Personal Blogs

Read the following resources and make notes on the implications of taking this approach in your organisation or context. Consider how far you would be able to follow the guidelines. How easy would it be to apply the guidelines to redesign an online learning system that is already in use?

Also consider how this approach relates to learning styles in Activity 25.4 (forum link) and to the guidelines in Topic 19 and Topic 20.

Universal Design of Instruction (Burgstahler, undated)

This introduces the concepts and shows how seven principles of universal design can be interpreted in a learning context. Read the first page and, if you have time, follow any of the links under 'Specific Academic Applications' that are important in your context.

• How far you would be able to follow the guidelines?

It will not be very easy to follow these guidelines as again there is a clear need for the appropriate technicians and learning technologists to help in the field of information resources and technology.

• How easy would it be to apply the guidelines to redesign an online learning system that is already in use?

It is not a matter of redesigning as everything has to be done from the beginning in order to design the course.  They have to take into consideration the different steps and guidelines that could be applied as students will surely have different learning styles as mentioned in the previous activity 25.4 and the various guidelines mentioned in the previous units could be used in order to "borrow" some guides from there.

Universal Design for Learning (UDL) Guidelines - Version 1.0 (CAST, 2007)

Read Part i Introduction, which provides a rationale for universal design for learning and proposes three principles for an educational context.

• How far you would be able to follow the guidelines?

As mentioned in the article, many teachers already use these guidelines on their own without even knowing that they serve a specific practice.  They are not difficult to follow but there is a need again to be able to distinguish between the three principles provided in the article as to who, what and how questions should be answered in order to be successful with developing a good curriculum.

• How easy would it be to apply the guidelines to redesign an online learning system that is already in use?

Not at all easy...I think as I had mentioned above too, that everything has to be done from the beginning and if not, and then there is an extra worry, so that whatever you will change to make it more accessible and available to a broad range of students as it should have been from the beginning that is really hard.

Read Seale Chapter 7 Designing and developing accessible e-learning experiences: the learning technologist's perspective.

1. There is a debate surrounding who is responsible (or most responsible) for accessibility. How helpful is this debate in ensuring that people working in post-16 education change their practices?

Having an ongoing debate for accessibility makes people working in post-16 education hear and express different thoughts and opinions between them and as a result to develop an opinion around accessibility and then to change it though debating etc.

If those with technical skills, such as learning technologists, are not ultimately or solely responsible for ensuring accessibility, what responsibilities do you think they should have and why?

They have to be able to make the online learning material provided from the teacher as accessible as possible to all students because he has the responsibility to know the guidelines needed and to own the necessary knowledge to do so and provide an accessible website to all the students.  There are evaluations, specific knowledge needed in order to make a website accessible that a teacher does not have.  A teacher might consider the pedagogical aspect.

2. On pages 82-83, Seale uses an archaeology metaphor to try to encourage learning technologists to dig deeper beneath the surface of accessibility guidelines and standards. This is intended to develop a greater understanding of approaches to accessible design. How helpful do you think this metaphor is?

It is right that learning technologists have to dig deeper in order to get more in the theme of the accessibility guidelines and standards so that they will be able to support their role and also to provide the teaching staff with their valuable knowledge in order to make their resources more accessible.

Can you think of an alternative metaphor, image, analogy or visualisation that could be used to help develop learning technologists' thinking in this area?

An alternative metaphor might be a small seed that needs soil, water and sun in order to grow and become a tree!  Meaning that learning technologists need to get much more knowledge with accessibility, either this is guidelines or standards etc.

3. On page 98 Seale discusses the tensions regarding the use of technical tools versus human judgement to evaluate the accessibility of learning resources. What is your position concerning this issue?  Can we trust human judgement? If so, whose judgement should we trust - learning technologists working within educational organisations or external experts?

I believe that technical tools should be under human usage and control in order to work and also the human judgment is equally important.  The technical tools are created by humans which means that they can get improved if a human wishes to do so.  Human judgments of learning technologists working within educational organizations are valuable just like the external experts opinion.  While in an organization, the trust should be based mainly on the learning technologists who work there as they know better the environment etc.

Choose one of your answers and post it for discussion in your tutor group forum. If you disagree with Seale about any of the points in this chapter, you could also discuss this in the forum.

Read all of the pages in the resource Creating accessible examinations and assessments for disabled students (Teachability, 2004).

The material is written with reference to UK legislation but the principles should be applicable to other countries with similar disability laws or to any other context.

Carry out the Evaluating Practice exercise in Section 4. If it is difficult to relate this to your context, choose an imaginary context; for example, that of a student support officer in a small college of further education. If you don't know the information yourself, make notes on which people you would need to discuss this with.

Three important points are noted in the Introduction:

1. whether particular assessments or examinations are core to the course

There are no particular examinations, but there are assessments for the students, for example in Maths, Science, Greek, Geography, History etc.  Usually, these assessments are printed materials and are given to the students to solve, compare, write or critique a piece of information or a particular chapter in their books.

2. what adjustments are permissible within particular assessments or examinations without compromise to academic, or other prescribed, standards, such as competences required by professional bodies

There are no such kind of adjustments that are permissible without compromising to academic, or other prescribed standards because they are all referring either to academic or professional bodies.  Everything has to be supported by standards if they exist or by academics.  However, there are occasions that the teachers can make adjustments that are concerning their practices as far as their students are concerned, i.e. when the student has a particular disability that affects the time needed to complete a test then the teacher can leave more time the student to finish it.

3. whether the successful achievement of the highest grades and awards, based on performance in examinations and other assessments, is equally attainable by disabled students.

Yes this is something that can be maintained in a classroom.  Especially when non disabled students respect and appreciate their colleagues who are disabled, they even help them and this is very positive as there are collaborative assessments too.

Would you have emphasised the same three points?

The above points are critical in offering a course and when a Body or organization, school or university is not able to provide to disabled students the necessary adjustments in order to make them feel comfortable and able to have the same opportunities as non-disabled students.

Are there any positive or negative aspects of online assessment for disabled students?

It can always be used as an alternative type of assessment where disabled students can use assistive technology in order to help them during the assessment.  One negative aspect is whether the assessment held online is accessible.  There need to be different programs and software to be installed on particular assessments.

I have created a resource about the beautiful island of Cyprus (where I am currently living) using Xerte an Open Learning Resource.  Here is my reflection upon the creation of my resource:

• Why did you choose the particular topic?

I thought that as we are adults and we all come from different places in the world to create something about the place I am coming from and in consequence to attract my colleagues attention in order to learn some more information about Cyprus.  At least general info.

• Why did you include particular elements?

I have included pictures, text and videos from you tube, one table etc.  I have included a table just because it was required to do so and an image too.  But mainly because through the images, video and text I could deliver the message more effectively and even achieve my learning outcomes I had set from the beginning.

• What guidelines did you refer to when creating the resource?

I did not use any specific guideline but I was taking something from each one provided to us from the course and I was researching through the internet too while I was creating my resource but to be honest as I have read too many guidelines before starting to create my resource every tiny detail was in my head.  Every step I was making I had to check it and re-check it!  So, I think that I took something from each guideline. Maybe not too professional but my time was precious to start finding the guidelines and reference them here now.  The point is that most of the guidelines provided to us from the course were useful in the creation of this resource but at the same time a little bit technical and tricky!!

• What areas were particularly difficult and why do you think this to be the case?

Having to decide what resource to create till the last moment that you finally create it and develop it is difficult! I am not exaggerating because having to attend to a tutorial to check for Xerte and missing it out then I had to go back and look on some links to learn a little more about it and not just what I have read about it in the internet, was time consuming and it took me a very long time.  I did not want to create something in word, or powerpoint or whatever.  I wanted to experience and try something new, that Xerte offered me and I wanted to give it a try!!! There were all new to me and I had to make mistakes go back and forth many times, check again and re-check so that I could make it accessible at least to the point that I had the ability and the knowledge to make it.  I had to insert a table that was a compulsory item and I just did not know how to do it. As an image or not I had to include it.  Finally after a long time of thinking and trial and error I made it as a drawing and I inserted it!  Provision of transcript, alt text, narrating and deciding what is proper and what is not to include in the resource was another question and how navigation could be obtained to be simple and clear to the user.  Also, the structure of the resource was another issue but while I was in the process I was thinking and moving forwards. I am a novice teacher with no online resources in my career and it was the first time to do this maybe this is one of the reasons plus that we had to think not only the technological aspects but also the pedagogical,why this and why that...

• Do you think the act of making an accessible resource affected the way that the learning outcomes were addressed?

Not at all!!!! Everything was working normally but maybe this is due to the fact that Xerte has a user friendly interface and it is created to provided more accessible resources to the students that helped me a lot.

• How many of the decisions you made about the resource were influenced by technical considerations?

I suppose that just like the pedagogical decisions the same applies for technological decisions, meaning that they are on the same balance.  I had to make a resource that is accessible in a way.  I wanted to try at least and have good technological base and characteristics in order to work for all the students.

• How many of your decisions were influenced by pedagogical or other considerations?

My reply is the same as the previous one.  Whatever I was doing I was asking myself why to do it like that and not like that what I will gain and what I will achieve. They are both important in the creation of an online resource!

Factors that contribute to a student either stopping using assistive technology or becoming a successful user:

• For stopping using assistive technology
  • Time needed for the student to receive the assistive technology.
  • Extra time needed from the disable student in order to complete different tasks using assistive technology than non disabled students.
  • If there are no training seminars before or during the courses to train disabled students and teachers.
  • Difficulty in installing the software on the pc
• For becoming a successful user
  • Being able after a training session to use effectively the assistive technology used.
  • They know how and where to take their lecture notes from before in order to be prepared.
  • Having access to the learning materials, tutorials and online interactions.

Slide 7: Specific Learning Difficulties or Dyslexia

Talking word processors

Write Out:Loud ( http://www.donjohnston.com ). A great talking word processor that can also read text. Price is about $99.00, Mac and Windows. Speaks as the student types to provide auditory feedback while writing. It also reads text files easily. Additional features include importing pictures and a spell checker. Text size is adjustable and font/background colors can be changed. This is a very popular program.It does not mention anything whether suppliers also supply training on this technology.

Reference:

PAEC, (1999) 'David's Desk' [online] Available from: http://www.paec.org/david/talking.htm (accessed 24 October 2010).

Slide 8: Low Technology Options

PDA

A PDA might be helpful if you have a lot of addresses and phone numbers that you need to have with you all the time, if you have a lot of dates and appointments to keep track of, both personal and business, and need to see at a glance whether you have a conflict when you're trying to set up appointment.  If you have more than one calendar to keep up with and if you are the busy or forgetful type, and could use automatic reminders of appointments.  Also, if you spend a lot of time away from your desktop or laptop, but still need the information that's stored there.  Additionally, if you need to check e-mail or access the Internet frequently, even when you're traveling or just away from your computer and if you can't afford a laptop but need some e-mail or word processing capability away from your desktop and at last if you are willing to spend the time to learn how to use your PDA and transfer data to it.

PDAs range in cost from about $150 to $1,000, depending on the features you decide to buy. Most are in the range of $300 to $500.

Reference:

Carmack, C. and Freudenrich, C. (undated) 'How PDAs work' [online] Available from: http://electronics.howstuffworks.com/gadgets/travel/pda8.htm (accessed 24 October 2010).

Slide 9: Assistive Technology for Mobility

Trackballs

A comfortable ball located on the side for thumb use. The trackball utilizes USB connections to offer instant plug-and-play action. In addition, it is the first trackball to offer five customizable buttons, including the popular scrolling wheel. Each button can be programmed for common tasks such as moving forward or backward in a Web browser or cutting, pasting and printing in Windows operating system-based programs.  The cost ranges from $167.50 - $344.99.

Reference:

Shopper.Com (2010) 'Microsoft Trackball Optical - mouse, trackball' [online] Available from: http://shopper.cnet.com/mice/microsoft-trackball-optical-mouse/4014-3148_9-30195465.html#info-5 (accessed 24 October 2010)

Slide 10: Assistive Technology for Mobility and Dexterity includes the following: Virtual Keyboard, Word Prediction and Switch Input.

Dual Bite Switches on 24" C-Clamp Flexarm (OR substitute 19" Flexarm USB Voice-Recognition Mic)

Alternative to sip & puff switches ideal for anyone with breathing difficulties such as ventilator dependent

Sensitive and responsive, excessive force not required

Requires very small 1" side-to-side head movement

Use Surface Mount Flexarm on bed headboard or desk

Use mic with Dragon NaturallySpeaking, chat, and more

Durable, approximate 4000 bites expected life!

Includes two standard 3.5 mm switch plugs on 6' wire

Read warranty information below**

Bite switches are non-refundable for hygienic reasons

It costs $289 and in this website there are also instructions on how to use each technology.

Reference:

Gimpgear, (2007) 'Broadened Horizons-Can you?' [online] Available from: http://www.broadenedhorizons.com/switches.htm (accessed 24 October 2010).

Slide 11: Assistive Technology for Mobility and Dexterity

Alternative keyboards

Alternative Keyboards comprise a wide variety of options aimed at answering any demand not typically met by the more common standard, ergonomic or one-handed keyboard varieties. Examples of Alternative Keyboards include devices incorporating touch sensitive overlays for people who have difficulty using a mouse or standard keyboard, foldable hermetically sealed keyboards, or wireless mini-keyboards which are ideal for shared spaces where a PC user might wish to move about a room more.  For example, Helpikeys is an adaptive keyboard designed to meet the needs of learning and physical challenged individuals. Helpikeys is also beneficial for visual or cognitive disabilities.  A3 sized Helpikeys is a customisable adaptive keyboard with five standard overlays that allows you to change the keyboard layout (QWERTY, ABC, Mouse, Numbers and Yes/No). As a programmable alternative keyboard, Helpikeys can be changed by using one of the five overlay sheets, or by using the Helipkeys Layout Builder software that allows you to design and print your own keyboard layouts. The keyboard can memorize five personalised layouts in its own memory, so your custom layouts can be used on any computer. Helpikeys' additional configuration settings layout allows you to personalise the response rate, the repeat rate and the other keyboard characteristics.  It also includes a programmable five switch interface that can be used for mouse control.  It costs £307.80 (Excl. VAT). There is no need for training as there is no need for a driver to get installed in the pc.

Reference:

Techready, (2007) 'Helpikeys-Adaptable keyboard' [online] Available from: http://www.techready.co.uk/Assistive-Technology/Alternative-Keyboards/Helpikeys-Adaptable-Keyboard;jsessionid=hN51MGYKmSb6MbVCp2gsgg1kYDt6mfwyRp1YrwSTTKcLn0QXjJtDnRGnVyLQ47qMhnPpjQnhLNBGfZNGkmMG9vB8MDj8YvJ1RQl2yr1LtWKy3BXQzHMlD4mG7gvrgZGC!-1854722811 (accessed 24 October 2010).

Slide 12: Assistive Technology for Visual Impairment

CCTV (Closed Circuit Television)

A television video camera combination used by people who are visually impaired to magnify the print in books and newspapers. It can also be used to write letters, and checks, and do different types of crafts like needlepoint. From a research I have made most of the websites do not mention about prices but they are offering their phone lines in order for the customers to directly contact them.  So cost and training is unknown.

Reference:

The eye, (2005) 'Information about vision loss and blindness' [online] Available from: http://www.99main.com/~charlief/vi/adaptive.html (accessed 25 October 2010).

Slide 13: Assistive technology for No Vision

Braille Technology

Several types of equipment offer Braille technology to the visually impaired or blind. Braille displays provide Braille from material on a computer screen. It displays as many as 80 characters and refreshes as the individual reads. Costs range from $3,500 to $15,000 in 2010. Braille printers provide the information from a computer onto paper. Prices range from $1,800 to $80,000, depending on the volume of Braille production required. A portable electronic Braille note taker features a Braille keyboard. The information can later be transferred to a personal computer or retrieved from the note taker using Braille display or a speech synthesizer. Costs range from $1,000 to $15,000, depending on the features included. It does not mention anything whether suppliers also supply training on this technology.

Reference:

Ann, C. (2010) 'Assistive Technology Devices for the Blind' [online] Available from: http://www.ehow.com/list_6460852_assistive-technology-devices-blind.html (accessed 24 October 2010).

Slide 14: Assistive technology for Deaf or Hard of Hearing

Loop Systems

An AUDIO INDUCTION LOOP SYSTEM consists of a microphone (or TV etc), a special amplifier and, in the place of a speaker, a loop of wire placed around the room. Sound waves from the speaker's voice going into the microphone (or the TV signal) is changed into an electric current, amplified, and then sent through the loop, which emits a magnetic field in the room. The field is picked up by the "T" switch of a hearing aid, amplified, and converted back into sound. Hearing aid users sitting within the loop system can pick up the speaker's voice or TV without distortion and no background noise, simply by turning on the "T" switch on their aids. The loop is fully adaptable to television, radio, stereo, tape recorder or movie projector.  It costs around $290 and $405. (Depending on type of floor - wood or concrete, and size of area). The loop amplifier is totally portable. I recommend that the loop cable be installed permanently. The roll of cable costs around $40 and they recommend that new cable is laid if they move home.

Reference:

Stewart, A. (2008) 'Loop Systems at Home' [online] Available from: http://www.aussiedeafkids.org.au/loop-systems-at-home.html (Accessed 25 October 2010)

· Resource 1

Is that how things appear from your context?

Accessibility related legislation = needs of disabled students

Accessibility guidelines = recommendations of good practice

Accessibility standards = a set of benchmarks or rules against which to judge our practice

Going in my own context, I think that accessibility is a relatively new term in Cyprus that still needs adequate legislation, guidelines and standards in order to say that we have achieved a great level of accessibility. I tend to agree with Seale (2006) that only the introduction to the above, did not actually lead to a significant change on accessibility.

· Resource 2

Which do you think benefits more from legislation: disabled students or educational institutions?

I believe that educational institutions benefit far more than disabled students due to the fact that institutions have to follow the legal procedures either they want it or not. But what it matter is whether this legislation followed by the institution is actually followed word by word in order for disabled students to really benefit from the legislation.

If you don't have such legislation in your country, what difference do you think it would make?

I think that institutions will become more worried and ask more questions whether they are ready to identify, support and offer all that are required by disabled students or non disabled too. They will have to face a considerable challenge in order to make it work, not only for them, but for their students too, either disabled or not.

· Resource 3

Has your country ratified the UN Convention on the Rights of Persons with Disabilities?

No, my country has not ratified to the UN Convention on the Rights of Persons with Disabilities.

If it hasn't, why do you think that might be?

I am not sure of the reasons why they had not yet ratified it since they have signed it in 2007 and now it is 2010!!!

· Resource 4

Look at the author's concluding comments. What common factor or factors does she identify as hindering progress?

Effort, dedication, allocation of resources, active participation, implementation process, leadership training, education of leaders.

· Resource 5

Do you think that there are specific issues relating to disability and accessibility that are different from those arising with regard to other aspects of equality and human rights, such as racial discrimination?

Racial discrimination exists everywhere. In my opinion, it does not matter whether you are a disabled person or non-disabled because racial discrimination is still there. I believe that when someone is disabled the discrimination might not be in that extent, if someone is a non-disabled person due to the fact that people will concentrate more on the disability someone has rather on their race.

Disability Models:

• Medical - It sees disabled people as the problem and it asks for the impairment in order to label the person with that particular impairment.

• Social - The disability actually exists through the barriers set by the society itself and the way it is organised (i.e. discrimination towards disabled people, exclusion of them from involvement and participation).

• Administrative - It is related with specific areas of life such as education or employment and are used in order to evaluate whether people are eligible for certain benefits or compensations.

• Charity - It emphasizes the personal tragedy of disability, thus creating a damaging stereotype and various misconceptions.

• Moral - Disability is taken into account as a sin.

• Rehabilitation - Disability needs to get fixed by a professional.

• Disability - All the various barriers met in the society as a whole and generally among people themselves (i.e. inadequate support, attitudinal, architectural, sensory, cognitive, economic).

References:

Kaplan, D. (2000) 'The definition of disability: perspective of the disability community', Journal of Health Care Law & Policy, vol. 3, no. 2, pp. 352-64; also available online at http://libezproxy.open.ac.uk/ login?url=http://heinonline.org/ HOL/ Page?collection=journals&handle=hein.journals/ hclwpo3&id=362 (accessed 08 September 2010).

Seale, J. (2006) E-Learning and Disability in Higher Education: Accessibility Research and Practice, Abingdon, Routledge; also available online at http://libezproxy.open.ac.uk/ login?url=http://lib.myilibrary.com?id=52212 (accessed 08 September 2010).

My role and context in education

I am a teacher in primary school, but not an active one yet. There is a big catalogue with names awaiting to get a job in the government as a teacher, thus I am in the waiting list for 2 years now and I am moving on to the third year.  I am working full time in a completely different job and at the same time I am helping kids with their homework everyday.

When I was in the University years we had to make our practice as teachers in various schools.  Taking into consideration that I would like to mention it as my current context as I am not having actually an active job as a teacher.  I would like therefore to refer to those experiences and to that specific context.

How they relate to accessibility and online learning

While I was making my practice, I did notice any matter for accessibility in my classes due to the fact that it did not happen to have any kid with impairments or any kind of disability.  However, it happened to me, to have one case with a kid I was helping with homework in the afternoons.  That kid is stil having a mental disability. Teaching in this case and trying to help the kid overcome some obsessions is really difficult!  Online learning is still a little bit behind in our country, as I am coming from Cyprus.  Online learning in primary school is still a "dream" here.  There is actually only 1 or 2 personal computers in each class and there are other classes that do not have at all.  Some schools have computer labs but still, there are many things that need to be done in order to make it work effectively and not only for disabled students but also for the rest of the students.

What I would like to achieve from the course

• to understand the various accessibility issues raised by the different roles in a school or organisation who are working online
• learn about educational policies issues as far as accessibility and disability is concerned
• take a look in the research area that covers the above aspects and develop an opinion in certain issues
• how to value accessibility in different organisations through particular technologies and assess it whether it does support the needs of the learners and the teaching staff

Sitting on my desk at work...taking my mind back in the beginning of this module...thinking of everything that I have gone through this module...the time I wanted to find in order to make my journey worthwhile...the decisions taken before starting the module and then the decisions taken while in the module...difficult ones...however, I believe that I had succeeded in my goals.

I have worked a lot, during night hours in order to study and read all the learning materials provided for us and even extra materials in the weekends in order to gain something more from the module and apply it later on.  We had to infer to other readings too in our TMAs and ECA if it was possible.  I think that it helped me a lot...

I have contributed in the forums more than my previous course because I have put myself in a more tighten schedule than in the previous one in order to be up to date till the last minute.  I am a little bit worried though for the last collaborative activity that I do not know whether I will be able to make it...but this is minor to all the rest work that I have done during the course and I am satisfied from myself.

In the TMAs though I am more or less satsifed with myself.  But not completely. I could make even better. Especially in the very first ones. Most probably, as I was really stressed at the very beginning this reflected bad on my psychology and in my mind as a result, I was missing actually the point or I did not give 100% of myself.

For the ECA...what to say?  After a terrible accident I had with my hand and having to moderate an e-tivity and at the same time to work on my ECA was really painful for me.  But it was a fantastic experience!!  I wish there were more!! The e-tivities should have come up earlier in the module in my opinion, as we are gaining from this experience a lot!  Especially when you are moderating!! Back to our theme...ECA!!!!  I had to take 2 days off from my work in order to make it and submit it on time and even earlier as there is a chance to travel abroad with my work for a seminar.  But this is still pending...However, I was in such pain with my hand...I was using the left hand in order to write and to be honest it was not at all easy to make it, but I did not have another choice!  I cannot say that I am satisfied from my ECA because I am sure I could do better!!!  The only thing I am wishing is to get the right feedback and a passing mark!  So that all my work during this module will not go just like that...

I guess that after this module, I am moving to H810 and I am sure that it will be another surprising module for me! Again I will have to get myself in the right schedule in order to make it...

Time to relax now though!!!  And let my hand healed before starting the next module!  This is a strong desire!

Have wonderful holidays!!!

Big breath...

I DID IT!!!! I could not believe my eyes on the grade I have achieved on this TMA03 and the only thing that I wanted to check after the grade was my tutor's comments. Well, in her comments she is absolutely right!  But at that time I was trying to write the assignment, was too much for me.  Next time though, I will try again to improve it more!  I am very satisfied of my grade and work because I have over come myself and I saw that when you do something and you want it very much it will happen!  I put enormous effort to this TMA03 and I guess I did it!!!  I just bet with myself that whatever it would happen I would not give up, as I got discouraged from the previous TMAs results and that again I will try my best and even more than that (despite the fact that I was sick in the bed more than a week).

Guess that my tries at last were fruitful!!!

Thanks to all of my colleagues and tutor for the support and all this effective communication we had during the course.

But guess what????

There is still ECA coming soon....too much work there too! Still a little bit sick though, but I will manage it...syrup will make miracles

Best Wishes,

Elena

The weather in Cyprus is so upside down...one day is cold, one day is hot, one day is mixed up...in the daytime it is hot but in night time is cold...today is windy too!!!

Too much work to do, to many things to consider and study at the same time...my brain is full and I am waiting for the big explosion!  It will soon explode as I am thinking that when a person has too many things to do and think at the same time, misses something from his/her responsibilities.  Imagine if this person wants to be perfect in everything!  Well, this person is me  I try to do my best in everything but unfortunately, I am missing important points while I am trying to do this.  Maybe, I have to change...

Change my character?  Change my attitude towards different tasks I have to submit? Change my life maybe and its rhythm?  I feel so stressed and tighten up, like I am in a big sea of information, jobs and responsibilities that I am drowning  I do not want to be a perfect person, but I want to do the best for me and take the most out of me in everything that I do so that I can achieve more each time!

Is this normal though? Or am I too demanding? I have no idea at this time...too tired even to think...

What is a wiki?

Wiki is a website that allows the easy creation and editing of any number of interlinked web pages via a web browser using a simplified markup language or a WYSIWYG text editor (Wikipedia, 2010a).

1. An analysis of the social values wiki users adopt

Wiki users adopt the constructivist learning which is learning through activity, creation of knowledge and sharing of knowledge.  Additionally, the openess of wikis, leads the users to trust what peers are saying and obviously through sharing of their knowledge they have a trend to correct peer's mistakes.  The users are now working in an online community in a sense of a group and participate in online discussions in order to improve the existing entries or add new ones. All the users are working together with a strong sense of common purpose in student learning (Ferris and Wilder, 2006).

Furthermore, users collaborate with each other in order to edit, write and then save a story etc, insert links and finally issues of ownership and authorship can be raised.  There is also the need for the users to ask themselves how the information is organised and think about all the progressive changes of new technologies (Ferris and Wilder, 2006).  The Educause Learning Initiative-advancing learning through IT innovation (2005) suggests that users are using wikis in a democratic way and also wikis promote pride of authorship and ownership in a group activity.  There is a real-time interactivity and this helps users to collaborate at the same time, on the same moment to fix the postings, editings, writings and finally decide on the most appropriate content to be published. As users are socialising through wikis as they are sharing ideas, then the innovation capacity increases from wiki infrastructure (Gordon, 2006).

2. A discussion regarding the relationship between these social values and the features of the wiki technology itself

As wikis are collaborative Web-based sites with "open editing", the users are able to read, edit or change the text by simply having a Web-browser in order to re-write, re-construct, re-organise not only the structure, but also the content of the site.  The technology of the wikis is completely associated with the social values and both are effectively interrelated (Ferris and Wilder, 2006).  As Weller (2006) suggests in his article, technology limits the effectiveness of the social values of users who in return have to be willing to engage not only with the content but with the technology too.  Someone might say that people are feeling insecure and scared to use the technology and publish different postings in public manner in the Web.  However, I do not agree with these opinions as users already know how to use the technology and wiki technology is an easy one with easy functions and anyone can use it.  They do not need tremendous training or something but just a Web browser in order to be able as I have mentioned above to read, edit/add text and then save it and it would be a web page at the end.  The technology of the wikis is simple and user-friendly that is why users sometimes do not trust the resources or they do not feel that for example Wikipedia as a reliable resource for students to use.  Additionally, as wiki is an open source, then it is easier for anyone to publish inaccurate or unfaithful information and this leads to misleading information.  But, users have to have the ability to distinguish between the correct information and the misleading one as they are making their own judgements regarding the accuracy of the information (Ferris and Wilder, 2006).  Moreover, the Educause Learning Initiative-advancing learning through IT innovation (2005) comments that there is the fear for inappropriate content and language, spam and these are some features that in order to be monitored have to have time and personnel intensive.  By representing the collective prospective of the group that uses the wiki then the wiki has a collaborative bias.

In conclusion, wikis are an excellent starting place from which to create social networks and seeding future opportunities for learning and growth (Gordon, 2006).             .

(684 words)

References:

Ferris, S. P. and Wilder, H. (2006) Uses and Potentials of Wikis in the Classroom [online], http://www.innovateonline.info/pdf/vol2_issue5/Uses_and_Potentials_of_Wikis_in_the_Classroom.pdf(accessed 09 April 2010).

Gordon, C. (2006) Wikis-a disruptive innovation [online],http://www.kmworld.com/Articles/ReadArticle.aspx?ArticleID=15802 (accessed 09 April 2010).

The Educause Learning Initiative-advancing learning through IT innovation (2005) 7 things you should know about...wikis [online], http://net.educause.edu/ir/library/pdf/ELI7004.pdf (accessed 09 April 2010).

Weller, M. (2006) 'The distance from isolation: why communities are the logical conclusion in e-learning' (accessed 09 April 2010).

Wikipedia (2010a) Wikipedia definition for Wiki [online], http://en.wikipedia.org/wiki/Wiki#cite_note-3 (accessed 09 April 2010).