A5.5: Week 5 Reflection

Linsey Cushing
September 21, 2007

Week 5 Reflection

Aims and Objectives:
This week, my goal was just to make it through the week!! I had two tests on Tuesday, GRE on Wednesday, and I am leaving today (Friday) to go out of town as soon as I get this reflection done. If nothing else, I wanted to make it through alive and finish all of my assignments before I left because I will not be back until Sunday evening.

Declarative Knowledge:
This week, my learning centered around very social aspects of the Read/Write Web, especially social bookmarking, virtual worlds, and virtual meetings. I learned that social bookmarking allows the user to bookmark sites just as the old type of bookmarking did, but makes these bookmarks and the tags that you put along with them available to the public so that you are instantly connected with others who are bookmarking the same type of information. This allows you to find an abundance of resources without having to do much searching and also with a large amount of people who are knowledgeable or at least interested in the same topic as you. I learned that virtual worlds allow people to create their own virtual person, or avatar, and “live” in a virtual world while communicating with others (also real people represented by avatars). Virtual worlds are used both for entertainment and educational purposes. For example, some universities are using virtual worlds for medical students to practice on virtual clients before they actually have to deal with real people to allow time to adjust and room for error. Finally, I learned about virtual meetings. These allow participants to meet on any computer that has an Internet connection. Teachers are able to conduct class, use audio and visuals so that students can see the teacher, and an electronic whiteboard is available for demonstrations and communication between students and teachers. Also, virtual meetings allow for students to be connected with guest speakers or other students who can literally be anywhere in the world as long as a meeting is set up that agrees with both time differences.

Procedural Knowledge:
This week, I learned how to subscribe to a Newsreader and how to add a link for this Newsreader on my Weblog. First, I went to bloglines .com and clicked on the “Sign up now It’s free!” link in the center of the page. I entered my email address and a password and clicked on the “Register” button. I received a confirmation email and after clicking on a link in the email, I was officially signed up! Next, I added four newsfeeds to my newsreader to start learning how to operate it. I simply added the URL for each site to the upper right-hand box on the page and selected “Subscribe to URL” in the pull-down options. I chose which link I wanted to subscribe to out of a list, and I was connected. I repeated these steps for each newsfeed I wanted to subscribe to, which were: 2 cents worth, indexed, Read/Write Web, and Weblogg-ed. To link to my blog, I went to my dashboard, clicked on BLOGROLL, put in the name and address of my newsfeed, and clicked “ADD LINK.” I also learned how to begin social bookmarking in Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms.

Conditional Knowledge:
I will utilize the information I’ve learned this week throughout my educational, professional, and social life. As a student, this information will come in handy very soon because I am currently creating a research question for research that I will do for this class. By utilizing social bookmarking, I will be able to keep track of my sources on any computer and also will be able to find more sources than I alone could find by connecting to others. I will also use virtual meetings in the upcoming days because our class meeting on Monday, September 24, will be our first virtual meeting. I am excited to see how this goes because I’ve never had a virtual meeting before. I think that Marshall should begin to require virtual meetings for classes offered online because whenever I have taken an online class, I feel very detached from the teacher and my classmates. As a pre-professional, this information can lead me to others who are striving to become speech-language pathologists so that we can share our knowledge and resources together. As a citizen, I could use virtual meetings to connect with other people from my community. I could even join a virtual world where Huntington is depicted. I think that I would really enjoy virtual worlds because I used to play Sims all the time. I am reluctant to join one because I have a feeling I would be on it a lot which would take away from my homework time. Facebook already does enough of a job on that. =) Overall, I think that the information I’ve learned this week will greatly help me in my future in all aspects of my life because it is helping me to become a more well-rounded person, especially in the technological aspect of the Read/Write Web.

A5.3: Library Searching I

Linsey Cushing

September 20, 2007

References

1. Database: Academic Search Premier

Keywords: cochlear implants, literacy

Bibliographic Information:

Connor, C. M., & Zwolan, T. A. (2004). Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants. Journal of Speech, Language & Hearing Research, 47, 509-526. Retrieved September 19, 2007, from Academic Search Premier.

2. Database: ERIC

Keywords: cochlear implants, literacy

Bibliographic Information:

Easterbrooks, S. R. (1998). Association of college educators of the deaf and hard of hearing annual conference: Collected papers. Retrieved September 19, 2007, from ERIC.

3. Database: Academic Search Premier

Keywords: cochlear implants, literacy

Bibliographic Information:

Geers, A. E. (2002). Factors affecting the development of speech, language, and literacy in children with early cochlear implantation. Language, Speech & Hearing Services in Schools, 33, 172-183. Retrieved September 19, 2007, from Academic Search Premier.

4. Database: ERIC

Keywords: cochlear implants, literacy

Bibliographic Information:

Marschark, M., Rohten, C., & Fabich, M. (2007). Effects of cochlear implants on children’s reading and academic achievement. Journal of Deaf Studies and Deaf Education, 12, 269-282. Retrieved September 19, 2007, from ERIC.

5. Database: ERIC

Keywords: cochlear implants, reading

Bibliographic Information:

Vermeulen, A. M., van Bon, W., & Schreuder, R. (2007). Reading comprehension of deaf children with cochlear implants. Journal of Deaf Studies and Deaf Education, 12, 283-302. Retrieved September 19, 2007, from ERIC.

A5.2: Chapter 6 – Richardson

Linsey Cushing
September 19, 2007

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

TAP:
This chapter discusses learning through the social web, especially social bookmarking. The intended audience is teachers who are wanting to bring technology into their classrooms. The purpose of the chapter is to inform readers about social bookmarking and to persuade them to begin using social bookmarking.

Claim:
With so many Web sites available online, it is easy to be intimidated. However, by using social bookmarking, people can organize information while being connected with others who are interested in the same topics. This in turn can provide users with new social connections and new resources. Also, by creating new systems of classification, people will help to create the “folksonomy” of the social bookmarking world.

Evidence:
There are currently over 10 billion Web pages that exist on the Internet (Richardson, 2006). Although this may seem overwhelming, there is a solution: social bookmarking. Social bookmarking allows people to save links and create their own keywords or tags to go along with the link. These keywords or tags are then matched up with other keywords or tags of the same name, connecting you with other people interested in the same topic. Not only does this allow you to be connected to people, but it also allows you to create an RSS feed so that whenever someone adds something to that particular keyword, you are notified. As Richardson states, “RSS lets us read and connect with what others write; now we can read and connect with what others read as well,” (2006). New social connections are made as people are drawn together through keywords which creates a community of like-minded people. Also, when people create these keywords or tags, they are developing a classification system known as “folksonomy .” This is taking the place of the old taxonomy used by librarians and involves the general knowledge of all users to form a socially acceptable and understandable classification system. By joining social bookmarking sites such as Furl.net or del.icio.us , people can begin the social bookmarking experience and take part in a popular aspect of the Read/Write Web.

Connections:
After reading this chapter, I am excited to join social bookmarking. It seems like this application will be essential in the future of the Read/Write Web because it is convenient and collaborative. I think that social bookmarking is a great idea because with the old type of bookmarking, you could only use one computer and did not share with other people. However, with social bookmarking, you can access your bookmarked sites anywhere, create folders, and share your keywords with other bookmarkers . In turn, you are able to see the sites they find noteworthy, which you can add to your bookmarks if you want. I think this will help me a lot when I am doing the research project for this class because with the help of hundreds, maybe thousands, of people, I am sure that I can find great sources on my topic. I think that social bookmarking will definitely be used in future classrooms to aid in organization and research. This information helped to clarify the information I learned about in 7 Things You Should Know About Social Bookmarking earlier this week. It provided more details and gave instructions on different social bookmarking sites that I can join. The information also relates to the larger aspect of the Read/Write Web that I refer to again and again in my connections. Finally, social bookmarking will be beneficial in my future career because I can connect to other speech-language pathologists, audiologists, and other health professionals who are tagging Web sites that concern whatever topic I’m interested in. For example, I could create keywords such as stuttering, cochlear implants,dysphagia, or apraxia and find sites that are linked by these keywords while also finding people I can discuss information with.

A5.2: 7 Things You Should Know About Virtual Meetings

Linsey Cushing
September 18, 2007

7 things you should know about virtual meetings (2006, February). Retrieved September 17, 2007, from http://www.educause.edu/ir/library/pdf/ELI7011.pdf

TAP:
This article discusses basic information about virtual meetings and how they are conducted. The audience for the article is mainly educators and students in higher education. The purpose is to inform the reader about virtual meetings.

Claim:
Virtual meetings offer an area for real-time interaction between students, teachers, and other guests. Virtual meetings provide teachers with an opportunity to teach distance learning as they would in a classroom, allow an alternative for on-campus or residential students, and provide a connection to students and professionals worldwide. Virtual meetings create a sense of community that fosters interaction that normally would not be there for distance learning.

Evidence:
Virtual meetings are real-time meetings that are conducted over the Internet. The participants use features such as audio/video, chat tools, application sharing, and an electronic whiteboard to communicate with one another through computers. Participants utilize an application, such as Live Classroom from HorizonWimba , to connect. The opportunities available for virtual meetings are endless. Students can use virtual meetings for study sessions or group projects. Teachers can use it for labs that need audio or visual aids, to connect students with professionals or other students worldwide, for distance learning classes so the environment is more personal, or for on-campus students as a different method for lecturing. By using virtual meetings, teachers can incorporate guest lecturers from other countries into the “classroom” without wasting any money on traveling or hotel services. The only restraint between communicating globally through virtual meetings is time zones, which can be coordinated with proper communication. Virtual meetings offer tools such as the electronic whiteboard for students and teachers to communicate. The audio/video option allows for students to see the lecturer as he or she talks. This can also include students if they have access to a Webcam . Another advantage to virtual meetings is that students can ask both guest speakers and instructors questions and get answers back in real-time, rather than waiting for an email response or a meeting. Virtual meetings provide the opportunity for both students and teachers to interact as if they were in a regular classroom while promoting a sense of community between learners.

Connections:
Although I’ve never heard of virtual meetings, I think this is a really good idea. In today’s age, the majority of people have easy access to computers and are on them quite a bit during the day. Virtual meetings provide an opportunity for students to interact with one another and with the teacher or guest speaker in real-time, making it seem personal and convenient. I have taken several online courses here at Marshall, and the main drawback was I was not able to get to know the teacher or the students in the class. Also, if I did not understand the lectures, I could not just ask the teacher in person; I had to e-mail the teacher and wait days for a response. Virtual meetings would be a great application to add to Marshall’s online learning community. I think that as universities become more adaptive to technological advances, virtual meetings will be as common as classroom lectures. I am excited to experience my first virtual class meeting next week to see how it goes. This information related to what I’m reading because it involves a community of learners working together with technology. Virtual meetings are yet another addition to the Read/Write Web. As far as my future, I have a feeling that virtual meetings will be very common once I am ten years or so into my work as a speech-language pathologist. ASHA allows teleconferencing for therapy sessions, so I figure that virtual meetings could be a substitute for therapy for patients who are unable to come to the session as long as its not every time. I figure I will also meet with colleagues in virtual meetings to discuss information relating to the field.

A5.2: 7 Things You Should Know About Social Bookmarking

Linsey Cushing
September 17, 2007

7 things you should know about social bookmarking (2005, May). Retrieved September 17, 2007, from http://www.educause.edu/ir/library/pdf/ELI7001.pdf

TAP:
This article discusses basic information about social bookmarking and is geared toward anyone interested in learning about it, especially the academic world. The purpose of the article is to inform the reader about social bookmarking basics.

Claim:
Social bookmarking is an update on traditional bookmarking. It allows users to share their bookmarked sites on a global scale, creating a community in which everyone can share resources. Users are able to express different perspectives on topics while finding others who are interested in the same topics they are. By tagging the bookmarked sites in their own individualized ways, users take part in a “folksonomy.”

Evidence:
Social bookmarking involves bookmarking Web sites and saving them to a public Web site, such as del.icio.us or Furl. When users save a bookmark, they add a keyword to the site to help categorize it. Instead of the traditional bookmarking method, social bookmarking allows global access and therefore users are not limited to one computer. It also allows friends, colleagues, and complete strangers to view your bookmarks and keywords. This encourages people to share resources with one another while gaining different perspectives on topics. Users can search through bookmarks or keywords to find areas they are interested in. Once they are on a site, they can also see what other sites that people have bookmarked. This makes it easy for social connections to be made with people who have similar interests. Another feature of social bookmarking is that users can see how many people have used a tag and all the other resources connected with that tag. In other words, social bookmarking is a giant web of organization for resources. The users create a “unique structure of keywords to define resources-something that has come to be known as a ‘folksonomy,’” (2005). Social bookmarking is ideal for people involved in research because it provides a global reference list that is categorized according to topic. Instead of spending hours searching for the correct topic, users simply log on to the public Web site and search through the keywords, bookmarks, or people and are provided with hundreds, maybe thousands, of related Web sites to explore.

Connections:
Before today, I had never heard of social bookmarking. At first glance, I figured that it was synonymous with bookmarking. I have bookmarked Web sites off and on during my Internet career, but I have found that it is often easier just to type in the site rather than searching through the list. I also didn’t like the fact that I couldn’t access my bookmarks on anyone else’s computer. However, social bookmarking seems to be the solution to my problems. I think that the idea is great because it connects you with other people who are interested in the same topic and have found different sources than you have. The keyword addition is helpful because you are able to organize your pages while also understanding others’ pages just by looking at a word or two. By allowing users to see how many people have tagged a site, you can see how popular and perhaps valid the site is. I think that social bookmarking is another way for us, as part of the Technology Generation, to become a more global, collaborative community. As a student, social bookmarking is great because it allows me to do research in much less time. I just need to log on to one of the public Web sites and start searching for my topic. Once I find it, I will be able to see all the bookmarked sites related to it, how popular the sites are, and who all has tagged them. This not only puts me in contact with resources, but also with people who share common knowledge and perhaps expertise. This relates to what I’ve been reading because it is another collaborative effort that will enhance the Read/Write Web. Finally, this will influence my future as a speech-language pathologist because I can use social bookmarking to do research on my area of expertise or a disorder I’ve never heard of. Social bookmarking can also connect me with other professionals involved in my area.