cse 624 syllabus sum 12 final

7/31/2019 CSE 624 Syllabus Sum 12 Final

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1Zobel/CSE624/Summer2012

University Mission: Western Oregon University is a comprehensive university that createspersonalized learning opportunities, supports the advancement of knowledge for the public goodand maximizes individual and professional development. Our environment is open to theexchange of ideas, where discovery, creativity and critical thinking flourish, and studentssucceed.

Western Oregon University

Division of Teacher Education

CSE 624: Internet for Educators

Summer Term 2012

Online

This syllabus is subject to adjustment and changes at any time.

Instructor: Dr. Gregory Zobel Phone: 503-838-8728Office: ED 238 Email: [email protected]

Office Hours: Wed 10-4 &by arrangement.*

*I make every effort to be available to students. You are welcome to drop by my office if you have questions or need

to talk to me. I am also happy to schedule appointments, in-person, via Skype, Google+, or Gmail Chat at mutually

convenient times for you and me to meet. Communication between students and faculty is important. Please keep me

informed if for some reason you are experiencing difficulties with the class and I will do my best to work with you to

overcome them.

TeachingPhilosophy:

Learning is one of the most exciting processes and experiences on the planet. My role isto purposefully and meaningfully guide you through a dizzying array of information,

media, resources, tools, experiences, and opinions to abet your developing the skills,insights, theories, and perspectives you need to optimally employ technology to support

your educational mission and goals. I also hope to help sustain and grow your passion forlearning, teaching, writing, and research.

CourseDescription:ED 624: Internet for Educators (3)

Course will relate to a number of topics/issues germane to the use of Internet

technologies in schools/classrooms/media centers. Students will become knowledgeableabout the practical, theoretical and philosophical implications of using the Internet in

education.

CourseSite:http://cse624.drgbz.com/Everything important and related to the course, except for grades, will take place at thecourse web site. Make sure you visit the site and review the contents. Contents will not

be completed until June 24, 2012. If you have questions about the site, please wait

until Monday, June 25th

.


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2 Zobel/CSE624/Spring2012

TableofContents

TeachingPhilosophy:......................................................................................................................1

CourseDescription:.................................................................................................................1

AbouttheCourse......................................................................................................................2

HowThisCourseisTaught............................................................................................................2RequiredTexts...................................................................................................................................3CourseLearningGoalsandObjectives.......................................................................................3CourseOutcomesandCourseDeliverables.............................................................................4AbouttheDeliverables...................................................................................................................5

CourseManagement................................................................................................................5TechnologyProblems......................................................................................................................6LateWork,FamilyEmergencies,Illness,andOtherProblems..........................................6SampleWork&Assignments........................................................................................................6

AssessmentMethods...............................................................................................................6Grading.................................................................................................................................................6

OnlineDiscussions...........................................................................................................................7GuidelinesforaSuccessfulOnlineCourse...............................................................................7WhatYouCanExpectofMeasYourInstructor......................................................................8PlagiarismPolicy..............................................................................................................................8WOUStudentSupportServicesAvailable.................................................................................9

ClassCalendar...........................................................................................................................9

Assignments............................................................................................................................10Writing...............................................................................................................................................10Assignments:...................................................................................................................................10

Weeks1&2.............................................................................................................................11

AssignmentDescriptions....................................................................................................11Week1:..............................................................................................................................................11Week2:..............................................................................................................................................12Weeks3-5:SelectThreeDifferentThemes...........................................................................13+LearningResource......................................................................................................................14^JournalReviews:..........................................................................................................................14Week6:TheFinalMaterials.......................................................................................................15

TheTechnology:GettingSetUp.......................................................................................16

Privacy......................................................................................................................................16

AbouttheCourse

HowThisCourseisTaught

This is an online course with no meetings at WOU. The course may include a variety ofreadings, videos, podcasts, online demonstrations, activities, assignments, and/or online

discussions. Although there is some flexibility because it is an online course, students are


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expected to keep up with the readings and respond to discussion questions in a timelymanner. Otherwise the online discussions are not effective. Please pay attention to posted

deadlines.

This course will be taught as a series of different readings introduced each week. New

topics will be posted by 8:00 am each Tuesday. All initial discussion responses are dueno later than Saturday evening by midnight. Responses to posts by other students are dueby midnight on Monday. All other assignments are due by Monday night at midnight.

You will be expected to log in to check discussions and other announcements severaltimes each week.

RequiredTexts

There are no required texts for this course.

CourseLearningGoalsandObjectives

LearningGoals LearningObjectivesUnderstand existing internet

and technology related

standards.

The student will be able to (TSWBAT)understand, recognize, and apply NETS-S

standards to resources, activities, and articlesduring course work;

TSWBAT understand, recognize, and applyNETS-T standards to resources, activities, andarticles during course work;

TSWBAT compare and contrast NETS-S andNETS-T standards;

Participate as a public

intellectual in theblogosphere.

TSWBAT create, maintain, and generate content

for a WordPress blog or site;

TSWBAT constructively comment on andrespond to colleagues blogs;

Understand and discuss how

the internet has impacted

key aspects of education and

daily life.

TSWBAT intelligently discuss how the internetimpacts communication;

TSWBAT intelligently discuss how the internetimpacts collaboration;

TSWBAT intelligently discuss privacy and

security concerns related to the internet; TSWBAT intelligently discuss copyright and

Creative Commons concerns related to the

internet;

TSWBAT intelligently discuss DigitalCitizenship and the internet;

TSWBAT intelligently discuss the internetsimpact on accessing primary source materials;


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Demonstrate an

understanding of technology

trends.

TSWBAT intelligently discuss howvirtualization is and will continue to impact

education;

Develop a realistic

awareness of personal

technological abilities.

TSWBAT write an evaluation of their owntechnological skill sets and learning gaps;

TSWBAT will identify what learning outcomesthey met or did not meet in this course

TSWBAT productively evaluate this course tomake sure it meets the stated Learning Goals andLearning Objectives.

CourseOutcomesandCourseDeliverablesOnce you have completed this course, you will have:

Generated a public facing blog which you can use for professional and/or personal goals;

Participated in multiple ongoing threads and conversations; Understood the mechanics of maintaining a blog and working with multiple users on a

blog;

Understood the elements of contributing in an online blogging community;

Authored, organized, and revised multiple posts on a theme;

Read, responded to, and evaluated six scholarly articles;

Identified, evaluated, and shared over 20 online resources and tools;

Developed a personal understanding of three themes related to specific learner

populations and learning media and connected them to your working environment.

Additionally, you will have completed the following deliverables that comprise your grade:

TheDeliverables

Deliverables in this course fall in to three categories. First, there are writing responses to readings

and videos you watched. The goal is to think about and integrate some of the ideas you are

exposed to in to your own experience and consider how this information may impact your

teaching, reading, writing, personal, and professional lives. The second category is resource

sharing. While it is easy to discuss and think about the theory or potentials of collaboration or

public domain video, it is more useful to go out and find resources that you or others can use in

your classroom(s), work environments, or professional development. A major goal of this course

is not to just help increase your awareness of, but your familiarity with internet resources. The

third category of deliverable is the Journal Review. This is a more formal document. While we

are not doing full blown academic literature reviews or analyses in this class, we are working

with academic articles/literature and linking them to our own work. It is important to becomefamiliar with the processes vital to locating material, evaluating it, responding to it, and then

integrating the core concepts in, to, or with your work. During this class, you will author six

journal reviews that have specific requirements. Please pay attention to those requirements.


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CourseGradeCourse Overview & Introduction

-NETS response: 5%

-Week 2, 3 writing responses: 10%

-Sources: 5%

20%

3 Themes (Weeks 3-5; 20% per week)

Each week:

Journal Review/ Theoretical/Practical: 5%

Journal Review/ Practical: 5%

Web Resources: 10%

60%

Closing Documentation

-Futures of Education: 5%

-Self-Evaluation: 15%

20%

For more specific information about each of the deliverables, please refer to the Assignment

section below.

AbouttheDeliverablesWhy is there so much emphasis on writing?Writing is an essential tool for communicating. While multimedia have continued to

grow in importance, virtually all policy, hiring, and funding decisions are made viaalphabetic text on paper products: hard copies of writing. Writing is an important and

integral tool for communicating in your future role as technological evangelist, tech-usingteacher, instructional designer, or independent author, consultant, and media creator.

The MS:EdIT program also requires some significant writing performances in order to

complete the program. You will eitherwrite a thesis, write a final project, create anonline portfolio that features yourwriting, orwrite comprehensive exams. No matter

how you look at it, you will do a lot ofwriting.

CourseManagement

ClassAssignmentsandExpectations;NoLateWorkAcceptedComplete assigned readings and explore relevant resources weekly and be prepared toactively write, post, and respond to issues raised in these readings. Simply cranking out a

single draft or posting thoughts off of the top of your head is notbest practice, nor will itearn you the grade that you are capable of earning. Brainstorm, draft, revise, pause,

revise, and THEN post. The blog posts and comments in this class are not meant to be

final drafts, but they are not meant to be first drafts either. All of your posted, publicwriting should be thoughtful and decently organized content that addresses the promptand/or readings and shows respect for the reader and author.

All assignments are due on the date listed. NO EXCEPTIONS. Late work is NOT

accepted. Why? If you show up late for an interview a day late, if you submit yourcontracted publication a week late, or if you go to see the World Cup a month late you


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will face the same result: people will be confused, upset, or unwilling to work with you.Deadlines exist for a reason.

TechnologyProblems

Technology is NOT an excuse to not meet your deadlines. You should always havebackup, cloud based or thumb drive or what have you. Invariably, other people aroundyou will or should have computers. As an educational technologist in training, it is your

responsibility and duty to determine multiple workarounds and solutions in case things gobad or get weird. Why? Technology always does weird stuff at some of the worst times.

For example, I wrote part of this syllabus on a borrowed computer. Im storing files inGmail and DropBox and several hard drives. I know that if the university network goes

down (which it did last Sunday) that I can go to Koyotes off campus to get WiFi. Backup plans, data storage, and working devices are all important.

If you literally live in the Alaskan Bush, like some of our students do, or if there is only

one hard line for data in/out of your area, let me know at the start of the term. Alertingme to potential problems ahead of time makes it much easier on all of us if an event

occurs.

LateWork,FamilyEmergencies,Illness,andOtherProblems

If you think there is going to be a problem meeting a due date or deadline, please contactme immediately. Keeping me in the dark does not help either one of us. Letting me

knowbriefly, efficiently, and without too many personal detailsthat your life has afew bumps will go a long way in relieving stress for all of us.

If you have a family emergency, simply email me that with estimated date(s) and time(s)

this will impact you and when you think life will become normal again. I do not need nor

want doctors notes, detailed descriptions, nor epic sagas; your personal lives are yourownif there is a crisis significant enough to warrant telling me about it, all I need toknow is that things are bumpy. Your attention is best spent on the situation and handling

it the best that you can.

The key to minimizing stress and maximizing your performance during difficult

times is clear, effective communication.

SampleWork&Assignments

Examples of quality student blogs will be linked to on the course blog.

AssessmentMethods

GradingIt is possible to earn 1,000 points in this class.

Grades (%)

A 930-1,000


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A- 900-920

B+ 880-890

B 830-870

B- 800-820

C+ 780-790

C 730-770C- 700-720

D 600-690

F below 600

OnlineDiscussions

Students are expected to do scheduled readings, respond to prompts by the posted date

and time, and then respond to other students and the instructor. Appropriate responsesmake a substantial contribution to the discussion. Do not simply reply, I like that, good

job. Rather, add new ideas of your own, cite views from readings, comment on why youfind a particular idea intriguing, or lead us to related articles.

GuidelinesforaSuccessfulOnlineCourseModified from Palloff, R. & Pratt, K. (2007). Building Online Learning Communities:

Effective Strategies for the Virtual Classroom. Jossey-Bass:San Francisco, CA.

1. This is not a self-paced course. It is designed on a weekly format and to besuccessful you will need to login to check the course several times each week.

2. Discussions require frequent checking and participation. Check often. Staycurrent and up-to-date. Replies posted late will not become a part of thediscussion and will likely be missed by other participants. Discussions cannot be

caught-up once others have moved on. Monitor discussions for responses toyour own posts and be prepared to post follow-up messages.

3. If possible, complete readings near the beginning of the week so that you havetime to think about them and draw from them as you complete assignments and/ordiscussions for the week.

4. Have contingency plans for computer problems. Become familiar with theInternet services at your public library. Seek out friends or family members whowill let you use their Internet services in the case yours crashes. Do not expect to

be able to catch up after missing two or more weeks of class.

5. Online learning happens in real time. As with on-campus classes, you will need tojuggle your commitments even when personal or work activities encroach on your

study time. Your success depends upon your ability to master course content atthe same time you deal with other life challenges. If an unforeseen event occurs

and work cannot be submitted on time, get yourself back on track as soon aspossible. Contact me immediately if you are having problems. I am understanding

and will work with you, but it is difficult to help when students fall far behind.


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6. Because this is an online class, your schedule can be quite flexible. This does not

mean, however, that there is less work than in a 3-credit face-to-face class.Graduate courses at WOU carry an expectation of 4 hours of homework for every

1 hour in class. This equates to 15 hours/week for a 3-credit course. While this

will vary from week to week and there will certainly be light weeks, please beprepared to schedule your time to manage weeks when there is a heavy workload.I will do my best to make this manageable, and I think you will find our readings

and assignments to be interesting and relevant.

WhatYouCanExpectofMeasYourInstructor

Modified from Palloff, R. & Pratt, K. (2007). Building Online Learning Communities:

Effective Strategies for the Virtual Classroom. Jossey-Bass:San Francisco, CA.

1. I understand the uncertainties of online communication. When you email me, Iwill respond within 48 hours (usually much faster). If you send me something, I

will respond with a Got it email. If you do not hear from me, check to makesure I received it. (Assignments submitted on Moodle should show you when they

have been posted successfully).

2. Open communication and instructor availability are critical to the success of anonline course. Email me any time you have questions. This is the fastest way to

reach me. If you need to talk by phone, my number is 503-838-8728. Please emailme to let me know you are trying to reach me by phone and I will arrange an

appointment to talk.

3. Please email me anytime you are confused or unclear on instructions. I willrespond quickly. If your question would be of interest to others in the class, I will

post my responses on our course announcements page.

4. Although I may be traveling for conferences a few times during the term, I willcontinue to check our class regularly. If for any reason I will be unable to connect,

I will post a message to let you know.

5. I will do my best to respond to assignments with feedback within a week. BecauseI have two other online classes, I may have conflicts that slow this down. Please

know that I will do my best to provide feedback as quickly as possible.

PlagiarismPolicy

Much of the work we do in this class involves using online electronic texts andimages as a resource. If you use material you have found online, you are expected to

acknowledge the source and, in the case of text, paraphrase as appropriate. If you useanother writers words, you must put those words in quotation marks (or use block

quote formatting) and formally cite where they came from. If you cut and paste text


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or any other material without crediting your source, you are plagiarizing. Plagiarismis unethical. If discovered, intentional plagiarists fail.

WOUStudentSupportServicesAvailable

Disability Accommodation: If you have a documented disability that my requireassistance, you will need to contact the Office of Disabilities Services (ODS) forcoordination in your academic accommodations. The ODS is located in theAcademic Programs and support Center (APSC) Suite 405. The phone/TTY is

(503) 838-8250

Writing Center (www.wou.edu/las/humanities/writingctr)

Learning Resource Center (www.wou.edu/provost/aalc/learning)

Counseling Center (http://www.wou.edu/student/health)

Department or College Resources

ClassCalendarWeeks run from Tuesdays (6/26) through the next Monday (7/2).

Please note: initial blog posts are always due by Midnight Saturday (6/30) while follow up

comments are always due by Midnight Monday (7/2). This means that your posts may be a little

bit behind what you are reading; i.e. when you post in Week 2 (Saturday 7/7), you may have only

completed the reading for Week 1 and part of the reading for Week 2.

Week WorkDue AssignmentsDueDates1

6/26 7/2

See Course Introduction & Overview

Worksheet

6/30 Response to NETS

standards6/30 Create WordPress

blog/site

27/3 7/9

See Course Introduction & OverviewWorksheet

7/7 Responses to content

3

7/10 7/16

See Course Theme Worksheet for Weeks 3-5 7/14 Journal Reviews & 5

Resources with links

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7/23

See Course Theme Worksheet for Weeks 3-5 7/21 Journal Reviews & 5Resources with links

5

7/24 7/30

See Course Theme Worksheet for Weeks 3-5 7/28 Journal Reviews & 5

Resources with links

68/1 8/6

See Course Conclusion Worksheet for Week6

8/3 Learning Evaluation &Futures of Learning

Response


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Remember:Digital Citizenship should be practiced regularly. Whether you do bursts offour hours at once or several times a week for 30 minutes, you need to participate and

contribute in a meaningful way each week.

AssignmentsWriting

Key to all the writing assignments is several simple principles. Simple does not meaneasy. Simple does not mean stupid. Simple does not mean you should dismiss it. (Hint: A

rapid way to improve your writing is to acquire and read Rudolf Fleschs The Art ofReadable Writing, Fleschs The Art of Plain Talk, or Kelsch & Kelschs Writing

Effectively: A Practical Guide.)1. Respect your reader.

a. Use accessible academic English and clear writing.b. Assume they are intelligent, inquisitive, and critical thinkers like you.

c. Be engaging, i.e. do not bore us.2. Support your claims.a. Respect your reader by showing roughly where the information came

from.

b. Respect your reader by summarizing the work for themdont make thereader work through the quotes that you should work through.

3. Have something to say. Make a point and connect the dots.a. All of this content is interesting, and it all addresses multiple issues in

which most of the public is concerned and invested. This is an easyconversation to join, and it is a conversation to which you can make a

valuable contribution. This means thinking and drafting before you

writebe very clear about what you want to say. Say it well when you sayit. Make a point, and then move on to your next point. Before you close,remember to connect all of the dots. Do not assume your reader will get

it just because it seems obvious to you. Instead, your post, your writing,your argument should make the point so obvious that the reader is led to it.

Assignments:

Below you will find three different assignment sheets. The first assignment

sheet/worksheet is for the first two weeks of class. The second assignmentsheet/worksheet focuses on the core of the classthe middle three weeks. The third

assignment sheet describes the two documents you will turn in at the end of the summerterm.


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Weeks1&2

completed Week 1 completed Week 2

Create a WordPress Site or Modify anexisting blog

Watch/read Copyrights & Creative Commons content

Watch/read Overview content Watch/read Privacy/ Security content

Watch/read Communication content Watch/read Digital Citizenship content

Watch/read Collaboration content Post response to Copyrights & Creative Commons

Read NETS standards for teachers AND

students

Post response to Privacy/ Security

Respond to NETS standards under

NETS

Post response to Digital Citizenship

Watch/read about Primary sourcesGather & share Primary Sources to use in your class

Notes:

Watch/read content: During weeks 1, 2, and 6 a variety of content will be linked or provided to you. It is important that you watch andread all the content before responding to the content.

AssignmentDescriptions

Week1:

1. Go to the course site. Look through the site. Then set up your own blog based on the blog layout template (see below). Send me a

link to your blog.


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3. Post NETS Response to your blog: Write 300-700 words where you provide an overview of the NETS standards within thecontext of all the material you have read/watched this week (Overview, Communication, and Collaboration). Be sure to contextualize

your discussion in the specifics of your working and/or teaching environments. Which NETS standards do you think are mostimportant? Which are the most challenging? How do the NETS-S differ from the NETS-T?

4. Go to Our Colleagues page and see other students blogs, read their material, and comment on their work.

Week2:1 Go to the course site. Go to the Week 2 tab. Watch the material. Read the material.

2 Write your responses. All responses to content should be 200-300 words long where you identify one or two key ideas that hookedyou from that specific material. If you like, you may post a 2-3 minute audio or video responses instead of a written response. That is,

what core concept or two in the communication content caught your attention? Why? How would you address that or work with it inyour course(s) or with your students?

Please note: each time a response is listed, i.e. one for Copyrights and one for Privacy, this means a different 200-300 word response

for each topic. Be sure to write all THREE responses.

3 Primary Sources: For the Primary Sources activities:

A) Locate 10 public domain resources that you can use in your classroom. Write one blog post where you:

give the name of each resource, write a sentence or two on how you would use it in/for your class or classroom materials, and provide a link to the resource.

B) Locate 10 Creative Commons resources that you can use in your classroom. Write one blog post where you:

give the name of each resource, write a sentence or two on how you would use it in/for your class or classroom materials, and provide a link to the resource.


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[ZOBELCSE619SYLLABUSSPRING2012] 13

ZobelCSE619SyllabusSpring2012 13

Weeks3-5:ThemeWorksheet

Select Three Different Themes.

Research Themes are blends of specific learner populations and specific learning mediums. In weeks 3, 4, and 5,

you will select a Theme by identifying a specific learner group and a specific learning medium. For example, Open

Source x Grades K-3 or Social Networking x Graduate studentsLearners-->

Learning Medium

Grades:

K-3

Grades:

K-5

Grades:

6-8

Grades:

9 - 12

Undergraduate

Students

Graduate

Students

Adult

Learners

Mobile Learning

Open Source

Video

Project Based

Learning

Content

Management

Systems

SocialNetworking

Flipped

Classroom

Hybrid Learning

Open

Education/Open

Learning


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14 ZobelCSE619SyllabusSpring2012

completed Week 3: due 7/14 completed Week 4: due 7/21 completed Week 5: due 7/28

Theme Learner Level:

Theme LearningMedium:


Theme Learning Medium:


Theme Learning Medium:

Evaluate & Post 5Learning Resources

with links.+

Evaluate & Post 5 LearningResources with links.+

Evaluate & Post 5 LearningResources with links.+

Review 1 relevant

practical journalarticle.^

Review 1 relevant practical

journal article.^

Review 1 relevant practical

journal article.^

Review 1 relevanttheoretical journal

article.^

Review 1 relevant theoreticaljournal article.^

Review 1 relevant theoreticaljournal article.^

Comment on two peersblogs/postings



This table is for you to use and track your progress through weeks three, four, and five.

All material should be posted to your blog and include the appropriate tags.

+LearningResource

Each Evaluation Should:o Link to the resource;o Be 100-200 words long;o Indicate which NETS standards are addressed;o Discuss how this resource is useful, interesting, and relevant to

you, your theme for the week, and your students.

^JournalReviews:Each week review one practice-centered, practical journal article and one

theoretical or philosophical journal article; these should come from peer

reviewed scholarly journals. The goal is to balance practice and theory in a

specific area that interest you rather than having you read general theory or

general practice. I want you to gain depth and breadth on specific kinds and

applications of educational technology that are directly relevant to your

experience and field.

Each Review Should:o Provide article title, author, journal, and publication date;o Indicate which NETS standards are addressed;o Be 300-500 words long and discuss how this resource is useful,

interesting, and relevant to you, your theme for the week, and your

students.


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[ZOBELCSE619SYLLABUSSPRING2012] 15

ZobelCSE619SyllabusSpring2012 15

Week6:TheFinalMaterials

1 Watch the videos and read the materials under the Week 6 tab.

2 Write a 400-700 word blog post where you react and respond to the material in the videos. How do you think thetechnologies will impact your classroom? How soon will you see those impacts? What kinds of changes could this have in

your professional life? Do you think such technology will be implemented where you work?

3 Complete the following table where you grade yourself. Email the grade and elements 4 and 5 to me.

4 Attach one 1-2 page formal business letter where you formally address why you graded yourself the way you did.

5 Attach a 300-500 page learning evaluation where you discuss two to four of the key concepts, tools, or practices that youlearned about and plan to implement in your teaching, training, education, or professional development. Be sure to indicate

HOW you plan to implement the material.

Course Sections Points Possible Score YourselfCourse Overview & Introduction

-NETS response: 5%

-Week 2, 3 writing responses: 10%

-Sources: 5%

200 -NETS response: /50 points

-Week 2: 3 writing responses: /100 points

-Sources: /50 points

3 Themes (Weeks 3-5; 20% per week)

Each week:Journal Review/ Theoretical/Practical: 5%

Journal Review/ Practical: 5%

Web Resources: 10%

600 Week 3: /200 points

(5% per each journal review [total of 10%] and 10% for web resources)Week 4: /200 points

(5% per each journal review [total of 10%] and 10% for web resources)

Week 5: /200 points

(5% per each journal review [total of 10%] and 10% for web resources)

Closing Documentation

-Futures of Education: 5%

-Self-Evaluation: 15%

200 Futures of Education: /50 points

Self-Evaluation/Learning Evaluation: /150 points


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16 ZobelCSE619SyllabusSpring2012

TheTechnology:GettingSetUpIn it is critical to your success that you become familiar with the course blog during the

first week of class. If you prepare, most things will likely go smoothly. If you do notprepare, if you assume, then you risk doom.

PrivacyAll of our activities online are tracked, searched, documented, recorded, and harvested. It

is important to understand that tracking occurs. As Educational Technologists, this is thereality we faceand we work in environments where numerous vested and anonymous

parties harvest data.

Since all of your blogs and digital citizenship activities must be posted to the course blogfor this class, I attempt to mitigate the impact of this tracking on our professional lives.

To protect your identities, you, students/users, are only referred to by your first names. Ifyou wish to use your last name, that is your choice. However, I will not enforce such a

policy.

If you have further concerns about your privacy or privacy related issues, please let meknow.

cse 624 syllabus sum 12 final

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