A2.4: Week 2 Reflection
August 31, 2007
Deidra Darst
8/31/07
Aims and Objectives:
My personal goal for this week in regards to CD 315 was to finish all of the assigned work before the weekend. I set out to do at least one writing each day. I did this in order to keep my sanity. I need to take a test for my online medical terminology class, and I can concentrate on that as long as my CD coursework is complete. I like to use weekends for reviewing and preparation for the coming week, so I have to finish all of my assignments early in order to do so.
Declarative Knowledge:
This week’s readings have contributed to my declarative knowledge based. The readings taught me about the following: blogs, the Read/Write Web, email, discussion groups via email and the World Wide Web. I will briefly discuss each area.
7 Things You Should Know About Blogs provided a brief overview of the blog. I learned how blogs work, why they are important and who is using them. Chapter 1 of Richardson’s text entitled The Read/Write Web explained how the World Wide Web has evolved since its infancy. I read about the ease with which anyone can contribute to the already vast amounts of knowledge of the Internet. The Internet has become a place to not only read what others contribute, but to publish your own work and ideas.
The documents on email taught me how to properly send email messages. I learned that brief, succinct communications are appropriate for email exchanges. One must consider the recipient of the email when creating it. A new world was opened up to me upon reading the documents concerning group discussions via email. I learned that I can subscribed to an email list in order to obtain information that I find interesting and pertinent. Mailing lists are not just for college classes! In reading about the World Wide Web, I learned that the Internet began as a small, small-reaching system. The World Wide Web has seen grown tremedously in the past 15 years; millions of Internet users surf the World Wide Web each day.
Procedural Knowledge:
I learned how to organize my weblog this week. My instructor provided instructions for creating categories for our blogs. First, I logged onto www.wordpress.com. After accessing my dashboard, I clicked on “manage.” I then clicked on “categories” where I could create new categories. I added categories for each week as well as a “Memo” category. I had some time to explore my weblog’s dashboard where I discovered the “widgets” section. This section allowed me to customize my toolbar. I had noticed that other weblog presentation styles had different links on their toolbars, and I wanted them! By using the widgets tool, I added the sub-links that I wanted to display on my weblog’s home page.
Conditional Knowledge:
I can use the information that I learned this week throughout this course and in the future. As this course is Internet-based, I know that the knowledge and skills gained from these readings will increase my abilities to work online. I will use this knowledge as I continue to increase my information literacy skills. The World Wide Web and all of its conveniences will definitely be a part of my life as a student, citizen and future professional.
I can make several connections between this week’s reading material and my life. As a student I use email (and now weblogs) everyday of my life. I communicate via email with classmates, professors and administrative personnel at Marshall University. I am currently maintaining this weblog as a requirement for my CD 315 course. I consider myself a productive citizen, and I believe that in order to retain this status I must remain digitally literate. This means that I must understand the World Wide Web, email and online blogging communities. I must use this information to contribute to my community and society as a whole. As a pre-professional, I am constantly reminded of the ever-changing technologies of today. I will be affected by all of these changes, and I must be prepared for them. As a speech-language pathologist, I will have to be receptive to new ideas and know when and how to incorporate them into my diagnostic and therapeutic techniques.
A2.3: WWW Reflection
August 30, 2007
Deidra Darst
8/30/07
What did I learn that I didn’t already know? My husband is a computer programmer, so most of these words, phrases and concepts were familiar to me. I found it interesting that only 130 websites existed at the beginning of the Internet’s history. It is amazing how something that started out so small and quite unavailable has grown into an enormous and convenient tool for millions of users. I have always been amazed by the workings of the Internet, and these sites gave me some insight as to how it functions. With HTML codes, HTTP and URLs, the World Wide Web is a highly organized system that can be very beneficial to those who know how to navigate it. I had never contemplated all of the intricacies involved in locating and accessing a website, I merely took it for granted.
What surprised me? I was surprised to learn that the Internet was so small in its infancy. I cannot remember a time of a “limited Internet” in my years as a user. Something that surprises now, after reading these articles, is how easily anyone can access data and information. I am surprised that navigating the World Wide Web is so effortless for its users. A great amount of time, effort, knowledge and skill were utilized in order to achieve such a feat. I was surprised to read that one particular website named Microsoft Internet Explorer and Netscape Navigator as the two most popular web browsers. As of late, Mozilla Firefox as far surpassed the popularity of Netscape Navigator.
How might what I learned impact my work? I believe that background knowledge is necessary in order to be knowledgeable. I can be a more efficient user by understanding the workings and organization of the World Wide Web. I will not take for granted the access to information that the World Wide Web has afforded me. I need to maintain a high level of digital literacy so that I can efficaciously use the World Wide Web to my advantage. I can be a productive citizen by understanding new and current developments related to the Internet.
**Check out these links if you are interested in visiting the sites I was assigned to read:
http://www.georgiacenter.uga.edu/exploring/netweb.html#web
http://www.georgiacenter.uga.edu/exploring/netweb.html#serving
http://www.georgiacenter.uga.edu/exploring/netscape.html
A2.3: Discussion Groups Reflection
August 30, 2007
Deidra Darst
8/30/07
What did I learn that I didn’t already know? The readings concerning group discussions through email taught me a few things that I did not already know. I realized that group discussion boards existed, but I never thought about registering for an email discussion group. I have used LISTSERV, but only for communication purposes between instructors and classmates. I had not considered registering for a mailing list based on interest in a particular topic.
What surprised me? I was surprised by some netiquette issues that were addressed in these readings. For instance, responses to specific questions are not to be sent to the whole group but rather emailed to the personal account of the inquisitive user. I have always just answered by sending my answers to the whole group just in case another user wanted to know the answer as well. The readings suggested that the person who sent the question should send a summary of received replies to the group. I was also surprised to learn that, when going on vacation, one should unregister from mailing lists. I had never considered this, but it makes sense to do so in order to minimize the number of emails that you will return to at the end of the week.
How might what I learned impact my work? I am easily side-tracked when I am online, and I have been known to respond to off-topic messages on discussion boards. The readings made a good point in saying that it is necessary to keep all discussions topic-focused, and I will do my best to stay on topic in the future.
**Check out these links if you are interested in visiting the sites I was assigned to read:
A2.3: Email Reflection
August 29, 2007
Deidra Darst
8/29/07
What did I learn that I didn’t already know? This readings provided some new information about emails. I learned about “extended character sets.” I have always wondered why I receive some messages with equal signs. The means through which messages are sent cannot handle these extended characters, and sometimes the characters are not converted once received, hence the “funky” messages I sometimes receive. I also learned that PC and Macintosh computers do not recode things in a similar manner. I do not even consider Macintosh computers when I send emails because I do not own one. Until recently, I did not know that the two were so different, and these readings have made the distinction even clearer for me. I learned that I need to be more considered of the recipients of my emails due to some inconsistencies within different programs.
What surprised me? I was surprised to learn from “A Beginner’s Guide to Effective Email” that the formality of your emails has an effect on whether or not you will receive a response. This site said that informal emails are more likely to receive a response while formal emails are not. I have always assumed that the level of formality that you use directly correlates to your audience and topic, not whether or not you truly want to receive a response. I was also surprised to learn that “spammers” can be sued for sending “junk mail” through email. I wish that I had known this sooner! I naively assumed that my email was private, but many deleted emails are archived for an extended period of time.
How might what I learned impact my work? I cannot say that I learned anything from these readings that will greatly impact my work. I will, however, urge some friends of mine to stop sending “chain emails.” I do not enjoy receiving these emails, but I did not realize what a true nuisance they are. I will try to consider the recipients of my emails in the future. I often try to make emails “pretty,” but this could be useless if their email service provider does not support the “tweaks” that I have done.
**Check out these links if you are interested in visiting the sites I was assigned to read:
http://www.webfoot.com/advice/email.top.php
http://www.cs.biu.ac.il/home/leagal/netguide/user.html
http://www.cs.biu.ac.il/home/leagal/netguide/elec.html
http://www.learnthenet.com/english/html/75email.htm
A2.2: Chapter 1 – Richardson
August 29, 2007
Deidra Darst
8/28/07
Richardson, W. (2006). The read/write web. In J. Barbakow, E. Meidenbauer, J. Ward (Eds.), Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.
TAP: The topic of chapter one in Richardson’s text “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms” is the evolution of the World Wide Web. This chapter was written for those who are interested in incorporating new technological tools into their pedagogical and/or learning techniques. The purpose of the chapter is to explain how the current changes to the World Wide Web can potentially benefit many areas of society.
Claim: Richardson claims that the World Wide Web has evolved from a Read-Only Web to a Read/Write Web. The Read/Write Web of today allows users to write and publish their creations online as well as read the writings of others. This transition has created advancement opportunities in education, business, journalism and personal expression.
Evidence: Richardson provides evidence to support his claim. He first explains the recent transition to a Read/Write Web. The Internet began as a text-only exchange form for government agencies. Within the past few years, the ability to easily contribute to the World Wide Web has become possible for the average citizen. Richardson writes of a 2003 survey, completed by Pew Internet & American Life Project, which states that nearly half of adult users claim to have contributed to the Read/Write Web. The ease with which anyone can publish things on the Internet provides opportunities for the implementation of technology in new environments. Richardson writes that businesses are adding weblogs and the like to their daily communications at the workplace. Weblogs and wikis allow coworkers to learn about the company and collaborate to contribute to the business. Richardson particularly focuses on the incoporation of the Read/Write Web within educational environments. The tools of the Read/Write Web are so familiar to students of today that they use them in everyday life. Richardson cites William D. Winn, Director of the Learning Center at the University of Washington, who postulates that “years of computer use creates children that think differently than us. They develop hypertext minds.” Students can very likely benefit from different styles and modes of learning. While administrators are often hesitant to adopt such revolutionary tools within the classroom, students are often receptive to the change. This possible alludes to the possibility that students favor using the Read/Write Web over the typical classroom tools. Why not explore the possibilities that these tools can provide?
Connections: I found this reading to be very relevant in my world. Richardson mentioned the hesitance of administrators and instructors to incorporate the tools of the Read/Write Web into their classrooms. I have experienced this throughout my time at Marshall University. A student will often say to the instructor, “Can you make these notes available on WebCT?” The instructor will then say, “No, I don’t know how to do that.” Although students are receptive to using these tools, those who are not “digital natives,” people who are not surrounded by technological advances their whole lives, are more reluctant. I understand those professors apprehensions towards new technologies, but they should not discard them so easily.
Nearly all of the readings from Week1 stated that the implementation of technology in the classroom can benefit teachers and learners. Using technology within educational settings will improve students’ and educators’ information literacy skills.
As a future speech-language pathologist, I must contemplate Richardson’s words. He stated the reluctance of “non-digital natives” as it relates to using new technologies. The field of speech-language pathology will inevitably grow and change during my time as a professional. How will I deal with these changes? Will I be accepting or skeptical? This is a very important issue, and it forces me to reflect on my personality and how I deal with change. I found myself to be wary of this CD 315 class, but as I progress through the weeks, I am feeling more and more comfortable publishing my work and ideas on the Read/Write Web. All professions, regardless of their fields, should invite change. The change and progression that occurs with technology can improve our fields of study and ultimately make us better providers for the general public.
A2.2: 7 Things You Should Know About Blogs
August 28, 2007
Deidra Darst
8/28/07
7 things you should know about blogs. (2005). Educause Learning Initiative. Retrieved August 28, 2007, from http://www.educause.edu/ir/library/pdf/ELI7006.pdf
TAP: The topic of this document is the blog: what it is, who uses it, how it works, its importance, its negative aspects, what is in its future and its implications on teaching and learning. This article was written for an audience interested in blogging or for those in the educational field who wish to include technology in their instructional techniques. The purpose of this document is to inform the reader about blogging. It provides a brief overview the history and future of the online journaling technology.
Claim: This article claims that blogging can be used for a variety of purposes, whether personally, collaboratively, politically or educationally. The blogging technology is easy to use and aids users in sharing their work and ideas with the online community.
Evidence: Many World Wide Web users have joined the weblog community. Weblogs are user-friendly because they do not require knowledge of HTML code, hence allowing thousands of people to operate them. Weblogs have been created for a variety of purposes and causes: personal diaries, editorials, political and educational issues, campaign issues, informative purposes and for entertainment. Bloggers, those who use weblog services, form a community with other users. This connection allows information, ideas, debates and awareness to spread throughout the online community. Many educators have incorporated blogging into their classrooms and are experiencing the benefits. Students become active in the learning process, and they benefit from the peer interaction created by the weblog community.
Connections: As new blogger myself, I found this article very helpful. The article stated that many teachers are incorporating blogs into their classrooms. My CD 315 class is currently using www.wordpress.com to share our academic work with one another. This article has helped me understand the relevance of this class. I am not maintaining this weblog for my personal benefit, but for the benefit of others. My classmates and fellow bloggers can read my posts and, hopefully, learn something from my experiences and ideas. I will benefit from my blogging experience because I am improving my digital literacy skills. At the beginning of this class I considered myself to be somewhat computer-illiterate, but I hope that the conclusion of the semester I feel highly computer-, information- and digitally-literate.
I thought about the process of blogging during my previous readings about information and digital literacies. Blogging is but one of the many options available today by way of technology. This article mentioned the ever-changing world of the blog, which further explains the need for improving one’s digital literacy. Technology is always expanding, so individuals must work diligently in order to maintain digital literacy. Effective use of the weblog community will ultimately improve the blogger’s digital and information literacies.
This document presented information that will likely be important to me as a speech-language pathologist. For instance, a fluency client could blog about his dysfluencies: when they occurred, why they occurred, how he felt about them and what compensatory strategies he used. This would allow me, as the clinician, to monitor his experiences outside of the therapy room. He could meet other stutterers through his blog and the two could share concerns, ideas and information. A third-party blogger could read his material and think, “I feel the same way – I thought I was the only one in the world who feels this way.” Many people can benefit from a single blogger’s efforts.
