Hello Everyone,
I shared an article about Ann Cavoukian’s viewpoint on data privacy and analytics. I found another interesting one that states that “greater digital privacy laws will stifle business competition”. I found this interesting cause in the age of technology when our privacy and ethical concerns surrounding our data is so important, many advocate for reduced restrictions on these laws. The article addresses Bill s-4 in relation to our Canadian rights and privacies. The Bill has not been passed by the Harper government as yet. Bill S-4 is aimed at overhauling the rules for online privacy, giving new power to the Privacy Commissioner and introducing new penalties for privacy breaches. A huge part of the Bill already has extensive support. It is part of a few new bills before Parliament with implications over how Canadians’ private online information can be handled and shared. According to Josh Wingrove from the Globe and Mail, critics believe that the bill will extend to unwarranted data sharing by online companies without the consumers consent.

http://www.canadianbusiness.com/technology-news/data-privacy-regulation-stifling-competition-macdonald-laurier/
Solveig Singleton, Report Author for the MacDonald-Laurier Institute, believes that Canada is getting too private with digital privacy laws. She argues that stronger digital privacy laws don’t help consumers but stifle businesses from being competitive and increase their business costs.

You can listen to her interview with Radio Host on CKNW News Talk Radio 980 here

https://soundcloud.com/cknwnewstalk980/cknw-morning-news-june-12-knowing-your-privacy?in=cknwnewstalk980/sets/philip-till-audio

Here are the suggestions made by MacDonald-Laurier Institute upon new digital privacy laws as well.

http://www.macdonaldlaurier.ca/mli-report-less-regulation-the-best-approach-to-digital-privacy/
Love to generate a discussion here. How would you feel about Bill s-4 being passed, possibly leading to unwarranted data sharing? Your children’s or students information online?

Leah

Hi Everyone,
Along the same lines as Group 10’s work on Analytics, I came across an interesting article I thought I’d share from Canadian Business. It relates to data privacy and analytics as this was brought up as one of the numerous challenges broached when using any form of analytics. From the discussion within Group 10s OER, for many of us the misuse of analytics was predominant but there were a few of us who were also concerned about privacy and ethical concerns.
I found this article interesting in that the Ontario Commissioner on Privacy, Ann Cavoukian, stated her belief that “privacy controls and innovation can coexist. “Privacy has enormous value at both the societal level and at the individual level. It forms the basis of our freedoms and allows creativity and innovation to thrive,”. She stressed the importance of not just amassing data but having “good data” which is quite important when analyzing any form of analytics.

She also states that privacy issues should be a” business issue and not a compliance issue” to help foster innovation. I wonder how this would be addressed if this becomes the case in the future, then consumer’s data privacy may then become too lax. I will post a differing viewpoint that I found above as there was another article pinpointing this exact point.

She outlines in her paper, seven foundational laws of privacy that businesses should then follow to help foster innovation. The second link is to her paper, the first is the article in Canadian Business.

 http://www.canadianbusiness.com/technology-news/ann-cavoukian-privacy-leads-to-innovation/

http://www.privacybydesign.ca/content/uploads/2009/08/7foundationalprinciples.pdf
Cheers, Leah

Week 10 you did a wonderful job explaining analytics in education in a simple and concise manner. Not an easy task! I really liked the way the your site seemed to intuitively answer the questions I had about the topic as I went through the OER. The delivery was so thought provoking it left me reflecting on the subject of data and epistemological variance.

I can’t help but walk away with some concerns about the future of this area. I think that the primary concern is in the contradiction and interpretation of the data. I understand that analytics really is providing basis for a statistical mean understanding of what is happening with regards to making decisions about the next direction to take. Relying so heavily on statistical approaches and analytics systems could create an educational landscape where we have a new ideology of how to define the ‘perfect student’. That is to perpetuate one type of educational belief and or opinion(s) onto society as whole and potentially create an A standard that is one dimensional because of wealth of data driven educational ideologies. This isn’t to say that learning analytics shouldn’t be used, but there should by multiple views and perspectives that are chosen to drive data forward. The problem inside the technology space is that data in various fields is often controlled by one or two major players. If this happens to education, we could face fundamental problems with data analytic theory and epistemological views on education.

Hi Group 10 – Great overall presentation with Learning Analytics, the navigation and layout of the website were excellent, and managed to find all the required resources as necessary. The question that really interested me, and attempted to use your resources to answer included understanding technological learning and IT integration in teacher education. Recently the Ontario Government mandated 2 year teacher college programs and the big thing was that they were focusing on providing “tech” learning during the second year. I am so curious as to understand what this tech learning is about, and if teachers will actually benefit from this second year. Understandably, there are other reasons for extending the program, but IT and teaching technology correctly with adequate training programs needs to be measured somehow. For instance, will the teachers be measured on their use of internet, and research, or perhaps they should be measured on how often they create, implement, and deliver a web-based solution, such as website creation, online resource formation, wiki entries, and other important tasks. Will teachers be able to provide the right knowledge to students, or will they simply sit them in front of computers and say, “Now Kids, off you go!?”. In respects to this, some of your products, such as the Panorama Advanced Analytics tool is perfect for this measurement, and educators need to adapt this technology for this kind of measurement. There are some issues with Performance-based analytics, including understanding the true measurement of student achievement, and if indicators suggest that students are performing well, does that relate to a naturally talented group who understands technology or does that relate to how well the teacher can teach and train the students on using the software. There are many considerations to take into account; however analysis of learning is only the beginning. I think that this tool would help weed out the bad teachers from the good, and those who are just there for being there. The tools are important for teachers delivering online courses, and understanding how often students log-in and contribute, but it doesn’t measure, quality of content, and perhaps what the students do when they log in! Haven’t you noticed that some Facebook users are always logged-in but they never actually participate in conversation! Another potential problem!

Hi Week 10,

Great job all round! I did not know a lot about analytics or their importance up til now, but I have a greater understanding after going through the information on your site. I did like the idea of a checklist to make sure we had seen all the activities. Most of them were fairly straightforward and easy to complete.

I loved how the flow of the website made things easy and direct. I gained a lot of knowledge and I enjoyed the activities. Analytics is everything these days. I hope I can apply it properly in my LMS in order to benefit learning. I guess we could have a part explaining xAPI the standard to collect learning experience through different LRS databases

Week 10 – great job on learning analytics, I felt like this was perfect timing for me, as I have been wanting to learn more about what the capabilities of analytics are, and what as an educator you can look for through these tools.

I really appreciated the organization of your website, the ease of navigation and checklist. I also realized afterwards that the use a consistent tool for participation was key (ie. activities through comments) because there was no confusion, everyone could participate without major barriers and I knew what to expect.

Your content and activities were great, I felt like I learned something new, and was able to actively incorporate the information into my own circumstances. Great job!

Hi Week 10,

Great job!  Thank you for helping me learn about learning analytics, and surprisingly it was applicable at my job this week as I learned about an analytics company that we and many school districts use to monitor employees on call for all areas of a school board.  This lets school boards know if they need to hire more employees and in what areas.  I thought it was so interesting and timely.  I thought your OER was very professional looking and one of the most striking things to me was how organized it was.  I thought that you made a good use of the physical space of your webpage with proper headings, bullet points, videos and icons.  I really found it easy to navigate.  I also feel that it was concise with not too much information per page.  It was separated into manageable chunks and I appreciated this.  The discussion activities were great too – it is always nice to have choice and I made use of the checklist because I had (somehow) missed an activity when I first went through the class.  Unfortunately (but fortunately) I really don’t have any suggestions!

Thanks for a great week,

Danielle

http://www.edweb.net/gaming

I subscribe to the mailing list with Edweb and almost every day they send out free webinars for teachers. I have done a few webinars and they range in content but they have all been interesting. Edweb is also a community for teachers so if you are interested in building or creating your personal learning network (PLN), Edweb is a good place to start. The website is american and follows the Common Core but it is very good and easy to use.

Mathcraft is a webinar that is taking place July 17th, you can sign up on the link and it is free. The teacher who is presenting has been using Minecraft in his classroom and has seen math proficiency go from 18% to 83%.

The digital content market surged 30 percent between 2012 and 2013, with apps driving much of the growth, according to a report from IHS and App Annie. The joint research study also looked across digital games, music and movies.

• Overall consumer spending on mobile apps jumped 2.3x year-over-year.
• Consumer spending on gaming apps grew 2.9x from 2012 to 2013 and game apps are driving overall digital games growth.
• Large gains in game app spend emerged in Japan and South Korea, with 4.4x and 5.8x growth year-over-year, respectively. Apps are now the leading content category in Japan and could overtake digital games, excluding apps in South Korea, in the coming years, the report said.
• Music apps also saw significant growth, with consumer spend rising 77 percent from 2012 to 2013.

Mobile gaming spend more than doubled over 2013, with growth particularly strong in Asia, according to the IHS and App Annie study.

“Apps deliver, but do not charge for, content. Movie subscription and transactional services favor a direct billing relationship with consumers, and one that is outside the 30 percent share of spend taken by app store owners,” the report says. “With Apple and Google offering their own movie services, an app that wishes to use in-app purchases to charge for content would be at a significant price disadvantage in order to maintain a healthy margin.”

Though monetization is always a challenge for developers, the report shows that apps may stand a greater chance of finding revenue if they are less focused on replicating content services like Netflix or Spotify and offering complementary content instead. For example, the report notes the growing popularity of games that tie in to blockbuster movies, or discovery services, which have proven particularly successful in the digital music space. In many respects, the report said, the role of apps is not merely delivering content like music or movies but helping to build the audience for it.

Read more and download the report here.

This report is another proof of importance of supporting code education for the future digital content market growth.

Regards,

Milorad

The app I’ve chosen to review is Tell a Story by Hedgehog Academy. It is an Apple app and is geared towards kids aged four to seven. The goal of the app is to teach students how to use picture clues to tell a story in order. There are three levels to the game and the hardest level was more difficult than I expected. Although the game is geared to young students, I believe my grade four students would enjoy the intermediate and difficult stages. Story writing is an important part of the elementary language arts curriculum and this app is a good example of viewing and retelling a story. The app would be even more useful in an educational setting if teachers could track the progress of students and because this isn’t possible, it would be best used in a small group setting where the teacher could monitor progress. In terms of motivation, there is a small animation to show that you have successfully completed a story, it is simple but effective. The app has a single purpose and is easy to navigate, with little help four and five year olds could easily play the game.

My goal in looking for apps was to find one that was extremely simple to use, free, and motivating. I believe that Tell a Story fit the criteria well. I also needed to find an app that could work on computers and did not need a tablet or smartphone. I don’t have either and neither does my school. This app also fit a lot of the criteria on the Week 6 – mGBL website. It integrated well in the curriculum, it was motivating, it was simple, easy to learn, soft skills were present for young students, and finally it was the perfect price!

Elementary school teachers, try this app, you’ll like it.

Middle School Math 7th Grade (free)
Grades 6-9
By Monkey In The Middle Apps LLC
Middle School Math 7^th Grade is a marginally entertaining game, but I doubt it would hold a 7^th graders attention for very long.  In this game, players guide a cute yet crudely drawn monkey (or other unlockable characters) down ladders by answering math questions.

The goal is make it to the bottom of the level while collecting bananas. In order to earn a banana and progress down the ladders, the player must answer math questions correctly.  Bananas can be used to unlock additional characters and backgrounds, so there is some incentive to keep going.  However, these “incentives” are cheesy static backgrounds of beaches, mountains, flowers etc.  The four free unlocked quizzes practice Negative numbers , Absolute Value, and Order of Operations.  Unlocking additional quizzes require an in-app purchase.

There are no game instructions, and one must figure out the game mechanics through trial and error.  However, it’s fairly easy to pick up and play.  Feedback is immediate, and there is perhaps some motivation to keep playing, as you feel somewhat compelled to post faster and faster times down the level without getting any questions wrong.  The levels get progressively harder as one goes along, and there is an element of scaffolding there as well, as each successive level builds upon the last.  However, it uses a linear step-by-step progression, without a storyline, varied paths, consequences, or engaging feedback.

Clicking on the (?) opens up a brief text tutorial about the math concept, and a hyperlink to a Khan Academy video of said topic.  The idea is for the learner to learn from the Khan video then return to the app to practice their skills.  The execution seems almost like an afterthought.

The motivation to replay and hone one’s math skills is marginal at best.  This is because the questions repeat quite frequently.  Also, each level is essentially identical, except that the ladders change locations, which brings us to the greatest flaw in the game…

Unfortunately the randomly generated ladders are often positioned too close to the edge of the screen, which prevents the character from progressing down the ladder.  This requires the player to back out and restart the level.  This is a terrible and almost crippling flaw within the game that only the most persistent players could endure.  Perhaps there is a better iOS version?

It’s clear that the developers of this game put very little effort into execution of this game.  It is crude, buggy, ugly, and severely lacking in its educational design.

I chose to use the game Cyberchase Shape Quest! by PBS Kids.  The reason I chose this game is because I wanted to use a game that was available on multiple devices.  This game supports Apple IPad, Android Tablet, and Kindle tablet.   At first I thought this was a wide range, but on closer look I can see that it is still exclusive to a tablet.  I did download the game to my IPad after reading the 2 reviews available (one great and one said it did not work).  There were 5 people who rated the game in total and it had almost 5 out of 5 stars.  I can’t say for certain what the experience would be on all devices but I can speak to my experience with the IPad.  The game is visually appealing with good graphics and I can see that a child would like it.  It also has fun music playing in the background with lots of sound effects.  One odd thing that I did not realize about the game is that there are 3 games within Shape Quest: Patch the Path, hide and Seek and Feed the Critters.  For Patch the Path the user has to print off a map from the PBS website and hold the IPad up to the map.  This seemed like a hassle for game users, particularly children, and I would predict that the map becomes the problem of the parent and that holding an IPad camera up to a map to play a game is perhaps more challenging than an IPad game should be.

There was no tutorial, and perhaps there should have been, especially with the printed map which could be confusing for students.  The other parts were fairly simple to figure out if you had played games on an IPad before.  It also started simple with the games, easy levels and simple tasks.  I think that students get some level of satisfaction out of the game.  Each time they play an activity the pass or fail and can retry the level.  Levels are unlocked when the previous level is passed and students get a rating for each level (out of 3 stars).  There is a lot of visual and audio feedback for correct and incorrect moves letting the student know immediately if they are doing well.  I also think that the content was well masked to be fun.  While the player did have to carry our geometric tasks – for example feed the animal by using a sling shot motion to bounce the food off of walls and aim it at the animal’s mouth – it seemed more fun than geometric.  The content was very educational.

While I do think that young children would like this game, I think that it has a very narrow audience.  It caters to young children and children learning about geometry but it certainly has the feel of a young child’s game and I think junior and intermediate students would pass on playing this game.  I also did not like that it had external parts (the printable map).  I like that it is available on multiple devices but it does cater to a narrow audience.

 MarcoPolo Ocean Review

1. Integration
Regarding this application, it seems as though the developers had a certain educational agenda, and then tailored the application to suite that need. The game clearly aims at teaching younger children about the various elements that are contained in the ocean, and how vessels navigate these waters. If the application is upgraded at a cost, a number of other puzzles and levels emerge, however I did not investigate these options.

 2. Motivation & Think About Your Audience
There are a number of elements that would keep children engaged with this game. Firstly, it is predicated on an ‘open-sandbox’ mentality, in which students can explore the vast expanses of the ocean at their own leisure. The game itself is driven by visual and auditory cues, which also can serve as directives for children to follow. The various colors and tactile nature of the game, would easily keep children engaged.
3. Choose Your Game Wisely and Find it in the Content
This application does a good job at identifying the learning outcomes it wishes to achieve, and then designing activities centered around those outcomes. For example, one learning outcome is for children to expand their ocean related vocabulary. This is achieved through narrated games, which have students identify objects for which they have learned the vocabulary of.

4. Think Small; Don’t Be Overly Ambitious

As previously stated, I believe that this game meets the learning goals it sets out to achieve, in an age appropriate way. The target demographic for this game are parents of children in lower elementary school, and so the games which are suited for this demographic, involve low level cognitive and fine-motor skills.

5. Learning & Mastery
The game is both simple and intuitive to play. The layout is clean and crisp, and the audio quality provided by the narrator is clear and articulate. The colors in the game are vivid, and so children are able to identify objects easily. Mastery of the game is easily achieved, and the levels provided in the game allow for the mastery of a diversity of skills.
6. Soft Skills of 21st Century are Connected with Content
One of the strengths of this game is that it begins with lower cognitive skills (such as rote memorization) but then builds on these with more 21^st century learning skills such as critical thinking and problem solving. The puzzles that arise in the game would help lower elementary school students not only learn about the oceans, but also understand how the oceans work and the problems facing the worlds’ oceans.

7. Push Beyond the Curriculum Standards
The fact that this game can meet curricular standards, and then engage students in critical thinking activities, leads me to believe that it can push beyond curriculum standards. Furthermore, this game platform could be easily adapted to teach students about an infinite number of social ills.

8. Flexible and Adaptive
As previously mentioned, this game could be easily adapted to educate students on a variety of topics (i.e. deforestation, climate change, consumption), and this flexibility is a definite strength of the program.

9. Cost  & Low/ Right Technology
Considering this application is free (upgrades are available of course at a price), I would say the price was certainly right. Having read through a number of the reviews on iTunes, a number of parents have praised this game for being both educational and fun – a winning combination for any game.

Fun English Course By Study Cat

Compatibility: Universal

Audience: Ages 3-10

Content: English Language

Rating: 3/5 Stars

Fun English by Study Cat is a fun and engaging game for young English language learners (aged 3-10). Learning and play are well integrated into the framework of this game which includes a series of 10 themed lessons and over 50 games. It is clear that the educational goals (language learning) have been clearly outlined and embedded within the games of this language app. The Fun English course focuses on both vocabulary development and basic grammar concepts – which are integrated into fun themed games.

Instant feedback is offered to help leaners/players understand their progress and how they are performing in the game. Fun English emphasizes the entertainment value and the importance of play in the learning context. The game engages learners through games, songs, animation, and the “fun factor.”

Fun English does not have a continuous story line that is carried through the game. Rather, each lesson focuses on a different theme (i.e. Food, the house, the body, colours), and the games within that lesson allow players to develop a specific vocabulary set for that context. Each lesson also focuses on a different grammar concept (i.e. the verb “to be,” “adjectives,” “singular and plural”). Each lesson could stand alone, and lessons don’t necessarily need to be completed in a consecutive order, so there is not really any scaffolding happening between lessons. However, within each lesson, scaffolding occurs as each game within the lesson progressively becomes a little bit more difficult. In the lesson on “Colour,” for example, the lesson begins with games focusing on matching colours, and listening to the names of the colour while matching the colour to an image, and the games near the end of the lesson focus on the spelling of the different colours and building sentences with the colours.

The game seems fairly easy to comprehend and pick up. The games do not come with instructions (written or verbal), however, and so when playing a couple of the games, it took me a few minutes to figure out the objective or “aim of the game”. Overall, learners engage in a series of vocabulary and grammar related games to develop their English Language skills, and then receive feedback once each level is completed. There is a lot of repetition and reinforcement of the vocabulary being learned, and each game focuses on a different skill or aspect of language.

The visuals and animation are fairly basic, and many of the games resemble other popular games that kids may be familiar with from other contexts. It combines language with games that allow students to develop hand eye coordination and other motor skills.

In terms of 21st century skills, perhaps the process of game play and the skills necessary to navigate through this technology would qualify as “21st century skills.” This game has been designed for a primary aged audience (ages 3-10), so this game allows players to develop their motor skills, build on their ability to concentrate and remember, practice hand-eye coordination, and ultimately familiarize themselves with technology and gaming applications.

Regarding price, this game costs about 12.99, or each lesson could be purchased for 1.99 from the App store. There is also a free option that gives players access to a smaller selection of games.

This is a simple, yet engaging game that is appropriate for young learners in this age group. I think for a basic language game this could be useful, and fun for kids. However, this game does not go beyond the basic language development of simple vocabulary, and does not help students develop problem solving or critical thinking skills.

Integration: The CandyFactory is a universal iOS app that runs on the iPad, iPod Touch, and iPhone mobile devices.Requires iOS 4.3 or later.

Motivation: All the games on CandyFactory consists of three game levels that challenge students to build a stronger understanding of proper and improper fractions. The game is based around a candy manufacturing factory where students must satisfy a customer’s order for a candy bar of a particular size.

Audience: Students, parents, teachers

Content: Number Sense and Numeration for Middle school grades

Learning and Mastery: Games on CandyFactory are simple and engaging. Needs not too much explanation. Becomes challenging as one progresses to next level.

It consists of three levels: Level 1 teaches proper fractions as part-whole concept. Level 2 teaches proper fractions as whole concept. Level 3 teaches proper as well as improper fractions as whole concept. A nominal score is displayed at the end of the game to show how well the student has done. Sound-based feedback and background music are provided.

Cost: Free

Review: I will this game as 4 star for the level of cognitive demand because this game is engaging students in exploring/identifying and understanding the nature of Fractions concept using complex and unpredictable ways to solve the issues at hand.

I have young children who are using many of these apps, so I used the criteria provided by team 06 and reflected on some of the apps that my 3 and 5 year old play with. Many have great songs, visuals, original ideas. Some are almost ‘digital worksheets’, which my children seem to love. However, the app that really stands out for me after seeing it in use is this insanely simple Finger Count app.

The game consists of the player touching the screen and each touch creates a bubble with the next number in correct sequence and a voice that says the number. The player can then touch any of the bubbles to pop it and have the number said again. The numbers are intended to be popped in reverse order, so if you pop 9 before 10, it says ‘nine’ but the 10 disappears.  The description does not sound riveting, I know, but here is what I love about this app:

• Simplicity – One of the criteria provided to use this week was to ‘think small’. I think that this game does that very well. The goal of the game is to simply count from 1-99 and back down again. The simplicity of the game keeps the focus on the learning rather than other distractions like songs and stickers. Although the learning and mastery goals may not be clearly outlined in the game, they are intuitive and easily mastered.
• Target Audience – This game is targeted at small children who are learning to count. The absence of background music, easter eggs, varying paths is well suited to their learning goals.
• Flexible – The game can be used in a number of ways. The player can simply explore, or play it, but a parent or teacher could use the platform to modify the game to suit the players needs. I noticed my son use the game for a purpose not implicit in the game. During our Christmas Advent calendar time, he would use the game to determine which square was to be opened next and whose turn it was.
• Cost – The full version is only $0.99. A good value for a tool that is so diverse.

I would (and have) recommend this app to parents and educators of small children. A great example of how simple is sometimes the most effective.

A cloud based app is like …

What do you think when you look at this picture?  Do you know about Cloud Based Applications?  If yes,  How does this picture represent your understanding of cloud based apps?  If no, what questions do you wonder when looking at this photograph?

Please share your thoughts and reply to this post with an example of a simile that explains your understanding of a cloud based app.  For example you could say: “a cloud based app is like a locker that holds all of your stuff.”

Your participation is greatly appreciated!

Follow the link below to our Weebly.  We hope you enjoy working through it as much as we did making it.

Have fun,

Week 5 Group.

http://etec522w05.weebly.com

The New Media Consortium Report (Preview) is a short overview of projections inside the Educational Technology space. I will comment on it based on three basic questions What?, So What?, Now What?.

Good Afternoon,

I’m currently working in Dalian, China at Maple Leaf International School – Dalian. Start of year administration and PowerSchool implementation takes up far too much of my time at the moment. This is my 4th MET course and I’m excited by the fact that I do not have to use Blackboard.

This is the beginning of my 6th year in China but I still call BC home. I worked as a science and IT teacher before working as an academic advisor for the last two years.

I am excited to work with such a diverse and interesting group. The presentation aspect of the course should provide a better opportunity to get to know you all. All said, it’s going to be a great few months.

Hello everyone, my name is Kevin Andrews and I currently live in Torbay, Newfoundland.  This is my 4th course in my ETEC journey.  At the moment, I am teaching technology full-time at an intermediate school (Mount Pearl Intermediate) and on a daily basis be found running around fixing computers, replacing SMART/TEAM boards, updating software, removing spyware, running network wires, maintaining the school website, and various other system administrative jobs. I am passionate about all things technology especially if it has an apple logo on it. On that note, I will attempt to use my 32 gig iPad Mini as one of my main devices for this course (due to the fact that ETEC522 is built on WordPress) with Dropbox, iBooks/Kindle/PlayBooks,iAWriter, Bean, and Evernote as my file editing/syncing companions. It has been a little challenging using Blackboard’s discussions on tablets and so I hope to have more success here.

Beyond work, I am a very busy husband and father to a wonderful wife and two magical children. On any given day at home I can be found trying to keep up with my 3-year old son and 8-month old daughter. Cleaning dirty diapers, attempting to potty train and late nights of teething are my specialty at the moment.

I have been an educator and entrepreneur for the past 15 years and it has always been an interest to further understand the notion of global learning marketplaces and prospective learning potentials of emerging technologies. Be that as it may, I am all about the digital frontiers of learning, and the skills required to be a successful pioneer. Looking forward to finding my way through this course via active role-playing as a venture creator or analyst.

Finally, of the little time I have left, I do tweet on occasion @kevinandrews, maintain one of many websites (thedigitalteacher.ca), and share bookmarks at (delicious.com/kevinandrews).

Below is a YourTube video taken in St.John’s harbor that depicts a very common occurrence this time of year:

Looking forward to working with everyone this semester!

Cheers,
Kevin