Topic 5 - Exercise- 5.1

My online identities include: csu, facebook, hotmail accounts, zimbra (work email account), messenger.

I think my identity is relatively consistent across all instances – but I guess I would have to say that my work account takes a more professional stance than the other accounts.

My persistent identity reflects my interests and my professional existence. As pointed out by Jordan (et al, 2003) “ This (persistent) identity should be multifarious and ambiguous (as identity is in life itself), capable of reflecting an endless variety of interests, needs, desires, and relationships. It should not be reduced to a recitation of our purchase preferences, since who we are cannot be reduced to what we buy’.

Topic 4 - Exercise 3a

Software: Yahoo! Learning: Restricted access must be over 18 years. Professional Development: Can promote professional diaglogue with others

Software: Youtube Learning: Student access is blocked in many schools. Proffesional Development: Wide and varied selection of interesting videos that can support curriculum in the classroom or at staff level via professional development

Software: Bebo Learning: There is an age restriction of 13 years and over Professional Development: Social networking site that allows contact with others (professionals) across the globe.

Software: Facebook Learning: Age restriction 13 years and over. Professional Development: Could promote professional diagolue. Provides opportunities to join groups wherein professionals from around the world can share resources.

Software: Ning Learning: Age restrictions 13 years and over. Professional Development: Can invite other professionals to join, enabling them to engage in professional dialogue or to work colloboratively to share ideas.

Software: LinkedIn Learning: Age restrictions 18 years and over Professional Development: Share information, ideas and other opportunities with other professionals

Software: Delicious Learning: Possibility of linking students who share common interests. Professional Development: bookmarking that will link to interest groups

Software: Teachertube Learning: similar to youtube. Professional Development: As per youtube.

Software: Twitter Learning: Age restrictions 13 years and over. Professional Development: possibility of linking professionals

Software: Myspace Learning: Age restriction 13 years and over. Professional Development: Could be used as a multimedia portfolio of students' work.

Software: RevYu Learning: students can review and rate work. Can also make their own contributions Professional Development: review site for books, videos etc

Software: Flickr Learning: allows for photo sharing Professional Development: provides tutorials for photo manipulation, enhancement etc

Software: SocialGo Learning: Age restrictions 18 years and over Professional Development: enables participants to create own social networking sites, connect to forums etc

Software: Digg Learning: social networking that could link students with similar interests or allow professionals to share dialogue Professional Development linking people with similar iterests allows bookmarking of sites

Software: bubbl.us Learning: allows for brainstorming online Professional Development: Could be used for both students and teaching professionals to share ideas

Software: reddit Learning: Allows participants to read and review current news items. Professional Development: Suitable for learning across all groups.

Topic 4 - Exercise 4.2

When participating in an online community in order for the interaction to be successful there needs be “house rules”. My personal belief is the utmost critical house rule (particularly when young children are participating in the community) is that participants need to feel safe. As pointed out by http://www.macmillan.org.uk/House_Rules.aspx which is an online organization for cancer patients members must feel safe and supported as part of the community. The community must have a purpose as pointed by Kim (2000a; 2000b) and members must be aware of the purpose. Finally, the online community must be inclusive and value the opinion of others.

Topic 4 - Exercise 4.1

www.blogspot.com is a relatively easy product to use, particularly for those who have had limited experience with blogging previously. Since the beginning of this course I have used blogspot with my students to enable them to communicate thoughts and feelings about books we have read, with other students interstate. The discussion on the blogs must have a purpose otherwise the teacher desired outcome will be lost. According to Kim (200a; 2000b) “there should be ways of defining the characteristics of participants” and it is my belief that with blogspot this can be done if it is so desired, by simply adding detailed information into the profile or even adding a picture. At blogspot the person who is sharing their thoughts would be considered the leader, but certainly it allows for other discussions to flow from the “leaders blog”. This point as Kim (2000b) points out allows the members to take some control of the blog (however indirect) As Kim (2000a; 2000b) points out “regular events helps promote relationships” this is true for any relationships but it certainly has been the case in the blogging activity I have completed in my class.

Topic 3 Exercise 3.2

The educational value of online mobile games and mobile social network access is becoming more and more apparent. Easier access without having to worry about cords is one advantage. This will in turn allow for more students to have access to the network at anyone time. A case study found at http://journals.lww.com/cinjournal/Abstract/2004/09000/Wireless_Technology_Improves_Nursing_Workflow_and.7.aspx indicates that wireless technology has made the pressures faced in nursing more bearable. The same could be said in education as students can be working in various classrooms or contexts which is relevant to the learning.

As pointed out by Maddux et al ” …..as inexpensive and fast wireless internet access becomes available in school……it will have the effect of greatly increasing the number of classrooms with Internet access and the number of computers with such access in each of those classrooms. Previously wiring problems in aging schools has been a significant barrier to Internet access. Although fast, wireless internet connections will not solve the problem of inadequate electrical wiring, it will certainly eliminate the problems involved in running coaxial cable, fiber optic cable or telephone lines to classrooms.”

Topic 3 - Exercise 3.1

From a personal point of view not being big on fantasy type games the Battle of Wesnoth game does not particularly thrill me! I had a look at it though. There seemed to be a lot of preliminary reading before the game began which I guess has its advantages in the sense that participants can read a lot about what to expect before they begin. However, for someone who just wanted to have a look at what the game was about – and not particularly keen in playing it – it was frustrating and long winded trying to figure out how to merely have a look. Once that was overcome I did manage to get a feel for the game and can see how people who enjoy these type of games can find them addictive.

Topic 2 - Exeercise 2.4

Dick Hardt raises a good point when he asks the question, “Who is the Dick on your site”? This point is something that we all should be aware of, and from an educational point of view something that teachers should consider before they allow children access to online communities. Hardt mentions such terms as phishing which is an email sent with the purpose of “scamming” the recipient into believing the course is legitimate. Pharming is another term used by Hardt which is what hackers do to redirect users to bogus websites. Privacy invasion and identity theft (pretending to be someone else) are two other terms that Hardt mentions in his talk. The solutions Hardt offers to overcoming these problems seem satisfactory but I wonder how beneficial they would be in an early primary classroom setting?