Archive | september 2012

Õpikeskkonnad ja õpivõrgustikud: õpihaldussüsteemid

Lugenud seekordse kodutöö esimest ülesannet (Vali üks õpihaldussüsteem (soovitavalt selline, millega sul on olnud kogemusi) ning analüüsi seda kui õpikeskkonda (vastavalt oma definitsioonile eelmisest nädalast) nii õppija kui õppejõu/õpetaja vaatenurgast), jäin paraku kohe jänni. Hoolimata õppematerjalidest ja aruteludest, on mul ikkagi terminid segamini. Jätka lugemist

ELNM Topic 4: Censors in Cyberspace

To Do

  • Pick a blocking software package from the list above. Install it to a PC and test it by browsing the web. Try some of the supposed ‘forbidden’ sites as well as some controversial issues (feminism, disabilities, minorities, various political movements and organisations). Blog your experiences.

As I remember we agreed in our chat that who didn’t do this task on time do not have to do this not at all beacause the most of suggested popular blocking software does not work very well. So I did not install any of this.

Below is a list of some most popular blocking software:

  • Bess (N2H2)
  • CyberSitter (Solid Oak Software)
  • CyberPatrol (SurfControl – the market leader in the US)
  • Net Nanny (Net Nanny Software)
  • NetRated (PC DataPower)
  • Smartfilter (Secure Computing Corporation)
  • Surfwatch (SurfControl)
  • I-Gear (Symantec)
  • Websense (Websense)
  • X-Stop (f8e6 Technologies)

ELNM Topic 3: The Networked World

To Do

  • Write a short opinion in your blog about the real applicability of nonmarket production and related strategies in your main field of activities (e.g. design, education etc)

Our world is networked and this is very good. All possible information is available to all and based on this we can create new information and other stuff. E.g in my main field of activities as Estonian language and literature teacher we can create more good and complete materials and learning resources. This does not apply only to teachers but to involvement students. Very good example is the competition “Kirjadusraal” (http://koolielu.ee/info/readnews/193599/osale-opilaskonkursil-%E2%80%9Ekirjandusraal-2013%E2%80%9C) Theme Entries school students: at least one writer to compare the two works, each bringing out the key themes and character problems, and to analyze more thoroughly the joys and sorrows of adolescence. Entries topics high school students: compare the relationship between human society and the author of two works on the basis of one book from each author. Past examples: http://www.reimuskaru.tk/, http://kirjandusraal2012.weebly.com/, http://luikhirv.weebly.com/index.html.

ELNM Topic 2: Towards the Information Society

To Do

  • Study Theobald’s question of ‘mind-quake’, find a real-life example and describe it.
  • Pick one of Handy’s paradoxes, find a good real-life illustrative case and describe it.
  • Pick one of Castells’ features of network society and write a short analysis.

Study Theobald’s question of ‘mind-quake’, find a real-life example and describe it.

Maybe I did not understand the task properly but I think the example could be the new technology like iPhone and iPad wich my son is teaching to me. I have to construct new skills, I can’t act like before.

Pick one of Handy’s paradoxes, find a good real-life illustrative case and describe it.

The paradox of time. The application of modern technology means less time is needed to make and do things. People should have more spare time. But time has become a competitive weapon and getting things done quickly is imperative. As a result, many of those who work have less time than ever before.

I have personally leaned that the application of modern technology causes less time than before. Maybe it is because every time I am looking for material to teach I found many interesting things and I want to read these, too. One thing or text or idea leads to another.

Pick one of Castells’ features of network society and write a short analysis.

I picked changes in work and employment.

In the information society we don’t have to work nine to five in a certain room anymore, and do not need to labor regulations. Since we are using computers and the Internet we can do the work at the appropriate time and the appropriate intensity, it is possible to do virtual testing, assumptions, all kinds of challenges to play through. Also, data can be collected and processed in various ways, do not have to go to any place, things can do far, things can be executed remotely.

A source of stress may become web problems, loss of data, work intensity and complexity, the lack of programs can lead to dissatisfaction.

Networking gets people to apply for part-time and telework, can participate in people with mobility disabilitys.

ELNM Topic 1: Ethics in Turbulent Times

To Do

Pick an ethical theory from above and write (to your blog) a short example both for and against its main points (preferrably in the context of new media / IT / information society).

I picked a divine command theory and took for example the Ten Commandments. Religious people follow the Bible and say what there is a recorded is true. They think that is the right to serve only one God, and sanctify Sunday. They are convinced that they must not blaspheming god, kill, steal, commit adultery.

On the one hand it is good and right, because doing so apparently there is no contradiction in the laws: eg if someone does not steal nobody‘s program, he did not break the copyright law.

On the other hand some commandments are preventing: eg if a person celebrates on Sunday and he will rest on Sunday, he can not finish some important work on time.

Õpikeskkonnad ja õpivõrgustikud: mis on õpikeskkond?

Mis on õpikeskkond?

Sõna “õpikeskkond” seostub minu jaoks kõigepealt sellega, mis on kirjas riiklikes õppekavades, ehkki seal on seda nimetatud õppekeskkonnaks: “Õppekeskkonnana mõistetakse õpilasi ümbritseva vaimse, sotsiaalse ja füüsilise keskkonna kooslust, milles õpilased arenevad ja õpivad.” (Põhikooli RÕK, § 6 lg 1; gümnaasiumi RÕK, § 7 lg 1)

Põhikooli omas on esimesse lõikesse lisatud veel: “Õppekeskkond toetab õpilase arenemist iseseisvaks ja aktiivseks õppijaks, kannab põhihariduse alusväärtusi ja oma kooli vaimsust ning säilitab ja arendab edasi paikkonna ja koolipere traditsioone.” (Põhikooli RÕK, § 6 lg 1). Gümnaasiumi õppekavas on see lause kujul “Õppekeskkond toetab õpilase arenemist iseseisvaks ja aktiivseks õppijaks, kannab õppekava alusväärtusi ja oma kooli vaimsust ning säilitab ja arendab edasi paikkonna ja koolipere traditsioone” kirjas § 7 lg 3. Jätka lugemist

Digitaalse meedia sisutootmine: 1. nädala ülesanne

Digitaalse meedia sisutootmise 1. nädala ülesanne:

1. Looge oma ajaveeb ja saatke selle link Ingrid Maadverele. – Tehtud.

2. Analüüsige ühte piltide töötlemise või jagamise keskkonda https://tricider.com/en/admin/TpgZ/19oLXN. Lisage plusse ja miinuseid Tricideri. Ühte keskkonda võib kommenteerida ainult üks inimene. – Tehtud.

Analüüsisin http://www.picsearch.com/, mis on ainult piltide otsimiseks, mitte töötlemiseks.

3. Looge üks helifail veebis vabalt valitud keskkonnas. Helifailis kirjeldage, kuidas saaksite oma elus või töös helifaile kasutada. Vistutage helifail oma ajaveebi. Kommenteerige vähemalt kahe kaasõppuri ajaveebides olevaid helifaile. – Tehtud.

Kuidas oma elus või töös helifaile kasutada

Tähtaeg 21. september.