'Online Learning' Category

Interview with Barbara Lauren, AACRAO

Published by Susan Smith Nash on June 9, 2008 in Online Learning. 0 Comments

Welcome to an interview with Dr. Barbara Lauren, the Associate Director for Compliance and Professional Development
with the American Association of Collegiate Registrars and Admissions Officers (AACRAO).

1. What is your name and your relation to education, especially distance education?

For five years I have supervised and taught in the online continuing education offerings of the American Association of Collegiate Registrars and Admissions Officers (AACRAO). I work in concert with Don Bunis, American University Registrar (retired), who serves as technical consultant to our online offerings, and who trains and guides our online faculty (including teaching the advanced registrar course himself).

2. Please describe a few of the projects you have been involved in.

We offer four-week courses for our two major constituencies –
registrars and admissions officers – at two different levels: one each for registrars or admissions officers who have entered the field within the past three years, and one for people in each field who are managers, or are aiming to be managers.

All four courses are offered asynchronously, on the Blackboard platform. For each course, we provide a three-day orientation, so that everyone learns how to enter the Discussion Board, start a new thread, and otherwise use the technology. Each course consists of four segments, and we post them week by week, to encourage people to think through each segment, rather than “getting through them, all in one fell swoop.” In addition, we have an open forum – the “Cyber Cafe” – available throughout each course. There, people can raise issues of particular interest to them that may not have emerged otherwise. We encourage participants to respond to each other, so that everyone can benefit.

3. The College Admissions Officer’s Guide has just been published and you were the editor. What was the goal of the publication? What was the scope? What were some of the challenges? Please describe how the Guide could be valuable for online programs.

The College Admissions Officer’s Guide (2008) is a companion volume to The Registrar’s Guide (2006). Both are hard-bound volumes of 500-plus pages, and they have been written by our public-spirited members in the field. Both books address a wide number of current issues in their areas. What I wrote in the Introduction to The Registrar’s Guide could stand equally well as a summary of the purpose of the admissions guide, too:

“This book was planned to enhance the skills of the seasoned registrar, while also being written clearly enough to aid the new registrar – or the veteran registrar who is venturing out of his or her comfort zone, by choice or by assignment, into a different part of the field…. These chapters represent the distillation of years of experience of very thoughtful people.”

Already, we are making use of one of the chapters in The College Admissions Officer’s Guide in our online course for admissions managers. One of the segments in the managers’ course concerns,
as you would expect, “Best Practices in Recruiting and Marketing.” One of the readings in that segment is a very helpful chapter on “Technology-Enhanced Recruitment Communication,” by Dr. Dean Kahler of Western Kentucky University. This chapter offers a wide-ranging introduction to many of the newest ways of communicating with a high-tech generation.

As to challenges, the greatest challenge in creating and shepherding a book is simply deciding what we need and want to cover, and then recruiting authors to do so. Once you devise the roadmap, everything else follows.

4. Based on your work with AACRAO’s online continuing education programs, what do you see as the top trends in distance education?

I would say that a top trend, and challenge, in online distance education is to emphasize to the learners the importance of their interacting with other participants. We emphasize to those who have signed up that mere passive “listening” will not give them the maximum benefit from the course. We explicitly offer such tips as: Take full advantage of the interactivity of this medium. Participate! Log on to the workshop every day, and take full advantage of the fact that you will get to know your fellow-learners well over the course of the four weeks. Only by involving yourself actively will you gain the most from the course.

5. How can individuals and organizations obtain a copy of The College Admissions Officer’s Guide?

For orders, please call (301) 490-7651 (Eastern Standard Time), or go to www.aacrao.org/publications. The item number for The College Admissions Officer’s Guide is 0120. If you are interested in The Registrar’s Guide, the item number is 0110.

6. Is there a quotation which inspires you?

I really would like to share with everyone the quotation I chose to lead in to my Introduction to The Registrar’s Guide. The thought is short but wise:

“We are all of us ignorant, but on different subjects.”
Will Rogers, humorist-philosopher

The ability to enlighten people speedily on a variety of subjects is what continuing education, especially online, is all about!

Dr. Lauren can be reached at laurenb@aacrao.org, or at 202-293-9161, ext. 6502

posted by susan

Interview with Arlene Ang, Editor of Online Publications

Published by Susan Smith Nash on May 16, 2008 in Online Learning and Programs and Research. 0 Comments

Welcome to an interview with Arlene Ang is the author of The Desecration of Doves (iUniverse, 2005) and Secret Love Poems (Rubicon Press, 2007). Born in Manila, Philippines, she currently lives in Spinea, Italy with her husband. In 2006, she received the Frogmore Poetry Prize (UK). Her poetry has been published in Diagram, Georgetown Review, Painted Bride Quarterly, Poetry Ireland, Poet Lore and Rattle.

1. Name, background. How have you been involved in online publishing of poetry and poetics?

Arlene Ang. I’m a poetry editor for The Pedestal Magazine (http://www.thepedestalmagazine.com/) and Press 1 (http://www.leafscape.org/press1/).
I started out in 2002 as editor for the Italian edition of Niederngasse (http://www.niederngasse.com/). In 2006, I guest-edited for the English edition and for Pedestal. It was then that I realized English poetry was more my element than Italian and so handed the keys over to someone who was more in contact with the Italian literary world than I was. Early 2007, Pedestal editor-in-chief, John Amen asked me if I wanted to become a permanent member of the staff and I said yes.
Press 1 sprouted out some months later, a labor of love for Valerie Fox, Phyllis Wat, Dennis Moritz and me. Valerie and Phyllis are, I think, the “serious” editors since they do much of the reading and scouting while I occupy myself more with the web design.

2. What do you see as some of the advantages of publishing online?

For one, with online magazines, anyone with an internet connection can access your work. There’s something liberating about reading contemporary poetry for free. Some journals actually have an “E-mail this poem to a friend” button—which helps spread readership. For another, submissions are usually sent via e-mail—when you’re living abroad, this facilitates a lot of things. I’m continually surprised and pleased by submissions to Pedestal that come from countries like Nigeria or China. I don’t think this happens much to print journals, even if only for the mundane reason of SASEs or finding IRCs. And yes, no trees are killed in the process.

3. What are some of the trends in e-journals?

A good part has begun to request audio recordings of poems. I really love how this gives a voice to the work and also to the author.
I also love the new submission system, like the one adopted by Kenyon Review—where you can be assured that your submission was received and are able to track or withdraw it online.
Some ‘zines focus on experimenting with mixed media. A prime example would be Born Magazine (http://www.bornmagazine.org/)—which never fails to astound and delight with their Flash presentations of poems.

4. What are a few of your favorite sites?

Diagram (http://thediagram.com/) remains at the top, near at hand are Tarpaulin Sky (http://www.tarpaulinsky.com/), Drunken Boat (http://www.drunkenboat.com/), Typo (http://typomag.com/) and Painted Bride Quarterly (http://pbq.drexel.edu/).
Sidebrow (http://www.sidebrow.net/) is another favorite because it’s so different—submitters are encouraged to respond creatively to the work published there. The term “incestuous” is bandied around a lot when referring to internet writers—I think this applies evocatively to the work in Sidebrow, too.

5. How can you envision using online poetry repositories and journals in online education?

The internet contains a universe of information. I’ve actually found step-by-step instructions on how to write almost anything—from ghazals to sonnenizios. Education-wise, research becomes a question on knowing what to look for because, chances are, it’s out there.
Because online journals are accessible to everyone, they make very good reading material especially when it comes to contemporary (world) poetry.
Project Gutenberg (http://www.gutenberg.org/) is a great resource—instead buying books like Shakespeare’s Macbeth or Joyce’s Ulysses, you can just download an electronic copy. And, funnily enough, for required reading, there are free Cliff Notes (http://www.cliffsnotes.com/) for students who have no love for literature.

6. Do you have a philosophy of creativity?

More than having one of my own, I’ve adopted my dad’s, I think—which works really well for me. He was quite a successful painter. In his life he must have done more than 1000 studies of the seated figure, among other things, using different media. As a child, I loved joining him in his studio every day and often complained about not knowing what to draw. He would tell me patiently that everything I needed was before me, all I needed to do was open my eyes. It was only decades later that I understood what he meant—that creativity is not about finding a worthy subject, but rendering that subject worthy of interest and, in the process, evoking emotional response in the viewer or reader. In many ways, it’s a lot like energy—we all have it inside, how we harness and release it depends on us.

Posted by susan

Homeschooling: Extra Curricular Activites For College-Bound Homeschoolers

Published by Erica Nielsen on May 12, 2008 in Online Learning. 0 Comments

Author: Jessica L. Parnell

Concerned about extra-curriculars for your homeschooling child? If you plan to continue homeschooling through high school, you may have considered your options for how to address sports, clubs, graduation, newspaper club, etc.
 
Before trying to reinvent the wheel, check out your local homeschool support groups to learn about homeschool activities they may have already established. Many groups offer homeschool sports teams, homeschool drama clubs, homeschool choirs, homeschool debate teams, etc. Homeschoolers also often establish teams to compete in national math and science competitions.
 
But if you are starting from scratch, be sure to spend some time organizing, pulling people together who can help, and setting up your plan of attack before you jump. This will help to avoid the frustrations that so often result in burnout and the end of a great idea.
 
With technology where it is today, homeschooling activities are easy to coordinate and you can create a sense of community among homeschool students with just the click of a button. Better yet, you can have a newspaper or homeschool literary club with contributing members from all around the world.
 
And as technology continues to make our world smaller, look ahead to ways you can use the developments to your homeschooler’s advantage.
 
Some great places to start are activities that add that element of “setting themselves apart” to your child’s transcript. Homeschool activities list.
 
Honor society-the National Honor Society won’t admit homeschoolers, but a home school honor society exists if you’re willing to get one going in your community. Check out homeeducationpartnership.com for Eta Sigma Alpha Honor Society.
 
Yearbook staff-are you part of a homeschool group? Take your own pictures and allow your kids to put together a ‘yearbook.” A yearbook creates lasting memories and gives your child that sense of belonging. With digital photos and on-line publishing options, designing and printing a yearbook is now easy! There are a number of other on-line programs (such as blurb.com and shutterfly.com that will allow your group to work from any computer with an Internet connection to contribute to your yearbook.
 
Sections to include:
 
i) Class pictures
ii) Sports
iii) Clubs
iv) Field Trips
v) Ministries
vi) Events
vii) Group Photos
viii) Friends
ix) Awards & Accomplishments
x) Community Service Projects
 
Literary journal-If you have a writer in the family, what better way to showcase his or her abilities than to write for a literary journal. Check out narrowroadpublishing.com for your opportunity to contribute to a homeschool literary journal.
 
Newspaper-If your student is interested in writing or journalism, check into your local smaller newspapers. When I was in high school, I was able to secure a weekly column in our local newspaper where I had the opportunity to write for an audience every week. It was a terrific experience that forced me to think critically about the events around me and to do my research before writing my article. I am so grateful for my parents’ confidence in me and encouragement to pursue my interests in ways that were meaningful.
 
Sports-check with your local homeschool support groups. Many areas have homeschool sports team that compete against one another or against smaller private schools in the area. Be sure to also look in to community sports and premier sports clubs in your area.
 
If you have an aspiring athlete, your local premier sports clubs are one great avenue as many colleges and universities do their recruiting from premier teams and tournaments.
 
In many states, public schools will allow homeschoolers to participate in sports-some require your child to attend at least one class; others allow them to play without attending. Often private schools welcome the opportunity to add homeschoolers to their team rosters as well.
 
Don’t assume your child will be unable to play his or her sport on an organized and competitive team. Take the time to pursue your options. We have seen many homeschool students go on to college on athletic scholarships as a result of a diligent and committed parent.
 
Choir-many areas have local choirs or chorus opportunities. My homeschool daughter joined the local public school chorus to gain experience and now can choose to also participate with our county chorus or a local music school choir.
 
Band-another one where there can be many opportunities. Look into your local 4-H club, a local music school, private and public schools in the area, or a county band. Don’t hesitate to check into your church band as well. Often churches forget to recruit young members, but welcome them enthusiastically.
 
Leadership-leadership comes in many forms. If you do not have a homeschool support group nearby, find other ways for your child to take on leadership roles. As a high school student, I had the opportunity to start a children’s choir in my church, to teach Sunday School, and to serve as an assistant softball coach through our community sports organization. These were all leadership activities that not only looked great on a college application, but also served to build my character and confidence in my own abilities. And working with younger children is an ideal way to build leadership skills in a child who is otherwise fairly introverted.
 
Student Government-A student who participates in student government is one who is seen as a leader. In a school setting, this individual helps organize student events, works with school leadership to make changes or improvements in the school, finds ways for the student body to make a difference in the community, and more. You can achieve this same valuable experience with a homeschool support group. And it looks fantastic on a college application. Have your homeschool student government association take charge of planning field trips, finding ministry opportunities, organizing events . . . your kids can do an outstanding job of this and lift some of the burden from your shoulders.
 
Another fantastic way to provide student government experience is through the Student Governmental Affairs program (sgap.com). With this program, your student receives a monthly legislative newsletter, The Student Forum, which contains nonpartisan, non-political, factual information about issues under discussion in Congress. The highlighted topics are geared to the interests of teenagers and are age-appropriate in both the material presented and writing style. I used this material as a foundation for my student government class with great success. My students would discuss and debate the issues and express their opinions to their elected officials. It was inspiring and opened their eyes to the incredible amount of legislation that is enacted into law every month in this country. Two of those kids have now gone on to college to study political science-one I am convinced will someday serve as our president!
 
There are so many unmentioned activities not listed here. Drama, chess, science, photography, foreign language, environmental, nursing, math clubs-you name it, you can create it (even with just two members). If your child has a specific interest, find someone willing to join them and start your own club.
 
With most of these suggestions come tremendous opportunities for scholarship funding. Be sure to question the financial aid office at the colleges and universities you are considering to learn more about the scholarships they offer to students who have been involved in these extra-curricular activities.

Article Source: http://www.articlesbase.com/education-articles/homeschooling-extra-curricular-activites-for-collegebound-homeschoolers-408795.html

About the Author:
Jessica L. Parnell is a homeschool consultant, evaluator, and principal of  Bridgeway Homeschool Academy , a fully accredited international homeschool academy, that has been serving the homeschool community since 1989. Visit  Homeschooling Help, my personal blog.

Getting Ahead With an Accredited Online College Degree

Published by Erica Nielsen on April 23, 2008 in Online Learning. 0 Comments

Author: Kaye Fretz

An accredited online college degree can make all your career goals come true. This is one of your best options if you haven’t finished your degree or if you want to start one while working. Here are some facts about online degrees.

Pros of Online Degrees

Many people say that online degrees are full of advantages. If you are going to be an online student yourself, you should know the concrete benefits that you can get from online learning. Here are a few advantages.

-An online course has the same level of difficulty as a traditional course. If you get it from a good school with the right accreditation, it has the same value as a course finished in a campus. An online degree is therefore a valid degree that you can use to get employment.

-Online classes let you be your own boss with your time. You therefore don’t have to make extensive changes in your routine or in your important schedules. You can thus pursue your studies even if you are a stay at home parent taking care of the kids or if you are working. Most online classes simply require you to download lessons and tasks.

-Online classrooms are the most accessible. You can study no matter where you are as long as there is an internet connection. This is a very helpful feature if you like to travel a lot or if you have duties that frequently take you away from home.

-Online studies give you the greatest ease and comfort. You can do everything in any place, position and appearance that is most comfortable to you. You can go to class even if you weren’t properly dressed.

Accreditation and Accrediting Bodies

Getting an accredited online college degree truly is a good idea. Do remember though that not every school or program is made equal. If you do not get a good degree from a reputable, quality school, you may not benefit from your degree at all.

The best way to ensure that you get the best education is to look for accreditation. This is an accrediting body’s way of telling the public that a certain school has good standards of education. Employers typically look at accreditation to make sure that they are accepting somebody who has had solid, quality education.

Don’t just believe in claims of accreditation though. There are many online schools that do not have real accreditation. They can ask a fake accrediting body to give them accreditation just to attract enrollees.

Virtual Learning

Schools online aren’t for every student. Just as there are different kinds of schools, there are also different kinds of students. Those who expect to succeed in online programs are those who are highly independent and self-motivated. You basically hold the key to the completion of your online course.

An online student also needs to have some basic knowledge about computers. An internet connected unit will be your main tool. You cannot achieve anything if you aren’t even comfortable with technology.

If you have the dreams, the drive, and the goal, then go for an accredited online college degree. It’s never too soon to start your future.

Article Source: http://www.articlesbase.com/online-education-articles/getting-ahead-with-an-accredited-online-college-degree-394174.html

About the Author:

Know more about the benefits of earning an accredited online college degree. Enroll in online bachelors degree programs.

Interview with Valerie Fox: Interviews with eLearning Professionals Series

Published by Susan Smith Nash on April 14, 2008 in Online Learning. 0 Comments

Welcome to an interview with Valerie Fox, Ph.D., who is involved in online teaching at Drexel University.  In addition to teaching and designing online and hybrid courses, Valerie has edited a number of journals and magazines.  Her innovative poetry has received very positive attention.
What is your name, and what is your involvement with e-learning?
Valerie Fox. I’ve been teaching online courses for about five years. I teach writing and poetry at Drexel University, and writing and research for Excelsior College.

How did you get interested in distance education?
I was asked a few years ago to teach and help to develop blended freshman writing courses at Drexel. Our students take a lot of credits, and they appreciate being able to take part in e-learning. The transition to teaching fully online (including distance) courses was a natural one.

What is your favorite new trend in distance education?
This may sound vague…but I just notice a willingness to “go with” the technology and the possibilities–at departmental level, but also higher levels. I can’t speak to the institutional (or overall educational) reasons behind this; I suspect they vary considerably, depending on discipline, institution, etc.

What is your favorite technology?
I don’t really have a favorite. I like including lots of various audio and video sources as suggested if not required offerings. Specifically, I’ve had some good success asking small groups to create websites. This isn’t anything new–it’s really just adding a creative or creative writing element to an assigment. The visual learners, as one would expect, do a terrific job with this. It builds their confidence.

What kinds of instructional materials do you use in elearning?
Creating materials is something I enjoy, so the flexibility of being able to combine various sources and media definitely is a plus. I guess (like everybody) for a while I was using youtube a lot, and I make a point to combine the easily accessible sources/links with those requiring the use of library databases. A librarian recently told me about archive.org and I’ve been using/recommending it a lot.

How do you use textbooks in e-learning?
Having a textbook can help ground the learners that might be new to this, so I think at least one book should usually be required. Teaching English and writing, it isn’t hard to work required readings into writings/discussions that can be efficiently read and graded. Blackboard Vista Media Library is an excellent tool also, making it possible to easily add suggested readings, videos etc. to a course. Students can be allowed to add to the Media Libraries and sometimes I give extra credit if students add items of interest.

What are your favorite social networks? How do you view them in e-learning?
I participate in various forums and writing groups. Because I enjoy this, I simply try to recreate what I think are their best features in my course websites. It isn’t always possible, but often it is. I hear more and more about students using non-official means to communicate about class work and activity. This helps to replicate the before-and-after-class information sharing that students sometimes miss from a face-to-face class. I acknowledge this but don’t interfere with their bonding, with their assisting of each other.

What is your favorite quote? or, what’s a book that caught your eye recently?
Recently I read Malcolm Gladwell’s Blink and thought it was terrific.

The Byron Review: Video Gaming Recommendations for Children

Published by Erica Nielsen on April 6, 2008 in Online Learning. 0 Comments

Dr. Tanya Byron, a Consultant Clinical Psychologist, recently released an important set of E-safety recommendations, “Safer Children in a Digital World,” for children in the UK. Today we turn to her summary recommendations regarding video gaming.

Here again, the most compelling aspect of her research as well as her recommendations is the fact that she refrains from oversimplifying the matter. When it comes to the issue of video games, Byron calls upon the video game industry and parents to work collaboratively to ensure that children are provided access to games that are age-appropriate.

Risk-Reward Nature of Technology
As was her methodology with Internet safety, Byron seeks a collaborative approach to children and the video game industry. In addition, she seeks to have assistance from the gaming industry to help restrict the access of games that are inappropriate for children. At the same time, she also calls on parents to do their part in the process.

In speaking about empowering children and keeping them safe, Byron turns to the following analogy. Noting that “children will be children – pushing boundaries and taking risks,” Byron offers, “at a public swimming pool we have gates, put up signs, have lifeguards and shallow ends, but we also teach children how to swim.”

Byron notes that technology offers extraordinary opportunities for children and young people as well as adults. As for video games, the researcher indicates that such games offer “a range of exciting interactive experiences for children.” At the same time, Byron specifies that some video games are in fact designed for adults.

Byron recognizes that the debate on ‘media effects’ and violent content in video games is divided. She also confirms the obvious, that Internet and gaming technology is moving so rapidly that it is not possible for research to keep up with the developments.

What is noteworthy about Byron’s work is she does head directly to the gray areas, the risks of potentially harmful or inappropriate content, that could have negative impacts on children. As we noted in our post about Drs. Lawrence Kutner and Cheryl Olson and their research for Grand Theft Childhood, Byron is not ready to take a cause and effect position regarding video game play and antisocial behaviors in children. Byron states, “Overall, I have found that a search for direct cause and effect in this area is often too simplistic.”

At the same time the researcher does not give a free pass on the topic, stating that it does “not mean that the risks do not exist.” Byron then moves correctly to another key element, that we must use our understanding of child development to “inform an approach that is based on the ‘probability of risk’ in different circumstances.”

What is so remarkable about Byron’s review is that she recognizes the sheer complexity of this issue. “We need to take into account children’s individual strengths and vulnerabilities, because the factors that can discriminate a ‘beneficial’ from a ‘harmful’ experience online and in video games will often be individual factors in the child. The very same content can be useful to a child at a certain point in their life and development and may be equally damaging to another child.”

In addition, Byron notes, “Very few people are genuinely addicted to video games but lots of time spent playing can result in missed opportunities for other forms of development and socialization.” In other words, concerns must develop when these gaming technologies negatively impact children at the expense of other activities and family interaction.

Byron does list some of the prevailing concerns regarding video game play. She notes, “There is some evidence of short term aggression from playing violent video games but no studies of whether this leads to long term effects.” She also states, “There is a correlation between playing violent games and aggressive behavior, but this is not evidence that one causes the other.”

Her entire approach centers upon age appropriate gaming and reveals yet another critical element. “Games are more likely to affect perceptions and expectations of the real world amongst younger children because of their less developed ability to distinguish between fact and fiction (due to the immaturity of the frontal cortex).”

As for the interactive nature of games, Byron states the interactive nature may “also have a more profound effect than some other media, again especially amongst younger children (e.g. up to around 12 years old) who tend to use narratives to develop their values and ideas and who learn through ‘doing’.”

At the same time, Byron is not ready to castigate video games or refer to them as the source of all that is not well during adolescence. States Bryon, “These games offer new opportunities for social interaction between children and there are a number of potential benefits for children and young people from playing video games, including cognitive and educational gains and simply having fun. Interestingly the evidence to prove these benefits can be as contested as the evidence of negative effects.”

Ensuring Age Appropriate Gaming Opportunities
Byron calls for targeted efforts from the gaming industry to increase parental understanding of age-ratings and the available controls on gaming consoles. Byron recommends a new, hybrid classification system for games. She seeks to have the British Board of Film Classification (BBFC) and the Pan European Game Information, under the auspices of the UK Council for Child Internet safety, “work together to develop a joint approach to rating online games and driving up safety standards for children and young people.” She proposes that the new combined BBFC and PEGI logo be prominently placed on the front of all games (R18, 18,15,12,PG and U) with industry equivalent logos across all age ranges placed on the back of all boxes (ratings regarding violence, language, sexual activity, drugs activity, etc.).

Byron also seeks to have greater efforts to enforce age ratings at points of sale to ensure that children have access only to age appropriate materials. Byron suggests that games with ‘12′ ratings and up carry legal requirements that such games cannot be sold to someone under the required age. At the same time, Byron calls on both the video game and advertising industries to comply with age-appropriate message targeting that matches the video game age classifications.

In addition, Byron wants to see “console manufacturers work together to raise standards in parental controls on consoles, delivering clear and easy to use prompts and better information for parents on where console controls meet agreed upon standards.”

Parents Must Also Parent
The researcher notes that even concerned parents sometimes still buy adult games for their children. The rationale? “Either for a ‘peaceful life’ or because it is ‘only a game’.”

Byron notes that parents must be aware of the fact that some games are suitable only for adults. She writes of how many children she came across that had been allowed to play age 18+ video games despite the fact that some children were forbidden from watching films with that rating.

She further notes that parents must be educated about the parental controls available on game consoles. If the gaming industry is expected to produce consoles that provide specific controls regarding time of play, game ratings, et al, then parents must learn to engage the technology and enforce the use of that technology.

Lastly, there is no substitute for parental responsibility especially with respect to decision-making. We noted earlier Byron’s prophetic words, the “need to take into account children’s individual strengths and vulnerabilities. The very same content can be useful to a child at a certain point in their life and development and may be equally damaging to another child.”

Recognizing the differences in children is difficult. But ultimately that recognition will have to be the responsibility of parents, not the gaming industry.

http://www.openeducation.net/2008/04/02/the-byron-review-video-gaming-recommendations-for-children/

The Byron Review: E-Safety Internet Recommendations for Children

Published by Erica Nielsen on April 5, 2008 in Online Learning. 0 Comments

Across the pond, Dr. Tanya Byron, a Consultant Clinical Psychologist, recently released an important set of E-safety recommendations for children. Her report, “Safer Children in a Digital World,” was commissioned by British Prime Minister Gordon Brown in 2007 in response to growing concerns about the dangers of the Internet.

Ms. Byron’s recommendations appear, dare we say it, “spot on.” She calls on all parties; the tech industry, government agencies (education, legal), and most importantly, parents and families, to work collaboratively on the issue of E-safety.

Perhaps the most compelling aspect of her research as well as her recommendations is her sophisticated and global approach to the issue. Noting the inherent risk/reward nature of both the Internet and video gaming, Byron properly refrains from oversimplifying the matter.

Today we begin with a review of her research and the recommendations she makes regarding Internet safety. In a follow-up post, we will take a look at her research regarding video games.

Calls Parents To Task
In her report, Byron certainly is not afraid of upsetting parents, calling to attention the fact that many parents simply are not doing due diligence in regards to E-safety. “Many parents seem to believe that when their child is online it is similar to them watching television,” states Byron. “In fact it is more like opening the front door and letting your child go outside to play unsupervised.”

At the same time, the clinical psychologist recognizes the need for children to take risks, that it is an important aspect of their development as young people. One key aspect “of today’s risk-averse culture” notes Byron is that parents are “more inclined to keep children ‘indoors’ despite their developmental needs to socialize and take risks.”

But with a clear understanding of the typical behavior of youngsters the researcher states, “Children will be children – pushing boundaries and taking risks. As we increasingly keep our children at home because of fears for their safety outside” our children will tend to “play out their developmental drives to socialize” with the Internet and “take risks in the digital world.”

As with the recent Grand Theft Childhood study, Byron notes the complexities parents face with both the Internet and the current gaming culture. “Findings from the evidence show that the potential risks online are closely correlated with potential benefits.” Therefore, Byron strongly suggests a collaborative effort to minimize risks without removing the potential benefits of online access.

What Can Be Done to Increase E-Safety
According to Byron, “Everyone has a role to play in empowering children to stay safe while they enjoy these new technologies, just as it is everyone’s responsibility to keep children safe in the non-digital world. This new culture of responsibility spans parents, children and young people supported by Government, industry and the public.”

In regards to the Internet, Byron proposes a three prong approach to improve child safety when online. The three specific areas seek first to reduce the availability of improper materials, second, restrict access to such materials, and third, increase the resilience of children to harmful and inappropriate online material.

The first area could prove more controversial as it in essence creates possible regulations though Byron seeks to have these regulations come in the form of voluntary codes of practice for the industry. In this arena, Byron seeks a reduction in availability of harmful and inappropriate material “in the most popular part of the internet.” Byron recommends that search providers such as Google and Yahoo incorporate a ’safe search’ button that is prominently displayed on the search engine page. In addition, users should have the option of a “lock button” to ensure safe search options. Along with the button, Byron recommends that every search engine offer clear links “to child safety information and safe search settings on the front page of their website.”

In addition to seeking assistance from the search engine giants, Byron recommends that all home computers sold in the UK be equipped with standard parental control software specifically designed with clear prompts and explanations to help engage the parental control options. At the same time, Byron adds that all Internet Service Providers should prominently offer parental control options during the set up of any Internet connection.

From there, Byron turns to the appropriate education of parents and all adults who work with children. The notion is one of education as her recommended focus is on raising the “knowledge, skills and understanding around e-safety of children, parents and other responsible adults.” Essentially, Byron properly notes that parents also have a key role to play in managing a child’s proper Internet usage.

In her research, the consultant often found that higher Internet skill levels in children gave these youngsters greater confidence regarding Internet use. Yet, many of those same youngsters did not have either the maturity or have sufficient awareness to ensure they are actually safe online. Byron throws this issue into the lap of parents stating, “Parents either underestimate or do not realize how often children and young people come across potentially harmful and inappropriate material on the internet and are often unsure about what they would do about it.” For Byron, it is time parents became fully aware of the risks, learn what steps they should take to ensure greater E-safety, and then subsequently implement those steps.

Next Byron turns to schools and other child service providers to play a key role in helping children and their parents stay safe online. The consultant indicates that schools should deliver e-safety through the standard school curriculum. Byron indicates it is essential that children learn how to protect themselves (distributing private information, giving out contact details online, etc.). Here she seeks to build children’s resilience to any material to which they may be exposed. Youngsters need to have both the confidence and the skills to ensure their own online safety.

In regards to these extensive education programs, Byron refers to an “authoritative ‘one stop shop’ for child internet safety” based on extensive research regarding what different groups of users want.

Conclusion
In regards to E-safety on the Internet, Byron provides a compelling case for a collaborative approach to protecting children. The writer properly notes that “restricting children’s access to harmful and inappropriate material is not just a question of what industry can do to protect children.”

Such E-safety is the responsibility of parents, teachers, government officials and the technology industry collectively. Only when these groups seek to work in concert will we be able to truly protect our most vulnerable assets, our children.
http://www.openeducation.net/2008/03/31/the-byron-review-e-safety-internet-recommendations-for-children/

Online Solutions for Dance Education

Published by Erica Nielsen on March 30, 2008 in Online Learning. 0 Comments

At the 2008 National PCA/ACA Conference in San Francisco, dance specialists Natalie King and Erica Nielsen discussed popular learning technologies, and pointed out shortcomings where dance education lags behind other fields. They led the audience through the features of a revolutionary dance e-book project using the innovative XplanaBook platform. Lastly, they introduced their company, in its first stage of development, designed for the specific needs of dance educators to help maximize students’ learning outcomes. The following is a transcript of their presentation.

Natalie King:

I am a dance educator in a large inner city high school in Phoenix, Arizona. My biggest obstacle as a teacher is broadening my students’ perceptions about dance. I begin by identifying my students’ prior knowledge.[video of students] As you can see, my students perceive dance as forms of celebration, ritual and entertainment. However, I want them to investigate dance outside of familiar events like a quinceanera, wedding, school dance or liturgical performance; and beyond what they see on MTV, BET, or even VH1.

Prior to entering my classroom, students are filled with sugar coded notions that after one semester in my class they too will be able to “drop it like it’s hot” and thereby transform their figures into “Fergalicious” states of being. However, over the course of a semester or even two, they discover that dance is more than a mere form of entertainment. Instead they realize dance is also a disciplined art form in which mind and body unite to execute, to create and to evaluate movement vocabulary from a variety of techniques. My hope is to inspire them as artists. [video of students]

This transformation is not always an easy task due to the fact that traditional methods of pedagogy alone do not suffice. As a teacher I explain and correct, demonstrate and give tactile feedback, to teach students concepts through movement skills. Yet the difficulty lies in contextualizing concepts through verbal explanation alone, and I spend a lot of time searching for appropriate supplements. Nevertheless students unfamiliar with dance vocabulary and abstract movement concepts run into frustration through this text-based approach. It is especially difficult in my classroom because English is a second language for over 75% of my students. Thus, to bridge the gap between students’ prior knowledge and my pedagogical goals, I had to look beyond conventional tools of instruction.

Many dance teachers use technologies in their classrooms to illustrate their lectures and get feedback from students. However, there haven’t been major advancements in the dance field in regard to online content solutions and social networking specifically for dance educators. Erica will address that in a bit.

First, let’s look at some of the most popular classroom technologies. Today, most classrooms are equipped with projectors for showing videos, slides, and transparencies. Many have upgraded from transparency projectors to document cameras, which allow the teacher to project opaque pages. Soundfield systems with speakers and microphones specifically designed for classroom use have enabled classroom size to get larger through increased ability to hear and be heard.

PowerPoint presentations are a popular way of delivering information to students, because they help to summarize content with optional color-coding, as well as audio, image, and video features. This is good because it caters to different learning styles, as some students are able to recall what they see better than what they hear in a lecture.

Interactive Whiteboards also provide visual learning stimuli, but can be more spontaneous, allowing the teacher to actually create the content during the lecture. An interactive whiteboard is an electronic version of the traditional chalkboard, and it records the teachers’ notes in the order they are written. This kind of technology is especially useful in classes where order matters, like in dance, because students can see how in movement one step leads to the next. 

Classroom Response Systems are among the most recent classroom technologies. Response systems address the problem of teachers wondering whether students are actually understanding concepts. With the click of a button, students can answer an informal poll or pop quiz, and the results will be immediately tabulated.

Outside of the classroom, students are exposed to a variety of technologies in their everyday lives. Educators have taken advantage of social networking and Web 2.0 open source trends to create innovative learning solutions that bridge the gap between school and life. With Blackboard, a teacher can post documents for students to download, collect homework electronically, and monitor online discussions, among other features to facilitate teacher-student and student-student interaction outside of the classroom. Many teachers are using blogs to build classroom communities, as well. To learn more about how teachers are using blogs to promote learning, you can check out weblogg–ed.com.

Finally, most students are familiar with CD-roms that come as supplements to their textbooks, and some have even used e-books as alternatives to traditional textbooks. The publishing company Freeload Press, for example, offers free electronic textbooks by notable authors. These e-textbooks are a great solution to people who can’t afford textbooks, but differ little in that they are like PDFs of hardcopy textbooks. This has been one of the biggest criticisms of e-books.

Erica Nielsen:

While some people may enjoy carrying around an entire library in an electronic device, others find the simplicity of old-fashioned books more appealing. One of the differentiating features of PDF-style e-books is the ability to search for keywords, which is especially useful for students when studying. One potential downside is compatibility issues, since some e-books only work with certain e-book readers. A laptop or electronic device could also run out of power or cause headaches from screen glare, which aren’t issues with regular books. Finally, there is the possibility of damage if the device is accidentally dropped or spilled on. It costs a lot less to replace a traditional book than an e-book along with the device used to read it.

The main reason e-books haven’t become as popular as people originally thought is because they’re not that different from regular books, and they seem like a lot more hassle. But with all the technological innovations available today, it’s possible to create a highly interactive, dynamic e-book that caters to a variety of learning styles, thereby maximizing learning outcomes. The solutions provider we have worked with to create the pilot of a dynamic dance e-book is Xplana Learning, an online educational publishing company. This kind of interactive e-book solution could be very useful for dance educators to teach dance concepts in new and innovative ways.

Traditional books are based on learning through text and static images. [Pilot e-book demo] In our dynamic e-book, important words are reinforced with rollover text. Students can also click on a word to hear its pronunciation and definition. There is an interactive glossary for verifying definitions. Students can search using the index, basic search, or advanced search. Furthermore, embedded videos or pop-up videos offer more than static images or written description. Students can personalize the e-book with notes, bookmarks, highlights, internal page links and external Web links.

For different viewing options, they can rotate pages, change the page size, or read in either a one-page or two-page format. After students complete a textbook assignment, teachers rarely give immediate feedback. With our e-book model, students take quizzes and get automatic feedback, which they can send to their teacher. As a result, the teacher is then able to assess more efficiently student comprehension. This engaging solution can drastically change how students learn, and how teachers teach, because content is not restricted to text and static images, and it can be delivered to students in a variety of ways.

We believe that new e-learning solutions should be developed by dance professionals and made available to people, particularly dance educators, who can benefit from having such resources in a centralized location. Furthermore, we think dance educators should have a location for dynamic e-books and teaching services, where they can also share their ideas and be able to interact with each other. Now, we would like to introduce a forthcoming Web-based company that does just that.  

Dance Education Solutions (DES) combines professional dance research and educational expertise with digital media in order to create affordable, dynamic solutions for the advancement of dance education. Some of the resources DES provides for dance educators include: lesson plans and activities, reproducibles, media resources, interactive e-books, product reviews, and dance education links. DES also offers pedagogical assistance to dance educators through case studies, reviews of products, editing, transcription, digitizing and video editing. Finally, DES creates community networking opportunities for dance educators to share lesson plans, activities, creative works and performances, dance products and events, and related ideas through virtual interaction.

In summary, we have touched upon the challenges of teaching dance as an art form, discussed top learning technologies, and addressed why e-books haven’t been widely accepted. We then showed a different way to perceive e-books; that is, as interactive learning environments that employ modern technologies, catering to diverse learning styles. Lastly, we introduced Dance Education Solutions, a revolutionary site based on collaboration, where dance educators can go for materials, services, and social networking.

Criminal Justice Content on YouTube: What’s the Best Way to Use It in E-Learning?

Published by Susan Smith Nash on March 28, 2008 in Online Learning. 0 Comments

Entire courses can be found on YouTube and Google Video, some as a part of an open courseware initiative. Most videos, however, are organized by tags or by the username of the individual posting the video. Descriptions are helpful, as are the responses to the videos, which add a viral element. So, out of this seething primordial ooze of inspiration, content, and the desire to connect, how does the best instructional material manifest? How and when can it be best used in courses for e-learning, including mobile delivery?

Podcast:
http://www.beyondutopia.net/podcasts/cjyoutube.mp3

Texas Criminal Justice System
http://youtube.com/watch?v=HjSkCHh6ccY

The narrator begins with “The Texas Criminal Justice System is broken — we will examine the reasons why.” Provocative, yes. The presentation is not as dynamic as it could be. Imagine 26 minutes of blue-background powerpoints. The presenter has a very obvious agenda, and very strong biases. This could be very useful in a course that asks students to take a position or debate an issue.

Prison Interview with a GangBanger
http://youtube.com/watch?v=Pchhxrubb5M&feature=related

Dr. Renford Reese, Associate Professor from Cal-Poly Pomona discusses the impact of criminal justice policies on African American males, and his book,

Prison Race
General Strain Theory - Dr. Robert Agnew
http://youtube.com/watch?v=UA-7F1S1DNM&feature=related

Six-part series, typical “sage on stage” presentation, with Dr Agnew behind the podium. He has a powerpoint presentation, too. This is rather technical content, but could be quite interesting for learners who want to examine explanations about criminal behavior in society.

Why Do Criminals Offend?: A General Theory of Crime and Delinquency

Macho Politics - Dr. Liz Elliot
http://youtube.com/watch?v=8MJt2vchXvY&feature=related
http://youtube.com/watch?v=4WDy2eWtTj8&feature=related

Two-part series exploring current attitudes about getting tough on crime, and on attitudes expressed by newspapers with respect to gangs. Informal presentation, a kind of “fireside chat” ambience. Clear, conversational, and useful when bringing together theory, case studies, and current sociological situations and conditions. Pretty light when considered alone, but in conjunction with textbooks, she rehumanizes the elearning space.

Prison Nation — National Geographic
http://youtube.com/watch?v=nYJJEnTn9P0&feature=related

Entire nation behind bars. The program addresses the notion that the gangs run the prisons. Very professional, very alarming. There is a heartening and encouraging note at the end, with a discussion of the positive impact of education on individuals. Warehousing, in contrast, creates very angry individuals. With respect to instructional value, it really depends on how / why the this video is being presented, and the learning goals. It’s a supplement.

Stanford Prison Experiment
http://youtube.com/watch?v=2o0Nx31yicY
http://youtube.com/watch?v=JCsgwcIil7I&feature=related
http://youtube.com/watch?v=dU6r4mNZ8g0&feature=related

Discusses one of the most notorious experiments in human psychology. What controls human behavior? A negative environment? Inner values?
http://youtube.com/watch?v=ZUdFgAfwUxk&feature=related

Interview with Prof. Zimbardo, who
writes about the Stanford Experiments in The
Lucifer Effect: Understanding How Good People Turn Evil. Very thought-provoking and perfect for a “taking a position” essay. Can also be used to identify thesis statement, abstract and overviews, etc. The value of this series of videos rests upon the way that the learners are asked to approach the assignment, and how they are asked to use the materials.

The Lucifer Effect: Understanding How Good People Turn Evil


http://video.google.com/videoplay?docid=-7919650162799248639

This is a video in which Susan discusses the future of e-learning and how videos can be used with mobile learning (hybrid, etc.).


Excellence in College Teaching and Learning: Classroom and Online Instruction

Recent Publications of Note

Learning Review: Excellent review of e-learning from Argentina. In Spanish. Very informative, first-rate articles and materials.
http://learningreview.com/

Flex E-News: From the Australian
Flexible Learning Network.
http://www.flexiblelearning.net.au/flx/go/home/news/flexenews

Symposium of Note

NMC Symposium on Mashups: http://www.nmc.org/2008-spring-symposium

First published by Susan.

“Reach Them to Teach Them: Communication and Motivation Techniques for Online Teachers”

Published by Erica Nielsen on March 18, 2008 in Online Learning. 0 Comments

 WASHINGTON, March 17  /PRNewswire-USNewswire/ — The North American Council for Online Learning (NACOL) is pleased to announce the third in a new Webinar series that provides resources to support online educators and professional development. The March Teacher Talk Webinar is:

“Reach Them to Teach Them: Communication and Motivation Techniques for Online Teachers”

Presenters: Dr. Karen H. Dolnick and Dr. Linda A. Gill

Thursday, March 20, 2008; 6:00 - 7:00 p.m. (ET)

Engaging, well-developed and thoughtful communications are driving forces in the success of online learners. During this Teacher Talk Webinar, instructional leaders will discuss how to connect, provide thought-provoking questions, and motivate students online. These strategies and methods have been used successfully in online middle and high school programs to drive interactivity.  Online teachers are encouraged to participate and share their own strategies for what works.
“Today’s students are online, communicating and collaborating through vast social networks. It is important for teachers to hone their communication skills to ensure they connect, engage and motivate students to guarantee rigorous, thoughtful discourse and interactivity in online courses,” said Susan Patrick, President and CEO of NACOL.

Register: http://www.nacol.org

Registration is open until 3 PM (ET) Wednesday, March 19, 2008. Registration is available with member and non-member pricing to individuals and institutions.

About NACOL
The North American Council for Online Learning (NACOL), founded in September 2003, is an international K-12 nonprofit organization that represents the interests of administrators, practitioners and students involved in online learning worldwide. http://www.nacol.org/. NACOL is the host of the Virtual School Symposium, October 26-28, 2008 in Phoenix, AZ.
North American Council for Online Learning