Understanding Copyright

Listening to the Copyright presentation was very informative.  I noted some key items that may be of use for future review.

    • Fair dealing something to look into deeper. RRU based on Universities Canada.  (Wrobel, 2016, 18.17). Side note: I want to make a mash-up now.
    • Ideas not protected just the unique expression of the idea. (Wrobel, 2016, 5.04)
    • Who owns the copyright (Wrobel, 2016, 8:32)
    • Her example of a basic copyright statement (Wrobel, 2016, 9.25)
    • Good to know the allowances for presentations and elearning for images (Wrobel, 2016, 38:25). Also the permissions for graphics (Wrobel, 2016, 53:03).
    • Copyright and thesis. (Wrobel, 2016, 40.00). vs Research Paper (Wrobel, 2016, 45:18).
    • Register your work with the CIPO for $65 (Wrobel, 2016, 55:53).
    • Understanding Creative Commons (Wrobel, 2016, 57:20).
    • Open Vs traditional publishing (Wrobel, 2016, 1.03:01).

 

Wrobel, M. (2016, June 13). A Guide to Copyright (video webcast). Retrieved from: https://ultra-ca-prod-sms.bbcollab.cloud/media/stream?original_media_url=sms_73e7fdd4f37d43febde43e4472315f20&media_display_name=LRNT502

Dr. Veletsianos – Answers Our Research Questions

Dr. Veletsianos answered student questions on research, many of his replies were very informative and I look forward to applying his insights into my future research.

My team asked a question about how research that is done today with today’s ethical standards might be seen in the future and how that is reconciled.

I found his closing statements of that ensuring “participant wellbeing is at the center of your project” and that “it should never be an afterthought” very impactful.  (Veletsianos, 2019, 2.32)

Reference:

Veletsianos, G. (2019). Questions about Research for George Veletsiano [Audio recording]. Retrieved from https://docs.google.com/document/d/1yzG3Sqo0wImXN0tUf9dcjXODISiSYt9gH8_gJnMC_hY/edit

Team Awesome’s video presentation

 

Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 18(3), 1–14. Retrieved from https://www.researchgate.net/publicat…

Landers, R. N. (2015). Developing the theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-768. Retrieved from https://doi-org.ezproxy.royalroads.ca…

Perryer, C., Celestine, N. A., Scott-Ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification: Transferable lessons from pedagogy. International Journal of Management Education, 14(3), 327–335. Retrieved from https://doi.org/10.1016/j.ijme.2016.0… (Perryer, Celestine, Scott-Ladd, & Leighton, 2016)

John Keller & Katsuaki Suzuki (2004) Learner motivation and E-learning design: A multinationally validated process, Journal of Educational Media, 29:3, 229-239, DOI: 10.1080/1358165042000283084 John M. Keller (2008) First principles of motivation to learn and e3 ‐learning, Distance Education, 29:2, 175-185, DOI: 10.1080/01587910802154970

Jeffrey R. Albrecht & Stuart A. Karabenick (2018) Relevance for Learning and Motivation in Education, The Journal of Experimental Education, 86:1, 1-10, DOI: 10.1080/00220973.2017.1380593

Ryan, R., Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. MacIntyre, P., Schnare, B., & Ross, J. (2018).

Self-determination theory and motivation for music. Psychology of Music, 46(5), 699-715. Hagger, M., & Chatzisarantis, N. (2008). Self-determination theory and the psychology of exercise. International Review of Sport and Exercise Psychology, 1(1), 79-103. Darden, D. C. (2014).

Relevance of the Knowles Theory in Distance Education. Creative Education, 2014. https://doi.org/10.4236/ce.2014.510094 Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 1997(74), 5. https://doi.org/10.1002/ace.7401

Gravani, M. N. (2014). Adult learning in a distance education context: Theoretical and methodological challenges. International Journal of Lifelong Education. Retrieved from https://www-tandfonline-com.ezproxy.r…

What makes a good research question?

A few things that make you better equipped to write a good research question.

  • Get a deep understanding of your research topic. This understanding with empower you to formulate a well thought out questions.
  • Look at your question from many directions. Viewpoint matters.
  • Keep the question broad. You want a question that is complex to answer.

 

References

Royal Roads University (n.d.) Identifying your research question. Retrieved from https://library.royalroads.ca/infoquest-tutorials/how-start/identifying-your-research-question

Digital Presence and Identity

For most of my adult life, I have been very active in online spaces.  I work for a 3D interactive eLearning company and have spent four-year teaching digital literacy to children as the Chapter Lead of Canada Learning Code.  I am an early and avid adopter of many technologies. I am wired in on so many paths I do not think I could distinguish where my digital self ends and “IRL” self begins.

This fact I live integrated with my digital self does not make me uncomfortable or make me feel inauthentic, and it is just a facet of how I live my life.  As White put it I “see the Web as a place, perhaps like a park or a building in which there are clusters of friends and colleagues whom they can approach and with whom they can share information about their life and work” (White & Le Cornu, 2011).

My digital presence is large if poorly mapped to my google search results, due to having varied interests coupled with an incredibly common name.  If you were to check as Will Richardson suggested and google me on graduation day, Schryver, K. (2013, February 5) the results would garner some pretty generalized posts showing my Digital Citizenship in a mostly positive light.  Before MALAT I already had “a Domain of One’s Own” Watters, A. (2015, July 15) at christinaljones.com.  My search engine optimization (SEO) could use some improvement.  I would like to take some time to strengthen this gap.

The readings for this unit also made me reflect on the evolution of the digital self.  I found some of the readings in Unit 2 were quite dated, as many are nearly a decade old.  Even those articles that are newer had phrases that read like a relic of days gone by.  References to MySpace, Rheingold, H. (2010) and digital camera use, Schryver, K. (2013, February 5) made me reflect on my digital self a decade ago. In 2009, I was a new mom, with little peer or family support.  I turned online to find answers to why my baby would not sleep and ended up stumbling into a community of mothers around the world. This drive to educate myself in parenthood was the first step in me becoming a digital resident.

My digital presence in general, as it is already very much a living thing, like all living things it must be tended.  Additionally, I do plan on curating a branch of my digital presence tied to my education.

Goals for my Digital presence:

  • Cultivating content for this blog, and growing interactions with my MALAT cohort peers.
  • Create/Find a deeper social connection with my peers. I feel like peer to peer learning is essential, even in digital spaces.
  • Adding academic content to my LinkedIn and Twitter
  • Increase my SEO

Success will be measured by:

  • If my blog becomes a digital artifact I take pride in
  • If, in 6 months, we (this cohort) has established a network where we can turn to one another for support.
  • If my LinkedIn and Twitter take on a more academic tone
  • My SEO results improve.

 

Schryver, K. (2013, February 5). Who are you online? Considering issues of web identity. The New York Times. Retrieved from http://learning.blogs.nytimes.com/2013/02/05/guest-post-who-are-you-online-considering-issues-of-web-identity/?_r=0

Watters, A. (2015, July 15). The Web we need to give students. Bright. Retrieved from https://brightthemag.com/the-web-we-need-to-give-students-311d97713713

White, D. S., & LeCornu, A. (2011). Visitors and residents: A new typology for online engagement. First Monday, 16(9). Retrieved from https://firstmonday.org/article/view/3171/3049

Rheingold, H. (2010). Attention, and other 21st-century social media literacies. Educause Review45(5), 14.  Retrieved from http://er.educause.edu/articles/2010/10/attention-and-other-21stcentury-social-media-literacies

Technology Mapping

Map of Christina Jones’ technology use

 

Upon beginning this exercise, my intention was to divide work, from education, from personal, however as the plotting exercise began it became evident that there is no clear delineation of those sectors within my online presence.  It also became evident that I tend more toward being a resident than a visitor.

There are certainly times when I am a visitor, entering my shed to “select an appropriate tool which can use[d] to attain [my] goal.”  (White & Le Cornu, 2011).  There are many aspects where I am very much a resident “A proportion of their lives is lived out online where the distinction between online and offline is increasingly blurred.” (White & Le Cornu, 2011).  I have made many long-term friends and mentors through online interaction.  Some of these have greatly benefited my personal and professional lives.

Slack is the tool that is currently impacting my online presence the most, this is why the representation in the graphic above is so large.  Slack is the primary communication tool in my place of business and also where I am part of many social groups.  However, you may note that the graphic skews towards visitor.  The nature of the free platform (used by most social groups) makes much of the content semi-permanent.

 

White, D. (2013, September 13). Retrieved from: http://www.youtube.com/watch?v=MSK1Iw1XtwQ

White, D., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday: https://doi.org/10.5210/fm.v16i9.3171

Virtual Symposium Reflective Blog Post – Unit 1 Activity 3

What a week! I spent most of the last seven days out of the country for work, as such I was only able to attend two sessions live which was very unfortunate. Like Carolyn Levy, I “work at a distance but do some on-site visits” (Levy, 2019, 8:40). I was in San Diego meeting with a communication and satellite company about a new blended curriculum. An exciting opportunity which took the majority of my time this week. I felt a kinship with the “apples and oranges” analogy on the profile of traditional student vs online student. (Bates, 2019, 27:30) I think many within the cohort are proof of that juggling work, family and a Masters program. Thankfully, the recorded sessions have provided me with a tremendous resource. I did not expect that binge-watching videos would be part of my Master’s studies, but I am happy for it.

I dug into the MALT student Padlet and got lost for an afternoon. I am thankful to Darin Faber for explaining cognitive load (Faber, 2019, 11:13). Understanding what my brain is going while I try and process all of this information is very helpful.

Many of the sessions resonated with me, and I found Tony Bate’s talk particularly intriguing. The information he shared about HEQCO’s research was, and I would like to read further on this work. (Bates, 2019, 30:27). Also found his example of the web-based tool used to teach scientific argumentation fascinating. (Bates, 2019, 33:08).

My final thoughts on the Virtual symposium is that it has been a whirlwind of information. I imagine these sessions will be revisited time and again over the next few years. I genuinely wish I had been able to be more present during the conversations the week, but still, the recorded sessions have only emphasized my love of video as a learning tool.

Faber, D. (2019, April 15). Design Principles in Digital Learning Resources.
Retrieved from https://youtu.be/daJmgBwDDzc

Bates, Tony (2019, April 15). Rethinking the purpose of Online Learning.
Retrieved from: http://ow.ly/gJlx50qwmbq

Levy, Carolyn (2019, April 15). Designing Learning Environments for a Global Context.
Retrieved from: http://ow.ly/PSyN50qn5QV