advancing reader technology, the uncoupling of print and electronic textbook sales and the use of course management systems like Blackboard.
As we continue to evolve as a society that utilizes technology, mobile technology will become the primary mode for the use of textbooks in the classroom. This will dramatically effect education as people will have the ability to download their textbooks remotely, not having to visit the book store or worry that their textbooks arrive in time for the first day of class. This is truly a digital generation of learners and educators alike.
References
Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report:
2011 K-12 Edition. Austin, Texas: The New Media Consortium.
Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report.
Austin, Texas: The New Media Consortium.
Throughout my education, I have encountered open content more times than I can fathom, though I did not realize what it involved. As noted in the report by Johnson, Adams and Haywood (2011), open content or open education is a concept that involves the efficient sharing of information, instructional practice, and experiences in a cost-effective way. Each of us has utilized open content through writings, research, movies and music. Open content in education has proven to be a distributable option for underserved communities who cannot afford state-of-the-art textbooks and learning materials—as long as they have internet access. This philosophy also allows faculty to customize articles in a way that can then be shared with the world.
Open content is a seemingly simple concept, but the copyrighting aspects of digital information are not to be forgotten. It is important to consider that when information is traditionally copyrighted, it cannot be modified by anyone (without permission or payment) but the copyright owner. Infringement of the sort is avoided through websites like that of Creative Commons. Licenses obtained through creative commons help the creators (called licensors) maintain their copyright but still allow others copy, distribute and make use of their work. Through use of Creative Commons, open content can be shared amongst educators to reach the overall goal of efficient and effective education.
In addition to the use of open content, electronic books are also gaining prevalence in today’s education. Most technology-savvy members of society own an iPad, smart phone, or other medium from which books can be read. The next logical step for the world of education is for text to be converted to these popular and portable devices. The 2011 Horizon Report states that despite the advantages of size and weight, obstacles have been in the way of general adoption among academic institutions: scarcity of academic titles, lack of necessary features in electronic readers to support scholarly work, a restrictive publishing model, and digital rights management (DRM) issues. Johnson et al. (2011) indicate that despite these issues, many of these constraints are now vanishing due to advancing reader technology, the uncoupling of print and electronic textbook sales and the use of course management systems like Blackboard.
As we continue to evolve as a society that utilizes technology, mobile technology will become the primary mode for the use of textbooks in the classroom. This will dramatically effect education as people will have the ability to download their textbooks remotely, not having to visit the book store or worry that their textbooks arrive in time for the first day of class. This is truly a digital generation of learners and educators alike.
References
Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report:
2011 K-12 Edition. Austin, Texas: The New Media Consortium.
Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report.
Austin, Texas: The New Media Consortium.
Wednesday, January 22, 2014
In the Clouds
I absolutely adore anything DIY-related. HGTV is constantly on our television and all the while, I am on Pinterest trying to find my next project. The blog, Pretty Handy Girl includes some of my inspiration.
Cloud Computing
The functionality behind cloud computing has tremendously changed the way business, educators and the world as a whole access internet-based applications. Cloudtrip is a great repository of cloud-based educational tools. For the adult learners that I instruct, the following sites will be most beneficial: TypingPal , MindFlash, and Socrative.
I instruct physicians, clinicians and office staff on the use of the Electronic Health Record (EHR). One would be quite surprised at the lack of typing skills many of these professionals arrive to my class with. These individuals are expected to document their entire patient experience electronically, through pointing, clicking and typing. TypingPal allows users to complete customized exercises and games to build keyboard techniques. Through the use of software like that of TypingPal, many of these unaccustomed users of technology may feel more competent while using their new EHR software.
Mindflash and other applications of the sort are like a dream come true for people in corporate healthcare IT. With constant turnover, upgrades and governmental regulation changes, physician offices are spending more and more time at training sessions, rather than tending to their sick patients. Of course this is not only timely, but budgets and ultimately the patient are suffering. Mindflash is a quick and easy way to assemble training courses, quizzes and reports that can be accessed through the cloud.
In my profession, it is important to receive feedback on how the training session was received by the class. If the training included too much information, not enough breaks, or the instructor was downright awful, we need to know. Socrative is a cloud-based student response system that allows the teacher/trainer to obtain information from the students/trainees via tablets, smartphones or laptops. In a more traditional education setting, (i.e. that of a high school), this would be a way to create quizzes, games, and track performance.
Diigo
I decided to join a diigo group that pertained to my professional development—CIPP Information Privacy & Security News. It is imperative that those in the health information field and specifically IT understand the importance of the privacy and security of health information. With the increasingly standard use of electronic health data, it is our duty to ensure that end-users realize this as well. This diigo group includes articles on the privacy of everything from military health records to identity theft.
Summary
The Cloud Computing Explained video provided by GoGrid (2008) really breaks down the structural processes behind the cloud and why it has taken over the internet. Johnson, Adams, and Haywood (2011) explain that cloud-based services address a range of needs and provide a variety of solutions in terms of software, infrastructure and overall system security. By utilizing this technology, physicians and other healthcare personnel have the ability to access essential patient medical record data from any device—from a cell phone or laptop in the hospital to an iPad while making rounds at a local nursing home. I had of course heard about cloud computing prior to this week’s assignment, but this has clarified the process and necessity.
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Cloud Computing
The functionality behind cloud computing has tremendously changed the way business, educators and the world as a whole access internet-based applications. Cloudtrip is a great repository of cloud-based educational tools. For the adult learners that I instruct, the following sites will be most beneficial: TypingPal , MindFlash, and Socrative.
I instruct physicians, clinicians and office staff on the use of the Electronic Health Record (EHR). One would be quite surprised at the lack of typing skills many of these professionals arrive to my class with. These individuals are expected to document their entire patient experience electronically, through pointing, clicking and typing. TypingPal allows users to complete customized exercises and games to build keyboard techniques. Through the use of software like that of TypingPal, many of these unaccustomed users of technology may feel more competent while using their new EHR software.
Mindflash and other applications of the sort are like a dream come true for people in corporate healthcare IT. With constant turnover, upgrades and governmental regulation changes, physician offices are spending more and more time at training sessions, rather than tending to their sick patients. Of course this is not only timely, but budgets and ultimately the patient are suffering. Mindflash is a quick and easy way to assemble training courses, quizzes and reports that can be accessed through the cloud.
In my profession, it is important to receive feedback on how the training session was received by the class. If the training included too much information, not enough breaks, or the instructor was downright awful, we need to know. Socrative is a cloud-based student response system that allows the teacher/trainer to obtain information from the students/trainees via tablets, smartphones or laptops. In a more traditional education setting, (i.e. that of a high school), this would be a way to create quizzes, games, and track performance.
Diigo
I decided to join a diigo group that pertained to my professional development—CIPP Information Privacy & Security News. It is imperative that those in the health information field and specifically IT understand the importance of the privacy and security of health information. With the increasingly standard use of electronic health data, it is our duty to ensure that end-users realize this as well. This diigo group includes articles on the privacy of everything from military health records to identity theft.
Summary
The Cloud Computing Explained video provided by GoGrid (2008) really breaks down the structural processes behind the cloud and why it has taken over the internet. Johnson, Adams, and Haywood (2011) explain that cloud-based services address a range of needs and provide a variety of solutions in terms of software, infrastructure and overall system security. By utilizing this technology, physicians and other healthcare personnel have the ability to access essential patient medical record data from any device—from a cell phone or laptop in the hospital to an iPad while making rounds at a local nursing home. I had of course heard about cloud computing prior to this week’s assignment, but this has clarified the process and necessity.
Thursday, January 16, 2014
Blogging & Twittering
Over the past few days, I have learned a lot about blogs and Twitter—there was more to learn than I realized.
Of course I have perused a blog or two in my day (I love “The Small Things Blog”), but I hadn’t appreciated most them. Previously, I had just assumed that bloggers were techie beatniks who had too much time on their hands—now give me my Golden Buckeye card! But in all seriousness, I had not fully embraced that many of these individuals spend a lot of time documenting their opinions, interests and ideas in such an artful fashion. As for blogging and education, I can definitely see the value for use in today’s society. When students participate in these collaborative environments, they not only have the ability to work creatively, but are also given the opportunity to develop teamwork skills and even collaborate with students from locations afar (Johnson et al., 2010). This puts a whole new twist on the ‘pen pals’ of the 1990’s. Today’s students are beyond technologically savvy and I am confident that this will also translate into their success in the workforce—particularly in corporate America. They will have used these online tools as second nature throughout the entirety of their education and potentially teach their older counterparts a thing or two about the digital generation.
Twitter on the other hand, I am not so impressed with. I understand its purpose, the nicety of following a particular feed and ability to receive updates directly to your phone, but it seems to me that this is an abbreviated and fad-like Facebook. Tweets for Education Pt 2 provided some interesting suggestions for Twitter in the classroom, such as allowing ‘shy’ students to open up online, rather than physically in class and the ability to follow acclaimed politicians to gain insight and perspective (Y0da808, Tweets for education pt2). The use of hashtags is quite functional when connecting others posting about a topic, but again, I find this redundant to Google or any other search engine. With that being said, I would likely prefer to search most topics on Google, as many opinions I would rather not read. For educational purposes, sure updates can be sent using a class feed, but with only 140 characters, what can you really post, aside from a link? Now that I have a Twitter account, I will follow my husband's rugby team page. Though I will soon have their schedule posted on my refridgerator, I suppose I will subject myself to their mindless chatter. In summation, I find Twitter to be just another username and password to remember and regret having to install yet another application onto my phone.
Cheers!
Melissa
References
Johnson, L., Smith, R., Levine, A., and Haywood, K., (2010). The 2010 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium Y0da808. (2009, MARCH 05). Tweets for education pt2 [Web Video]. Retrieved from http://utetpt5550.pbworks.com/w/page/11602947/Blogging%20and%20Twittering
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