چگونه در هنگام طراحی یک فعالیت خطرات مرتبط با فناوری را کم کنیم؟

 
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Assam has given us a good question today
about how do you address the risks associated with using online technology
when you're starting to plan and design a course? Now for
risks association with open technology, I guess that is open to interpretation. I've got a few ideas but. >> Well, I think the questions is really
about open access technologies and absolutely, it's one of the risks. Because it's not just the risk
associated with technology but often the lack of support
associated with the technology. You don't necessarily have institutional
support and that sort of thing, especially for your students. So I guess the first thing you would do,
or I would do if I was going to use an open technology, whatever that may be,
is actually use it myself. >> Mm-hm. >> First. Make sure I understand it. Make sure I actually know what its
limitations are or what technical issues I actually might run into, whether
it might be installing it or accessing it. Does it go down at certain times, are there particular buttons on it that
just don't work, are there error messages? That sort of thing. So almost using it as the way I would
expect my students to use it, first. Do a trial run with myself in using
the exact sort of activity I expect my students to do to make
sure I understand it. Because if there isn't any other
technical support for students, they're going to come to me. >> To you.
>> Essentially, yeah. >> Yeah.
>> So I need to be prepared for the types of questions they would ask. I might even do up a little Q and
A kind of technical troubleshooting issues that I might have
run into and they might have run into. I mean it's tough, some open
technologies have good forums and technical support online,
>> They do. >> But not all of them. >> No, and that's what I was about to say. Often you don't have to take
that burden on yourself, to be able to completely
troubleshoot every aspect. But just we aware where you go and
look for it. So you might, as you said, if someone
is in trouble, one of your students, you could actually know where to go and
look for that solution. And there are plenty of forums out there,
there are plenty of video support, YouTube, all that kind of thing out there. Another danger though
might be about the issues of privacy and-
>> Yep. >> And
what it’s exposing your students to. So, for example, asking your students
to publish their projects on YouTube. >> Sure.
>> If they don’t understand how to limit who can see that, then obviously,
that's open to the world. And you need to understand. Are your students under age? Are they actually mentioning
things they shouldn't mention? Have they got permission to show
certain things on there that might breach copyright? There are a lot of different dangers
like that that you might not think of necessarily. So I think that' an important
angle to cover as well. >> Well, that's also an important
part of helping your students develop >> Their own digital literacy and to protect their own
digital tattoo as well. So if you want them-
>> Digital tattoo? >> Yes, [LAUGH] digital tattoo. >> I have not heard that one. I've heard of digital footprint. >> Oh,no.
>> Digital tattoos, okay. Yeah, we moved to tattoos because they stay with you forever. And your online presence, what you put
online can stay with you forever as well which is why you want to be careful
with what you actually post online. So it doesn't come back
to bite you later on. And the same of your students when they
want to go seek employment for example. >> And actually, sorry,
on that topic, digressing a bit. I was actually listening to a radio
program the other day, where they were talking to a lot of employees and
they look, they actually look now. And their saying they won't hire people
if they find things on social media etc., that put them in a bad light. So very important route
the digital literacy and digital. >> Tattoo. >> Tattoo.
>> There's actually a very good website about the digital tattoo as well and we'll provide the link to
that as well which is great. I think it's from The University
of British Columbia. >> I look forward to seeing that one. So I think those are the sorts
of things the support, knowing the functions yourself. Knowing where the content is
going to end up and for how long. And one of the other things might be-
>> And mitigating those risks as well. You know ask your students to
use a pseudo name for example, if they don't want to
use their own real name. >> Also, how long will that
piece of technology be there. Because many institutions have
requirements that student data is kept for a period of years. And if it's in some other platform
that might not be backed up or secure, you could get into trouble that way too. >> Yeah. >> So those were a few things but I
believe that we also talked about some of these risks in the module talking about-
>> Module two, Open and Close? >> Exactly. >> Yeah.
>> So if you haven't looked already, that's a really good place to go and look
and the activities have some really good scenarios that you can test
your understanding of that.

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  فصل قبلی
چگونه حضور معلم را در یک محیط آنلاین حفظ می کنید؟
خطرات آموزش آنلاین
به نظر شما عمده چالش های فعلی آموزش آنلاین چیست؟
برای جذب، ایجاد انگیزه و حفظ معلمان چه کار می کنیم؟
معلمان با شروع تدریس دوره های آنلاین چه مقاومتی دارند؟
?Who can help if you are a trailblazer
چگونه با فناوری فعلی وب هم‌گام شویم؟
چگونه ابزارهایی را که بین فناوری open و lms قرارمی‌گیرند طبقه‌بندی می‌کنید؟
?How do you stop being overwhelmed or paralysed by all the options
چگونه در هنگام طراحی یک فعالیت خطرات مرتبط با فناوری را کم کنیم؟
بهبود کیفیت تولید فیلم
?What about the 'not invented here' syndrome
?What tools were used to make this MOOC
?Which platform better allows the use of a MOOC with interactive activities
نگرش‌های مختلف نسبت به یادگیری آنلاین و ترکیبی
مدیریت حق نشر برای دوره‌های آنلاین
برای برنامه‌ریزی یک دوره 10 ماهه آنلاین چقدر زمان لازم است؟
آیا یادگیری ترکیبی همیشه خوب است؟
آیا تفاوتی بین نتایج یادگیری و اهداف یادگیری وجود دارد؟
برای ایجاد کل دوره از ابتدا چه توصیه ای دارید؟
?What moderation techniques are used in the MOOC
?What is a rubric
فکرمی‌کنید چه‌چیزی باید از دوره حذف شود؟
ساختار پیشنهادی شما برای راه‌اندازی دوره‌های آنلاین چیست؟
گزینه‌های جایگزین ضبط فیلم
BYOD Apps and Tools
چگونه کیفیت دوره‌های آنلاین را تضمین می‌کنید؟
ملاحظات نوشتن برای فیلم‌های آموزشی
روش‌های مختلف استفاده از فیلم در دوره‌های آنلاین چیست و کدام‌یک موثرترین هستند؟
مدت زمان ایده‌آل برای پادکست چقدر است؟
آموزش مبتنی بر سناریو چیست؟
آیا ارزیابی ویدیوها نسبت به کار نوشتاری باید دقیق‌تر باشد؟
اطمینان از اصالت با ارزیابی آنلاین
چگونه از صدا برای بازخورد معنی‌دار یا ارزیابی از یادگیری استفاده می‌کنید؟
ساختن یک مقاله، ارزیابی موثر برای فعالیت‌های آنلاین
Peer Review- چه موقع از آن استفاده کنیم و چرا در دوره استفاده می‌شود؟
استراتژی‌های موثر درصورت خرابی فناوری هنگام ارزیابی چیست؟
چه چارچوبی برای تفکر در مورد تمرینات خودارزیابی و ارزیابی هم‌سالان مفید است؟
Boundaries when supporting online discussions
پروژه‌‌های گروهی در محیط یادگیری آنلاین
از چه فناوری برای کنفرانس‌های ویدئویی با دانشجویان استفاده می‌کنید؟
ایجاد ارتباط با دانشجویان
آیا مباحث رفتار دانش‌آموزان را هدایت می‌کند؟
چگونه می‌توانم بهترین استفاده از دانش‌آموزان را در استفاده مناسب از رسانه های اجتماعی داشته باشم؟
چگونه می‌توانید یادگیری را برای زبان‌آموزان با سطح استقلال پایین توسعه دهید؟
چگونه زبان‌آموزان بی‌میل را تشویق می‌کنید؟
ایجاد جامعه در یک دوره آنلاین
بررسی سطح سواد دیجیتال
تدریس خصوصی 1-1 آنلاین
چه نکاتی را به معلمان خصوصی آنلاین یادآور می‌شوید؟
آیا می‌توانید تجزیه و تحلیل دوره آنلاین را توصیه کنید؟
ارزیابی کیفیت با استفاده از استانداردهای ملی یا بین المللی
چگونه از داده‌های یادگیری و آموزش برای انتشار علمی استفاده می‌کنید؟
آیا بعد از راه‌اندازی می‌توان دوره را تغییر داد؟