Reflection

I have been part of a course that teaches its students about digital citizenship and how to work in a world that is going under the cyber age. In the beginning of this semester I was very nervous. I didn’t know what to expect. I thought I knew most things about what it meant to be a digital citizen; don’t be a troll and don’t post something you might regret later. I thought that was it and I was very wrong. Back then, what I thought of digital citizenship was  that it meant you were apart of the cyber world and that was it. You had an account and sometimes you would post things and scroll through your feed. That’s all it was to me.

After entering this course, I was bombarded with an array of knowledge. There was a book we had to read called Net Smart by Howard Rheingold, and this book taught me so much about the digital world. First off there’s a thing called crap detection, and I remember the first time I read it I had a real kick out of it. But that was a real concept we had to learn for this class and it was an important concept at that. The book also taught about the importance of communication with others. I thought that this was one of the most important concepts we could have learned as a class. I thought this because in the world that we live in most often times we are silenced because the expression of feelings and thoughts and words can be seen as weak. We live in a world where there is so much pressure to be different that even a colloquialism among youth is being expressed; the term “basic” is now being used. If we live in a world, and we do, in which young people have an air horn to have their voices expressed but have fear of using that medium of communication because of the social repercussions of the day and age; then we are simply doing something wrong.

The idea to communicate, and communicate well, is a lost art. With so many people screaming ideas into our heads and having others tear them apart for having them; it’s no wonder youth may have apprehension from having a voice.

What this book taught us, along with our teachers, was how to communicate. And I take this with a grain of salt because we all communicate, but now we know the abundance at which we communicate when in the cyber world. We understand now that everyone can see it, literally everyone. But with the knowledge of this at hand, we are able to communicate efficiently, responsibly, thoughtfully, and wholeheartedly.

I remember when our teachers first had us engage in the community we were studying I was feeling more then a bit nervous. I was honestly scared of what might happen. I felt this way because I knew about the trolls and had seen them in action and I didn’t want anyone to talk to me like that. But, my teachers advised the class not to talk to those hurtful people and provided a safe place in the classroom so I felt brave enough to engage.

I say this because I no longer have fear to say what I believe or to ask questions to people of my fellow cyber community. I know how to communicate well and am aware of the image I am putting out into the world. I know myself and I know my cyber self. I am not afraid to say what I think or believe and I fear no one who would say anything against me.

Final Blog Post

So it is finals week and our assignment is to say if our idea of being a digital citizen is the same from when we first entered the class.

My post said that we all have a responsibility as digital citizens to watch what we say because what we say and what we do can effect others. I also said that we are all connected. The digital world makes us so. I could communicate with someone in Russia or China, when before it would be a huge deal to communicate with someone that far away from me. (I live in the U.S).

That was our first class. Now it’s our last and I have to say it that my ideas of digital citizenship is pretty much the same. Some of the things I could add is that one could potentially use the digital world to spread news about something or promote themselves to get a job. The use of the internet can be used in ways that, I’m pretty sure, the original creators never dreamed of. They probably never thought that people would build communities on the internet or start organizations.

For instance, I have a friend who used to live in the United States. She recently moved back to Russia. We still talk very often. In fact, I think we talk about everyday. We don’t email, but we’ll tag each other on posts in instagram, or Facebook, send videos or text through snap chat, Skype, and we even have a group messenger on Facebook to talk with each other and a few more of our friends. Even though she is hundreds of miles away from me I feel closer to her now because we talk so much. Before I never thought I would be able to keep in tough with someone half way across the world. Now I find myself feeling closer to this person. I even have a friend in Germany who I keep in tough with too. We send letters to each other and care packages, but if we ever move or are at our parents house (we are both students) we Facebook each other and tell each other where we are. Facebook turned out to be a great way to keep in touch just in case our mail was lost or we didn’t know where each other was living.

People also build communities through social media. My Russian friend started her own makeup account on instagram and YouTube. Through her account she started to get to know people who were also in the makeup blogging world. If I wasn’t close to her I would have no idea that there was even such a thing as that. She has grown close to these people and shares their accounts on her page as well. My friend has also gotten to know these people more through their accounts and has built a friendship. A friendship she would have never known if she had never started her account.

I guess digital citizenship means to me now is that there is more to social media and the internet than just goofing around. It is a place to build a community, to build organizations, to start events or protests, to find knowledge, to advance ones career, or to starts something based on a hobby. What ever it is,it’s coming for you.

Here is my friends account if you want to check it out on instagram: @nushadoesmakeup

Dead Week

This week has consisted of writing my introduction for my paper. Lots of studies are being read to help with information related to terrain analysis and vegetation mapping. Five other finals and work have me competing for time so this week has been a struggle.

fluorescence

Guy Trimby (Plymouth Marine Laboratory) in collaboration with Paul Spaur, and the rest of the AARR team, set to prove that OpenROVs can be used as tools to detect fluorescence in the marine environment, and used the Cook Islands as a test bed for this experiment.Guy developed an UV LED light package, which excites proteins in organisms, causing them to emit a different wavelength of light (fluoresce), often times giving off brilliant colors.

LED payload
LED payload

A specially filtered Go Pro camera filters and records the light for analysis. Paul and the AARR team outfitted their ROVs with a special payload setup to carry the system, and modified their main LED lights with filters to make them emit only blue/UV light, and filtered the main ROV camera.

Modified main ROV lights to emit blue light.
Modified main ROV lights to emit blue light.
ROV payload system.
ROV payload system.

 

The fluorescence is used in many species as warning signs, in communication, and in protection from the sun. The system has a lot of important implications such as: detecting new organisms and proteins that fluoresce, using said proteins as biochemical markers for use in medical research, and for use in gauging the health of corals and other organisms.

We set up several sites in a coral reef, and recorded day and night surveys of each. At night, it was difficult to see, so we marked each area with glow sticks prior to sunset, and navigated the ROVs out to each one. We were able to see each coral that fluoresced both in day and night for identification, and we even discovered a species of clam, the Small Giant Clam (Tridacna maxima) that was not previously known to fluoresce!

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Thermal Imaging

In order to really verify that what I am seeing on the radar is a bird, I am going to need to verify it with sightings on the ground. Peak migration happens at night (and in the spring and fall) so this will take time and a thermal imaging camera. I have several ideas from an iPhone add on to a $50,000 thermal camera that dreams are made of, to many cameras in between. This will be my next step and I will need to have it ready to go for spring migration.

Filtering Out The Clutter

I have gotten through the tough wind problem I was faced with and have created a formula which can be used in the algorithm to shift directionality of movement based on wind. I am using a color scheme that picks out targets that are within the right speed, this is radial velocity. unnamed

and I have used a grid to show targets that echo back the right dBZ level (5-15 dBZ)

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And ran the first test at 0 knots and 0 degrees (these are all of the matching targets aka birds)

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This can be adjusted for wind speed and direction, shown here at 45 knots and 45 degrees. unnamed (2)

I am still looking for the best wind data available. This will be an evolving process with new layers of detail added as more information is gathered.

Faculty Panel: Exploring the State of the LMS in the CSU

CSU LPS Faculty Panel Thursday, December 10th, 2015 3pm PT/ 6pm ET Stop by the FIT Studio to view the panel with your peers!  Panelists: Carolyn Gibbs (CSU Sacramento) Jackson Wilson (CSU San Francisco) Paul Boyd-Batstone (CSU Long Beach) Jaime Hannans (CSU Channel Islands) Ben Seipel (CSU Chico) This Thursday, December 10th, 2015 at 3pm […]

Faculty Panel: Exploring the State of the LMS in the CSU


Thursday, December 10th, 2015
3pm PT/ 6pm ET
Panelists:
Carolyn Gibbs (CSU Sacramento)
Jackson Wilson (CSU San Francisco)
Paul Boyd-Batstone (CSU Long Beach)
Jaime Hannans (CSU Channel Islands)
Ben Seipel (CSU Chico)

This Thursday, December 10th, 2015 at 3pm PT/ 6pm ET, I will be moderating a 90-minute online panel that will include five faculty representing five of the 23 California State University (CSU) campuses. The panel is one link in a rich, semester-long series of events, blog posts, and sharing of resources organized by the CSU Learning Platforms and Services (LPS) Taskforce (click here to view all of these goodies, included archives of past live events).

The diverse CSU system has a system-wide contract with Blackboard, which has provided CSU campuses the option to adopt Blackboard via a more seamless process and at a lower cost. This contract is coming to an end and, as a result, the LPS Taskforce is organizing opportunities to review the state of LMSs inside and outside the CSU (click here to view the complete purpose of the LPS Taskforce). This review process is the precursor to a statewide RFP for a CSU LMS contract, in which campuses will, again, have the option to participate or adopt a different LMS (or suite of tools) that fits their unique needs.  Currently, 11 CSU campuses have a campus-wide license for Blackboard, 20 use Moodle, and the others use Canvas or D2L/BrightSpace (of course, this does not account for the pockets of faculty who use a different LMS or suite of tools than the majority of their campus peers). Click here to see a complete breakdown of LMS use across the CSU.

When I was invited to moderate an “LMS” panel for CSU faculty, I took time to think through my own experiences teaching with LMSs; which led to reflections about using web-based tools to cultivate visual, active-learning spaces; as well as my recent experiences providing professional development and support for online and blended faculty. These reflections helped me to realize how important it was going to be to design the panel as a conversation about teaching and learning with technology, as opposed to a conversation about using an LMS
The LMS as “walled garden.”

As we know, the “state of the LMS” in higher education has changed dramatically in the past several years. Edtech discourse around the LMS has recently included more conversations questioning the value of having students learn inside a “walled garden,” when they are expected to thrive personally and professional in the open web. This trend is also influenced by the increase of easy-to-use, free to low-cost technologies in recent years. This gradual shift from the LMS as “the” place for organizing content, communicating with students, and facilitating learning (particularly for blended and online classes) to the LMS as one of many important nodes in a “learning ecosystem” of educational technologies used by faculty to design learning environments brings opportunities and challenges for higher education organizations. The tools in this ecosystem is referred to in the CSU as Learning Platforms and Services (LPS) (Click here for more discussion about LMS and LPS.)

The LMS as part of a learning ecosystem.
As more faculty have begun experimenting with and adopting additional tools to supplement (or replace) their use of the LMS, the traditional institutional goal of identifying a single, enterprise-wide technology solution for an entire campus is being rethought in some contexts. As such, institutions need new, sustainable strategies for supporting a technology ecosystem and preparing a mostly part-time higher education faculty to effectively navigate this landscape and design meaningful, accessible learning experiences.  These are some of the themes that have been conveyed through the experts (and follow-up conversations within the webinars) who have presented in the LPS series (Phil Hill and Michael Feldstein, Chris Vento, Sasha Thackaberry, Patrick Masson, and CSU students).

I hope you’ll join us for the panel on Thursday! I’m hoping to generate rich, thick data through open-ended questions that do not fixate on the LMS, but instead probe for themes in the experiences of faculty. We’ll be using the webinar version of ZOOM for the panel.  Please register in advance and bring your own questions for the participants. Register here (it’s free).

LMS graphics by Mindwires, CC-BY.

R.J. Frank Middle School Presentation

plant ID exerecisekey plant

Today I had a presentation at R.J. Frank Academy of Marine Science and Engineering to show them my capstone project and tell them a little about college in general. Overall they were pretty receptive, especially when it came to an activity, which I created for them. The activity was to somewhat give them a taste of what my project is like. I had this cartoon version of Santa Rosa Island printed out on 11″ x 17″ sheets of paper and introduced their “target” on my powerpoint slide which was the Italian Thistle plant. I had several “copycat” plants that looked similar but stressed that they should keep in mind the three characteristics of the plant. They all did very well with only one or two groups making minor mistakes.

Wrapping it up!

Your final exam is this Wednesday at 4pm. You only need to bring a scantron and pencil. As soon as you finish the exam you can quietly leave the classroom. I hope to post grades by Thursday, but will post an announcement when final grades are available for your review. I will be available for office hours this Thursday from 1-2 pm if you would like to drop in.  Please be sure to review the group presentations – they are a great way to study!

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