Archive | May 2015

Participate 3.1.1 Access to the Digital Community

The result of researching my level of access to digital resources is pretty fair as far as I can tell. I have my own laptop and currently I have a download speed of 1.25 Mbps and an upload speed of 0.55 Mbps. The advertised speed for my carrier is 10 to 25 Mbps, I don’t have 4G or DSL or Breadband, so I won’t get the advertised speed anyway. My county ranks high for the state, so high speed access to the internet is not difficult.

However, there is always the problem of paying for high speed internet access. A student needs an internet accessible computer and some way to access the internet. Once those two items are fulfilled, they still need to pay monthly for access. A school may be able to provide a computer for the student and they can sometimes get free internet access at restraints or public access areas. These are not ideal though since the student would have to turn the computer back in to the school and the student would have to go out to get to a restaurant.

A good way for a student to get their own computer is to purchase a used or recycled one. There are many perfectly good computers that are donated to schools, Goodwill and other organizations that can refurbish them to give away or sell at a very low price.

As for internet access, that is much harder. Without having money to pay for access, as student would have to take advantage of free services and manage their time to coordinate their access to schools or some place with public internet access.

Participate 4.1.1 Digital Rights and Responsibilities

An acceptable use policy governs the way a computer system, such as a website or online service, may be used. For example, AUPs can protect against identity theft, offensive content, or unwanted advertising. Usually before someone is allowed membership in an online community, they have to read and agree to an AUP statement that outlines potential offenses and their consequences.
Digital learning communities can greatly benefit from clear and concise AUP statements. My plan for supporting and protecting a DLC through Digital Rights and Responsibilities is, first of all, to ensure that all policies and laws are clear and accessible to public.

In order for citizens in the DLC to better protect themselves against illegal or unsolicited activity in their communities, schools should include AUPs, Fair Use, and Copyright in the new teacher trainings and student orientations.

Furthermore, DLCs can enforce an acceptable use policy by encouraging community member to report any suspicious activity such as an attempt to break into their account or offensive content.

Finally, an ongoing educating, training, and reminding of the citizens in the communities is needed to maintain a flourishing DLC where citizens understand, observe, and are inclined to willingly support and ultimately benefit from Digital Rights and Responsibilities

Participate 1.1.2 Joining a Digital Learning Community

With the internet being today’s predominant source of information, it’s no surprise that education is moving online. Digital learning communities give people easy access to a wide range of learning opportunities. The five DLCs that I chose are all free to use which make them accessible to almost everyone. Open Culture offers a huge selection of free cultural and educational media for download. Project Gutenberg has over 46,000 free ebooks and audiobooks for anyone to enjoy. Both Coursera and Open Education Database offer thousands of free and complete online courses from top universities from around the world.

While I was very excited to discover all these amazing DLCs, the one that stood out to me the most was Khan Academy. Khan Academy offers thousands of video lectures on a wide range of subjects including math, science, computer programming, and art. This was my favorite DLC because I find it to be the most practical, especially for students. The subjects presented in the videos are detailed and well explained. The website even offers practice problems and learning maps to keep track of progress.