Research: Locate one online image designated as an open educational resource. Locate one online text object designated as an open educational resource. Locate one online video designated as an open educational resource. Artifact: Post the three objects (including links) to the resources located above and give proper citations. The topic of study I have selected for this segment in the tool is a recent unit on Evolution. I searched for OER resources on natural selection, a subtopic in the unit. Here's what I found: ONLINE IMAGE: By OrientationEB [ CC BY-SA 4.0 ], from Wikimedia Commons ONLINE TEXT OBJECT: I found this textbook chapter as an example of an online text object about natural selection. It is actually part of a larger course, Biology for Majors II , an OER course by Lumen Learning. Biology.  Provided by : OpenStax CNX.   Located at :   http://cnx.org/contents/185cbf87-c72e-48f5-b51e-f14f21b5eabd@10.8 .   License :   CC BY: Attribution . ...

Answer: How might an online or blended classroom teacher use Fair Use when gathering resources for educational purposes? What observations have you made about Fair Use and the TEACH Act and how has it changed your approach to finding reliable content for your students? Creating original content for a traditional classroom is certainly time consuming. Creating digital content  that addresses the needs of learners in a blended or totally online environment: even more difficult. Like teachers in the traditional classroom, online teachers may utilize content or resources that they find online. Unless these resources are public domain or have a CC license with few restrictions, teachers must consider whether Fair Use would apply before sharing the content or implementing the resource. The requirements for Fair Use deal with 1. The purpose and character of the use 2. The nature of the work 3. The amount and substantiality of the portion used in relation to the work as a whole 4. ...

Answer:  How can one refrain from violating  FERPA  and  TCPA  guidelines in online communication? What methods could be employed to verify that copyright is not being violated? Does copyright require that all work, images, words, and graphics must be original? As educators, we often engage in communication with stakeholders about students and their progress in learning. We must be diligent in ensuring that our communication does not violate communication laws such as FERPA, TCPA, and Copyright law. When using any form of electronic communication, we must be cautious to protect students and the privacy of their personally identifiable information (PII). To refrain from violating students' right to privacy, teachers should never electronically share PII including students' numerical grade, demographic information, medical information, special needs and/or services, as well as student or teacher-produced work and comments. Any of these items should be add...

Answer: 1. How can a DLC ensure that citizens within the community have access to an environment where an AUP protects members as well as the community itself, where individuals uphold laws, and a cooperative/collective venture provides robust, safe, and ethical resources and opportunities for learning? As members of a DLC, students and teachers have the world at their fingertips. This comes with both immense potential as well as the threat of danger. These potential rewards and risks are not inherent to the internet and technology themselves; the internet and technology are neither "good" nor "evil." Instead, the good and the bad, the risks and the rewards depend on the behaviors of the users, their decision of how to interact with others and what sort of content to share. While DLC leaders cannot necessarily control the content that is already present, we should focus on what we can control (or at least influence ): learner behaviors. Enter the AUP. Accept...

Create: Using the information from this lesson, create a digital resource that encapsulates the types of respectful attitudes and behaviors appreciated and necessary for civility in a digital learning community–a virtual Netiquette DO's and DON’Ts list. I have really enjoyed this section of the Participate course. I found that all of the information, resources, and strategies that were presented in the module will be very practical for use with my students. Below is a video I created to implement in my classroom this year. In one of the previous lessons, I read of a teacher who had her students "earn their digital learner's license" as part of a journey toward digital citizenship and literacy. Borrowing from that idea, I've decided to do something similar with my students. I teach in a brick and mortal school, but we are 1:1 with Chromebooks in academic classrooms. I teach a lot of freshmen and sophomores, so many of them are at the point in their lives wher...

Answer: What types of barriers might impede students’ opportunities to access digital learning? What might we do to eliminate such barriers? The first lesson in accessing DLCs has been an eye-opening experience for me, starting with the research on services available in my area. I've learned a lot about access in general and a few eye-opening things about my area of Georgia specifically, as well as some great strategies for leveling the playing field for people with disabilities. I'll elaborate on these in the sections below. About Barriers in my "Neck of the Woods" I recently changed internet service, in hopes of gaining faster speeds at a slightly lower rate than my previous contract. I've been a little disappointed, by the way, because if anything, service with my new provider seems slower . Maybe it's just me, because the speed test did indicate I was uploading and downloading at speeds close to what was advertised. Anyway... After analyzing the map...

Image Credit: John Shandy https://commons.wikimedia.org/w/index.php?curid=33393184 "Given our already overcrowded curriculum, finding effective ways to integrate Digital Citizenship throughout the school day will be challenging. But it is a challenge we must take on." 1 The world in which we live, work, and play is now more connected than ever. As citizens in a global digital environment, digital citizenship has become as big a part of our curriculum (and pedagogy) as the content we teach. As we teach our students about the nine elements of digital citizenship, we must remember that as teachers we are digital citizens too; and not just digital citizens, but digital  leaders.  As described in the quote by Impero and Digital Citizenship Institute, teachers must recognize, respond to, and emulate appropriate digital citizenship. Personally, as I read and think about teaching and modeling appropriate digital citizenship, I feel a little overwhelmed. There's Dr. Ribb...