Department of Internet Studies, Curtin University of Technology along with Online University Australia has developed an successful learning tool for students that study online. Student have been researching many aspects of internet communications and prepared conference papers made available for their public peers to comment on.   The conference is been held online from the 26th of April 2010 until the 16th of May 2010.

The student are at varying degrees of their learning. The subject unit is a level 2 undergraduate, net204 and net504.

The learning for the students was first in researching their subject under 4 streams.

These are:

• Stream 1: Early Virtual Communities
• Stream 2: Communities and Web 2.0
• Stream 3: Social Networks
• Stream 4: Identity in Communities and Networks

The student then prepared conference papers  to submit to the conference. With reviews of the draft papers the Tutors where able to guide the student on how to make their paper ready for publication.

The public are then invited to review the papers and make comment. To date there are over 97 papers posted to the conference. Students then required to participate in the conference by first organising the promotion. This was done on a private site using the  ning.com platform where students had array of communication tools to aid the preparations.   Online chat meeting where held that developed outcomes such as promotional Youtube Videos, Twitter hash tag #netconf2010, Facebook event, Facebook Groups.

Student are then encouraged to comment on each others paper that will later be assessed  for participation marks making up 30% of the students total mark.

The conference has had many visitors in the first week.

As this is a first for Net Studies at Curtin, the success will certainly take it into the future. 

Here are a list of the papers published

Early Virtual Communities

A Dichotomy of Trust in Virtual Communities 

Communities and Web 2.0

This stream focuses on contemporary issues and specifically the way  communities and social networks have embraced and adapted to Web 2.0.

Papers:

The Individualist Society

Social Media and Globalisation

New Perspectives in 140 Characters or Less

Fashion Bloggers and their rise to the front row

Social Capital, Relationships and Culture on the Internet: Embrace the revolution

‘You Didn’t Get This From Me’: Culture, Community & Cooperation on Bittorrent

Second Life: Helping You to be Virtually Unfaithful Since 2003

Web 2.0 Platforms and Health Care: How Online Support Groups, Blogs and Social Networking Sites are Facilitating Online ‘Communities of Care’

From #Slacktivism to #Activism: How Social Media Is Changing The Face Of Political Protest Around The World

Participation in forms of community Shapes The Web 2.0

Bullying 2.0: The Rise of Cyberbullying

The use of Web 2.0 technology for professional development in Australian Information Associations

Destroying community in MMORPGs: How groups are undermined

The Power of Participation: How Dr. Horrible Succeeded and Facebook Beacon Failed

Apple’s internet: My iPhone is killing the internet

Addictive Web 2.0 Features: Losing Contact From Physical World

The Relationship Economy

Social Networks

This stream focuses more directly on online social networks. It explores both specific social networking sites and services, as well as issues that reach across and between different networks.

Papers:

But My Post Was Private! Why We Can’t Assume Privacy on Social Network Sites

How many “friends” do you have?

Social networking towards better communication in the workplace

Socially Isolated in an Electronic Cottage

Social Networks and Instant Messaging are not Contributing to the Destruction of the English Language

How Social Networking sites are used by business

Exposing the inherent privacy design flaws in Facebook

Social Network sites have transformed the way we communicate and socialize in a positive way

Social networking sites have taken certain stances to support stalking

The Failings of Social Networking

Pointing the finger at Facebook and MySpace – are the platforms of these sites to blame?

Short Life of a Social Network Sites

Is Social Networking Addictive?

Revelation of Social Network and Privacy Implications

Social Networking websites are slowly turning into social marketing websites

The Popularity of Microblogging

The Rise and Rise of Social Networking, Could Facebook be making us Less Social?

Is it fact, fiction or fantasy? Check under the bonnet before risking a Wikipedia citation!

Teenage Cyber-Bullying and Facebook – Reducing the Risks

Social Networks: Growth, Isolation and Sucking the Time Away From Us

From #Slacktivism to #Activism: How Social Media Is Changing The Face Of Political Protest Around The World

Social networking and the Mobile Internet; picking the pockets of the poor

Libraries and the need to get onboard with Social Networking

Social Networks Are Effective Marketing Tools

Social networking has many benefits but it is also prone to abuses that make it look like a curse

Social Networking sites, like Facebook and MySpace, have been changing the way teenagers and young adults communicate to their real world communities, since they were created

Friends Are Foe: The Risks of Social Networking

Social Networking sites have transformed the political landscape

A Virtual Collision: When your private and professional worlds clash

A Social Society: The Positive Effects of Communicating through Social Networking Sites

Facebook is to socialising what masturbation is to sex

Facebook, blogs, and Twitter as a catalyst for the effective education needed by users on the dangers of consuming social media

Social networking sites are an effective medium for political campaigning and mobilisation

Facebook and the demise of individual privacy – a flawed assumption or serial disregard?

Commodifying Community: How contributing to Facebook is selling our soul and why we don’t care

The Danger Of Social Networking

Facebook: Taking the ’social’ out of networking

The Future Net-oree: The Scouting Convergence to Online Collaborations and Networks

Facebook’s aggregated news feed has changed the way people communicate

Location based social networks create greater social equity and stronger face to face relationships

Size is Important: Is there an optimal size for online communities?

Identity in Communities and Networks

This stream focuses on the complex place of identity in communities and social networks.

Papers:

Deception and Authenticity. How false and misleading profiles are impacting online dating

The Violent Self: Anger, intimidation and aggression during gameplay in Online Violent Video Games

Me, My Self, My Character, and I: Role-playing Identities in Ludic Space

Turned off: the impact of the mobile internet on strong ties

Trust in reality – why virtual identity deception can never be as destructive as deception in the real world

The reconstruction of Self: Virtual communities and the need for many me’s

Audition: Do you love me or my virtual body? – capability of reconstructing players identities

Social Networking websites are slowly turning into social marketing websites

Cut and Paste Identities: Creating our own Realities Online

Social Networking Sites = Identity Management Tools

Death and User Generated Content

Perceptions of Identity in Social Networking: Controlling your online presence

I exist, therefore I’m real – The Reality of Online Self

What happens to your online self when you die?

The importance of online identity and the dangers of it

Multifaceted identities: Personal growth in playing with more than one character

Business Identity In Social Networks

The transition of online identity: from swapping gender to digital shadow

From One to Many – Virtual Reinvention of Identity

Identity and Privacy Concerns in Teenagers’ Online Social Network

In defence of Facebook, users are reaping social benefits that permeate through online and offline spaces

Disembodiment and Re-embodiment of Identity in Multi-Player Dungeons and Online Role Playing Games

Meet me online – It’s good for us

Is it You that I Am Looking for? – Is Online Dating presenting individuals as they are in the real life?

Everything to everyone: identity in online social networks

How the Internet affects our Definition of who we are

Virtual is Real: The Relationship between Online and Offline Identity

The less you see, the more I will show you: Anonymity as an enhancement of the real self in online relationships

Post-modern identity residing within the realms of Social Networking Services: A recruiter / employers perspective

Flamers have motives, too: why people flame and who they are really targeting

The Benefits of Gender Swapping Online

Look at me not my chair: unmasking ability and identity online

Online Identity: The Mask with Many Faces

Identity Deception and Redemption: An Overview

“Nailing Jello to the Wall”: A discussion on the implications of state control on virtual identity in communities and networks

Working Through Personal Identity Issues Using Virtual Communities and Networks

Computer Hackers in Virtual Community Forums: Identity Shaping and Dominating Other Hackers

Promotions video for Debating Communities and Networks 2010

Creator Kurt Hanson

http://networkconference.netstudies.org/

Department of Internet Studies, Curtin University of Technology and students from Internet Communications are putting together an online conference.

This conference will be held online from the 26th of April 2010 until the 16th of May 2010.

http://networkconference.netstudies.org/

This conference has been primarily organised by students from Curtin University and Open Universities Australia involved in the course Internet Communities and Social Networks.

The 4 streams covered by the conference will be.

• Stream 1: Early Virtual Communities
• Stream 2: Communities and Web 2.0
• Stream 3: Social Networks
• Stream 4: Identity in Communities and Networks

All those who are interested in the topics are invited to participate with comments and create dialog amongst the writers.

 

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Working in adult education poses many questions when it comes to instructional design.  How someone does insures that the assessment tasks proves the candidate has learnt something.

The announcement from Apple of the iPad this week has seen a lot of criticism from me and many others that the iPad has not a lot of value.

I read one blog this week that said Why My Mom’s Next Computer Is Going To Be An iPad. The thinking here is that mum will use the device for what she needs and that the product suited her perfectly.

As the world changes from industrial to technology presents problems for older people in the workforce who do not use computers. These people need to be retrained to fill positions in the new world. This includes the use of technology.

These people without their knowledge use technology on a daily basis. They are resistant to use computers. However they use bank ATM’s, Mobile Phones, and other devices in there every day life. The iPad presents a great opportunity to instructional designers to create applications that would be easy for non computer users to use and learn new skills.

Its just like using your ATM at the bank.

Because of the multi touch screen there is very little use of a keyboard and absolutely no use for a mouse. Not only will this removes the fear factor of it been a computer, the ease of use allow the candidate to focus more on the learning objective than the computer environment.

Multi Touch will become more into computing and instructional designers should now be evaluating how this technology can improve the learning experience.

Although Adobe Flash is not a part of the iPad there are many other technologies available such as podcasting and video to build on, even plain HTML.

I think the iPad will be a real winner in the education sector.

Image Credit:

iPad http://www.apple.com/ipad/specs/

ATM http://www.gemoney.cz/images/money/cz/fotobanka/large/atm.jpg

References

Ethan Nicholas,(2010), Why My Mom’s Next Computer Is Going To Be An iPad,viewed 3rd February 2010 from http://www.techcrunch.com/2010/01/31/ipad-moms-next-computer/

  Tell me and I forget. Show me and I remember. Involve me and I understand. -Chinese proverb

As a student I often feel its my responsibility to understand the material presented to me and when it just does not seem to sink in between the ears you wonder how I will ever learn this. Often its not the student who is at fault but the communication of the study unit that makes learning something new difficult. This is now more difficult with eLearning although many have explored different delivery methods of teaching with computer aided communications.

Instructional Design is a subject that explores the different delivery methods of a learning program.  The student ability to become involved in the learning becomes the major factor in the delivery methods. If these methods to not communicate with the student then the outcome will be poor. 

Using computers can be a laborious task while studding online. Designing an interesting learning module through instructional design will provide a better learning outcome for the student.

Designing is a communication tool. Designers in most industries are trying to communicate some type of message to you. The consumer of the design gathers information and evaluates the design and analyses the message.This comes down to minor details like the selection of colour, size , shape, text and texture. Often some of these element are overlooked when instruction are given.

Sunny Beach

Dark Gloomy Beach

Compare the above images. Although the same image both tell a different story.  By changing the colour of the image we can communicate a complete different story.

Advertising are designers to get attention and to communicate a message. The goal of the advertiser is to provide attraction and interest to their advertising. Teachers should have similar goals in mind when designing a learning outcome. You are trying to make an impression on the student that will last a lifetime. 

Often you here that Microsoft PowerPoint is over used and not used very well. Although the software makes it easy for someone to create a presentation in minutes often very little thought has gone into the design.  How much thought has been made to the design of the presentation.  Those who analysed the learning objectives may produce a side show of information directed at the student but unless the design is interesting the student will wander of into another world of thought and failing to absorb the information presented.

MS PowerPoint does not have to be a monotone presentation. Selection of images , video, fonts colours and layout can make PowerPoint a very powerful instruction tool.

Presentation of your design adds value to your learning material that enables greater participation and interest from the learner.

When designing a learning module ask yourself if your material is delivering the correct message.

Analysis > Design > Development > Implementation > Evaluation

I have taken a unit I teach to demonstrate how to design a training module using the ADDIE model. The unit come from the Australian training package ICP05 Information Technology. My chosen unit of competency is ICPMM321B: Capture a digital image. This unit is about using digital cameras.

Analyse

Our first step is the analysis stage of the module. We use the NTIS unit outline to help us here. http://www.ntis.gov.au/Default.aspx?/trainingpackage/ICP05/unit/ICPMM321B

This document will give us all the details of the unit and the performance criteria’s.

To keep things brief we will look at the first element “Assess digital camera qualities”.

1.1 Camera software compatibility with hardware system is assessed and the appropriate software is selected for the job.

1.2 Pixel resolution of the camera is matched to the required quality and resolution of outcome

1.3 The RAM capacity of the camera is checked to be appropriate to the number of images required to be captured

1.4 Shutter speed, focal lengths and camera feature modes (eg flash, scrollage, icon menu, close-up, wide angle and telephoto capacity) are assessed suitable for the quality and use of photographic images required

1.5 Lithium batteries are handled and stored according to OHS requirements.

These performance criteria are more than enough for one module.

First the ADDIE analyses phase is to evaluate the following:

· Who is the audience and what are their characteristics? In our case they are IT students who may have basic IT skills and are studding towards a CIV in Information Technology

· What is the new behavioural outcome? Our student will be able to set up and evaluate a computer for the purpose of capturing digital images.

· What types of learning constraints exist? An eLearning the student would be required to have basic computer skills and an understanding of the computer OS and how to connect hardware devices to the computer.

· What are the delivery options? See Matrix Below

· What are the online pedagogical considerations? See Matrix Below

· What are the Adult Learning Theory considerations? The student may have prior knowledge of digital cameras and some skill in the use of a camera.

· What is the timeline for project completion? This unit is delivered over 30 hours given there are 3 elements to the unit 10 hours could be dedicated to this element. The learning tools needs to allow time for student to do practical tasks and research. By breaking the task into exercises the student will have ample of time to study the task and to practice.

Let’s analyse the first performance criteria 1.1.

What is it that a student needs to know to be competent in the performance criteria?

a) What computer equipment will they need? PC or MAC

b) Loading Device Drivers to download the images from the camera (or Memory Card Reader)

c) Cables and power source

d) Image manipulation software (Photoshop)

The student must consult the manufactures User manual or web site to determine the compatibility of the camera to the computer equipment. (It may not support Macintosh computers or lynx systems)

Camera need software device drivers for the computer to recognise the camera and provide the means to download the images to the computer hard drive.

a. How do they locate them( Software that came with the camera, Manufactures Web Site)

b. Is it compatible with the operating system of the pc?

c. Are their newer device drivers available?

d. If unavailable what alternative methods can be used? (Alternative methods to download photo by removing memory card and use a memory card reader.)

The student will be required to identify the cables and power source that connect the camera to the PC and consideration given to power the camera while the download process takes place.

The student needs to consider the Software option to achieve the desired outcome. This could be Photoshop used by Professionals or other photo manipulation software with the tools required.

A description of the tasks and the tools needed to do the job.

Also the student needs to consider if the software can manipulate the photos suitable for Print, Web and CD ROM.

This analysis now provides us a path way to our design. We know what we need to put in our design that will cover the performance criteria.

The next part of the analysis is to decide what will be the best method to deliver the module.

With Computer Mediated Communications there are many methods that this module would be suitable.

By creating a matrix you can then evaluate a suitable method to deliver the module

Methods	Plus	Against
Video	Great method to demonstrate the required knowledge	Cost to produce and no interaction with students
Pod Cast	Cheap to record	No interaction with students No Visual element for the student to relate to.
Flash Or Silverlight	Multi interaction Use images, Video and user input	Skill required to produce Developing Software needed Time
Text and Images	Quick and easy to produce Easy to distribute Use exciting material	No interaction with students Difficult to evaluate student progress
Email	Able to get good feedback from students gauge their progress	Time consuming on both the Teacher and Student
Web Links	Useful	Reliance on web based information that may not be valid Hard to control what the student is learning
Online Chat Session	Interaction with Students	Laborious and text based
PowerPoint Slide show	Broadcast multimedia Popular with eLearning Methods	One way conversation

Table 1 Delivery methods analysis matrix

Analysis of Assessment Tools

The last step is what assessment tools will be used?

The assessment tools need to insure that the student is competent in the performance criteria’s. The analysis on assessment is also done at this stage to insure the design will provide the skills for the student to achieve the performance outcome of the elements.

How can we be sure that the student understands the element? How can they prove this to us trough a computer?

1.1 Asks “Camera software compatibility with hardware system is assessed and the appropriate software is selected for the job.” As we cannot see the student install software and do a practical task we need a method that allows the student to demonstrate their knowledge.

The matrix here to analyse assessment tools

Method	For	Against
Test or exam	Indicates what knowledge the student has of the element Commonly used	The student has not evaluated the task
Practical Task	Observation of the student	Non Available in a eLearning class
Essay	Demonstrates required knowledge
Report	Demonstrates required knowledge	To Formal
Multiple Choice Questionnaire	Has merit	Often does not prove knowledge skill
Portfolio of work		No physical evidence

By using the matrix we then able to see that essay in this case the best method of assessment.

We now have some good information on how to start our design.

With recent news about racial violence in Melbourne’s Western Suburbs claims that The Australian Government , Victorian Government  and Victorian Police are in denial about the incidents been racial attacks. The reality is that Indian students are safer on Melbourne streets than you are in your own home.

According to  the Victorian Police Annual report, Crime Statistics 2008-2009. you are more likely to be murdered in a residential property(58) followed by a motor vehicle(47) than by any other forms of murder.

“There were 181 homicide offences recorded in 2008/2009, an increase of 9.0% on the 166 offences recorded in 2007/2008. The main offence within homicide is murder, which increased 2.0% to 100 in 2008/2009 from the 98 recorded offences in 2007/2008. After murder, culpable driving is the next largest contributor to homicide offences. There were 47 culpable driving offences recorded in 2008/2009; the
same as in 2007/2008” (Victorian Police,2009)

Of the 100 murders 58 where residential.

The police region 1 seen 27 murders, the same count for the previous year but with the increase in population the rate per 100,000 has decreased from 3.8 to 3.7 per 100,000.

“For all assaults, there has been a 3.7% decrease in offenders who are under 18.
Adult victims aged between 18 and 59 have increased by 5.9% and juvenile victims increased by 4.9%.
There has also been a 15.5% increase in victims who are aged over 60.
Looking at where these crimes occur, 39.2% of assault offences occurred in residential premises. During 2008/2009 there were 1,601 assault offences occurring at licensed premises, 0.9% higher than the previous period.
There have also been increases in assaults occurring at street / lane / footpath locations (4.5%).
Offences at these locations make up 28.7% of all assaults.” (Victorian Police,2009)

The report also states that Since 2000/2001 the crime rate per 100,000 population has decreased by 25.5%.The Victorian Police argue that the increase in population is the reason for the rise.

A close study of the facts shows that although there has been an increase violence in Victoria, A close look shows that increased concerns about racial violence is not supported by the figures. This would support the Victorian and Government rejects the statement that there is an increase in racial violence on the streets of Melbourne.  (Victorian Police,2009)

Reference

Victorian Police. (2009). Crime Statistics 2008-2009.

(Crime Statistics 2008/2009. All figures were extracted from the LEAP database on 18 July 2009 and are subject to variation.)

Learning new things can be exciting and rewarding.  The value of achieving new skill becomes useful in our quality of life and future endeavours. Often when placed in a class to learn new skill and we become bored with the material and struggle to achieve competency in the subject. 

Image Source http://www.quantumsimulations.com/images/tv_ai4.jpg

E-leaning is no different in the case of pushing material on to the student with a monotone text based system with nothing more than facts and figures. The concentration of the student fails to absorb this information for a number of factors and competency sought by us also becomes a struggle.

Image Source http://www.mediccast.com/extra/index_files/frustrated_student_sm-2.jpg

The subject of Instructional Design (ID) becomes critical in developing learning systems through Computer Mediated Communications (CMC) or commonly called e-learning.

Image Source http://www.instructionaltechnologyservices.com/images/addie.png

There is more to ID than just providing information and assessing the learners new skill with a monotone quiz. Cathy Moore  is a leading consultant on ID believes the learner must experience the task through e-Learning and a well planned design will achieve a higher outcome for the learner.

Image Source http://cathy-moore.com/about.html

Computers and the internet today provide many tools for teachers to develop an array of communication media that is suitable for ID. Many use Microsoft Power Point or other slide software how ever with the ease of producing images, video and animation allows teachers to provide a rich learning environment that  easy to plug into their Learning management system.

Image source www.profilesoft.com/Eng/Services/Multimedia.asp

Other communication tools are also invaluable through CMC. Chat, video conferencing, Twitter, Second Life, blogs and social networks allows teachers to explore ways to build relations with their learners. This in turn allows the learner to get involved with the material and focus on the outcome.

Image Source http://t0.gstatic.com/images?q=tbn:7AnImwrPPXASLM:http://www.blackglass.com.au/uploaded_files/document_uploads/social-media-waste-of-time.jpg

Although we have myriad of tools available the Instructional Designer must first be able to analyse what would be suitable tool to use for the instruction. How it will be presented and how it will be assessed.  Story boarding and Prototyping are methods now common with Instructional Designers and news tools are now becoming available such as Microsoft SketchFlow and the Adobe Creative Suite to aid the designer to achieve first class learning material.

Image Source http://content.library.utoronto.ca/rcat/services/presentationnoteslunch/idprocess/idprocess10

This blog intention is to explore ID and evaluate tools and methods and critique them on how they can be used.

 

Image Source:http://uncyclopedia.wikia.com/wiki/File:Happy_Student_results_day.jpg

As a Teacher in the TAFE Sector and a Student of Internet Studies, I asked my self how can what I do and what I study benefit each other? My subject is multimedia. More and more these day you hear about getting courses online and make the move to eLearning. My interest in Instructional Design(ID) and the use of tools is a combination of understanding the culture of online users, Computer Mediated Communications (CMC) and tools that can be used for e-learning. Understanding of what makes a good learning tool and what are the possibilities translating that into workable models makes for a very in depth subject that I have become passionate about.

The discovery of Microsoft SketchFlow has me very exited about the possibilities of developing fantastic training tools for e-learning.