Think Before You Share

Copyrights and Copywrongs

This week we have learned how copyright laws can affect our students and how we must make decisions when lectures are made. We should not put work out there just because we think it is great information for our students to learn. We must first take into consideration is this fair use? Credit should always be given where credit is due. Citing sources, asking for rights to use their information, and being careful to not plagiarize the information is how we can be better role models for our students. If we want them to have organic experiences, then we should show them that we are doing the same thing.

 After reading the white paper I was asked my opinion if I thought if the U.S. Copyright Office gave a good argument to separate from the Library of Congress. A new Librarian of Congress will be appointed to replace the retired James Billington who served for the past 28 years.  Billington took office before the advent of the World Wide Web and the sweeping changes of the information age.  Presently the Librarian of Congress oversees the U.S. Copyright Office, but some think this should change.  The Hudson Institute recently released a white paper detailing why the U.S. Copyright Office should be separated from the Library of Congress.  After reading the white paper, do you think the Hudson Institute makes a good case for separation or should they remain together?

I believe the paper makes a great cause that the U.S. Copyright Office separate from the Library of Congress. The U.S. Copyright Office although, being still behind in the technological times they seem to have a plan and sources to build their bank of sources. They seem to have the right guidance on IT, secretary placement, and sources to scan in the documents that are needed to provide an online and active database that will be easier to search. The office seems as if it needs to be ran as one entity alone. There are so many things that need to be focused on that could be missed due to the broad office that it has been ran under for so many years. The past Librarian was put in to play way before times had advanced to online libraries and digital files. Now, the database must be looked at in a different perspective.  

Below, I have explained the main terms that we covered this week and what each of them mean. Each of them shows an example:

  • Plagiarism is when someone takes someone else’s work and represents it as their own. Such as, a paper, poem, or artwork without giving them credit for using their work. For example, is when a student pays for a paper online and submits it as their own to you for a class assignment. 
  • Copyright infringement is when anyone violates the rights granted to a copyright owner by making unauthorized use of work. For example, if Johnny makes a video for his you tube channel and post background music from his favorite rapper but does not have rights to use his music, he could be liable for copy infringement.
  • Attribution is giving credit to the source of the work. For example, citing the source of a research paper in your works cited or references to give proper credit to the original source.
  • Transformation is when your work is being used for a different manner than what the original work was intended to be used. For Example, a band makes a song and then years later a singer will write a song with similar lyric and music to transpose it such as the case with 2liveCrew and Roy Orbison.

I was also asked the following statement: “The effective use of copyrighted materials enhances the teaching and learning process” I think of all the digital access that our students have access to. I believe it is important to educate not only ourselves, but our students on the appropriate way to access and use the information. Although, many of the works that are available to them can be shared and re-shared on social media and used for other works does not mean ignorance is bliss.

Before, giving our students a project, we should educate them on how we would like them to present it and what the proper way is to give certain credit to the information that they are researching and using digitally. Such as, if they refer to a you tube video and post it on their e-portfolio they should give the proper credit to the original maker of the video. Educators as well when reviewing videos or posting them to their presentations or taking digital media, pictures, or other works should give the credit where credit is due.

I know I fail at this daily when I lecture. I tend to at the last minute find a video of “how breathing works” and post it to my slide deck to show my students when they are not understanding the mechanisms. I tend to forget to refer to the original maker, hospital, or doctor who originally makes it. This is where we should be the models at. It is our responsibility to model the behavior that is expected out of our students.

After this week review, I have learned that I need to be more careful with how I present my lectures to my students. I tend to like to incorporate videos, make copies of workbooks, and add pictures from the web to help show them how the respiratory world works. I must give the credit where credit is due. I am lacking in this department and I need to make sure I am modeling what I expect from my students. When posting something or sharing something going forward, I will think is this fair use? Remember Think before you Share!

References

McCord, Gretchen. (2014). Fair use: the secrets no one tells you.

Tepp, S., & Oman, R. (2015, October). A 21st Century Copyright Office: The Conservative Case for

Reform. Retrieved from https://www.hudson.org/research/11772-a-21st-century-copyright-

office-the-conservative-case-for-reform 

The Digital Footprint

This past week we have discussed what is a digital footprint and how will or has it impacted us and our students. Technology plays a very important role in our lives and when educating our students and children. I know today is a new day in age and we have to accept the fact that our students will learn differently than we did. We have to accept the fact that technology is the way that has to take place. But, what we need to do is educate our students that every move they make and every click they take will impact them for the rest of their lives. I have learned in the last week that the things we do today will forever impact you no matter the delete button.

I myself, feel as if I am too dependent on technology. I am the person who cannot go without their phone or knowing what is going on around them. I know think of how will I ever make it without my apple watch? I do not even take it off at the beach. I must have it. I am not sure what for but, I am so use to the fact that I am connected. Although, I have not grown up with access to the Internet like my students that I teach. But, I do relate a little bit more than my co-workers. I did get access to dial up Internet when I was in high school and have access ever since. I tend to understand more when it comes to my students forgetting their phone is in front of them and they check it instead of trying to avoid it. Like always there is a time and place. I do not touch my phone or talk on my phone when my boss is conducting a meeting. I know when respect is earned and reciprocated.

Lack of access to technology

But, without access to the new technologies available to us in the health field our students would suffer. We try to keep them up to date on all the new and up and coming treatments or therapies. The problems with this is, it takes a lot of money to get our students access to the new technologies. Therefore, without grants we are not able to simulate these tasks. Many times I have to use you tube videos or other sources of Internet material that is free of access to show my students. I believe the problem with having access to information or videos for my students available on the internet is the fact their are HIPPA laws that we must abide by. We are limited to the sharing. Most of the videos that are free of access for us to show are students are what I could simulate or it is from a third world country.

I have to make sure that my students are aware of their actions in the health field and what they publish on the Internet can affect them not only in school but career wise. I worked at a long-term care facility in the past and a former co-worker was let go due to posting a picture of a resident and herself on her face book page. Although, this was harmful she did not have permission from the facility, nor did she get permission from the family of that resident. The parties in play thought they were not in the wrong, but had something came up the facility and everyone around could be in harms way.

digital footprint-tattoo

According to Christenssen, a digital footprint is a trail of data you create while using the Internet. It includes the websites you visit, emails you send, and information you submit to online services (Christenssen, 2014). I believe a digital footprint is the mark you leave in the digital world. Where you have been, how you got here, and where you are going intentionally leaving your footprint would be that you purposely posted a picture of your family and yourself on vacation..

Christenssen defines A “passive digital footprint” is a data trail you unintentionally leave online. For example, when you visit a website, the web server may log your IP address, which identifies your Internet service provider and your approximate location. As well as, an “active digital footprint” includes data that you intentionally submit online. Sending an email contributes to your active digital footprint, since you expect the data be seen and/or saved by another person (Christenssen, 2014).  I believe, an unintentional digital footprint would be information leaked by third parties. Such as, now you speak to your neighbor about wanting tacos from Taco Bueno for lunch. Then, you are going through Facebook and you notice all of the ads on tacos and then Taco Bueno ads and coupons arising. This would be unintentionally done but know Facebook or Google knows you want tacos today. An “active digital footprint” includes data that you intentionally submit online. Sending an email contributes to your active digital footprint, since you expect the data be seen and/or saved by another person. 

How to build a good digital footprint

Students can deliberately build a good digital footprint by being active in effective social media that correlates with their career path or future field. Also, they could develop their e-portfolio and to help build their future resume for a positive outlook post-graduation. And making sure that their social media accounts correlate with their e-portfolios positively, for future employers to view. Their e-portfolios should include everything that is going on in their current learning such as, vlogs, blogs, research, and assignments for reflection. They could also, take into account the digital elements that we discussed in the prior week from the Ribble text. I developed a video this week to represent how technology has impacted digital citizenship in the recent years. In my video it will show how students need to think before they post. This can make a lasting impression on their future.

References

Christensson, P. (2014, May 26). Digital Footprint Definition. Retrieved from https://techterms.com

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.).

Eugene, OR: International Society for Technology in Education 


Introduction to Digital Citizenship

What does it mean to be a good digital citizen

This past week, I have learned the official rights to a citizen when using technology to communicate online or through any means necessary digitally. Through the readings in the Ribble text, I have discovered his meanings and explanations of what a good digital citizen is. Digital citizenship can be described as the norms of appropriate, responsible behavior about technology use. Good digital citizens work to help create a society of users who help others learn how to use technology appropriately (Ribble, 2015).  As well as, compared the differences in what citizenship means vs digital citizenship. I retrieved the definition of citizenship from Merriam-Webster’s dictionary in order to obtain a better meaning of what us in society are when we mimic a good citizen. According to Merriam-Webster’s dictionary online, the fact or status of being a citizen of a particular place and/or the qualities that a person is expected to have as a responsible member of a community describes citizenship (Merriam-Webster, 2019).  After my discovery I realized digital citizenship vs. citizenship has minimal differences. They both establish the fact that you belong to a community, one to a digital community and the other to a national or governmental community. Therefore, they both describe a place where you are responsible to take care of those communities. They both describe a place where you are the person making the choices in your community that can affect your ultimate outcome in the future.

 We as educators need to make sure our students as well as ourselves understand and take responsibility when posting or submitting work via that Internet. Reviewing this information with our students and letting them understand how being a good citizen also means being a good citizen while using their electronics will help break down a barrier. They need to understand that what decision they make today could affect them in 2045 and being that good citizen in 2019 might allow them to be an exceptional citizen in their professional role. 

Nine Elements of Digital Citizenship

Shown below Ribble also, express his thoughts on the nine elements of digital citizenship and how each has its own importance.

Retrieved from: pixabay.com

Digital access – Citizens have different levels of access.  Full access should be a goal of citizenship.

Digital commerce – Buying and selling online is increasing exponentially, and consumers need to be aware of what to purchase and the legality of their purchases.

Digital communication – There are numerous ways to communicate online, and citizens need to make wise decisions in what and how they communicate.

Digital literacy – Technological literacy requires citizens keep up with digital changes.

Digital etiquette – Citizenship comes with a responsibility to follow etiquette when communicating with others.

Digital law – Citizens have a responsibility to behave ethically and be aware of laws governing them.

Digital rights and responsibilities – The rights of users are shared equally.  These rights come with responsibilities.

Digital health and wellness – Physical and psychological issues can occur when ergonomics and other problems are not addressed.

Digital security – Citizens must take action to protect their information online.

Retrieved from: pixabay.com

 Many of this impacts my program, students, and myself personally. I need to consider what is important when expressing what I want to model to my students and how I want them to reciprocate digital citizenship. Therefore, after reviewing the nine elements of digital citizenship I believe that digital communication, law, and rights and responsibilities are most important to my program and students. Digital communication involves emailing or texting information. When I think of think element, I relate it back to (HIPAA) laws. Therefore, we do not allow our students to bring in their cell phones to the hospital. We start with not allowing them on in our classroom while lectures are going on. Our health careers programs have tried to eliminate our students from sending any patient information out while in a facility and to teach them the importance of patient privacy. Next, is Digital Law I think of plagiarizing case studies and research papers when I review this element. I have tried to establish the importance of plagiarizing papers to our students. One way I have tried to eliminate this is to have them write their papers over specific patients they have helped with their instructors. Also, I have incorporated student owned presentations. Digital Rights and Responsibilities would also be important to my program. Recently, we have had issues with students cheating in our computer lab on exams from copy and pasting to Google from blackboard exams. This was over multiple programs. We have tried many ways to stop this from happening, but we cannot always catch them. Therefore, this semester our college has purchased a lock down browser for blackboard and we will have to advise them why we have chosen to do this going forward. 

Therefore, during this week I have reflected and learned so many new ways to communicate with my students and myself on how to take accountability when using digital resources. I believe it is an important aspect even at the college level to learn. Especially, for professionals and those going into health care. There are many aspects of law that could get students into trouble in such a fast moment when dealing with healthcare. It is my responsibility that I am communicating these aspects to them. This week has helped me with the approach and when to introduce this to my students.

References

Merriam-Webster. (2019). Citizenship. Retrieved from.  https://www.merriam-webster.com/dictionary/citizenship

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education 

Simulation Reflection to Eps?

I have been researching journals or websites that really relate to what inspires my plan. I have also, look at some of their publications. I have been drawn to the Respiratory journals as they relate to my field the most. Below I have provided a two different journals regarding my field and how I would like my innovation plan to be incorporated with simulation.

One article I found when researching places to submit my work to was from AARC American Association for Respiratory Care https://editions.mydigitalpublication.com/publication/?i=573844#{%22issue_id%22:%22580643%22,%22view%22:%22contentsBrowser%22} Feedback Isn’t A Dirty Word. I found this to be interesting as I have really pushed this on simulation and through my e-portfolio initiative. I find that feedback is key in health care. We need to make sure our students receive great feedback when saving others lives.  The next article relates to Using Simulation to Build High Performance Teams. The simulation coordinator she is a RN at Angelina College and myself RT have been working together to incorporate all fields of health care study to help them experience real life situations in a hospital and let show them teamwork. I believe this article will show using simulation will help our students through RN, RT, Radiology, Sonography, Pharmacy, and so on learn to build better communication as well as save more lives.  

I currently, do not have any partners that collaborate with me online. My program director carries his jump drive everywhere he goes. I sometimes do, but I tend to loose things. I started last semester using google sheets to share students clinical schedules online therefore, they would always have a live update of the changes. Although, I do use google drive myself and one drive. I house all of my work and school work on one drive that I am currently working on so that it is available to me from everywhere.

My innovation plan is to implement E-portfolios into Respiratory Care Education with the emphasis of feedback and reflection. I want to tie in simulation through the e-portfolios, and allow the students to use them as a reflection tool. I chose for my topic is to show how simulation in respiratory care education at Angelina College has engaged, stimulated, and proved for the need in our program. Before, I started here in 2016 there was simulation but the nursing program was the only program that would use it. I was introduced one day to the coordinator and she mentioned all the opportunities and I was unaware of the access we were allowed to have. Since then I have been an advocate for it. The lab has grown tremendously since then. We have been to numerous conferences and my program utilizes the lab more than any discipline. Being able to have access to situations that might not occur in a real life setting, will ultimately prepare the student for post graduation.

Planning: Action Research in Respiratory Care

Action Research Plan

The main focus while conducting my action research plan is to review student created e-portfolios for Respiratory Care education. I decided on e-portfolios after creating my own portfolio online via WordPress for the EDLD Master’s program. I have enjoyed creating and learning from building my platform. It has compiled my learning from course to course and I have used it as a reflection tool, as well as a place to store assignments and blogs as an ongoing resume. After, doing many different literature reviews that focused on the advantages, disadvantages, barriers, or what has worked with e-portfolios I believe that implementing this program into respiratory education would be beneficial to the students.

Therefore, the purpose of the research was to determine if student created e-portfolios, an authentic learning platform used to enhance engagement, will allow for the development of blogs and vlogs presentations, clinical competencies and ease of feedback for instructors. Also, will it provide reflection from semester to semester, a source bank to study for exams, and for resumes post-graduation. The purpose of my research focuses more on respiratory care students and how reflection is used via e-portfolios.

Does the use of student created e-portfolios, in higher education by respiratory care students provide reflection from semester to semester to help retain course and clinical information, provide as a study guide for exams, and provide a source to prospective employers as a resume? When searching for sources during the research it was limited to reflection and would the students be able to use the information posted on the e-portfolio each semester to either review for upcoming exams or rely on it to refresh their memory from semester to semester. Also, I looked at the information that would be posted by the students and how it could be built to provide for an ongoing resume for prospective employers post graduation.

The design is qualitative because the goal is to observe the problem by way of generating narrative. I chose qualitative data due to the fact of the nature of my question. I also only have twelve students in each year such as, one group is first year students and the other is the second year students (they become 2nd year in the Fall) about to graduate in the Spring. I usually see them almost everyday since they are a very small group. I believe measuring them using qualitative data would give me the best outcome and information needed to complete my study. To measure the outcome of the research question, the following data will be collected and analyzed: Data analyzed from face to face interviews, google surveys, and evaluations from past and current students, as well as faculty gathered from the end of Spring semester. Data from google surveys and interviews will be entered and analyzed via excel spreadsheets based on the information received back from present, past students, and faculty from May semesters. I will send the surveys out at the end of the semester to the current instructors who will be providing feedback via e-portfolios, current students using them, and graduating students. I will then compile the surveys into an excel spreadsheet to analyze the data.

The literature review summary proven that there was no information of the development of e-portfolios into students in the respiratory care program for reflection and learning for their future development as a respiratory therapist. The primary purpose to develop e-portfolio is to provide a platform that provides students choice and voice in their learning, development, creation of projects via vlogs and blogs, and a place to showcase their learning for prospective employment. There was limited information on implementation of e-portfolios in medical students, nursing, and ancillary fields. Therefore, there will have to be a new approach to my study on respiratory care student created e-portfolios to provide reflection, feedback, and authentic learning.

The following will show the steps and timeline for the research study:

  • Implementation of the Plan
    • The plan will be implemented Fall semester of 2019
    • 2nd year students entering their 4th semester. There are 9 students in that current group.
    • Clinical instructors will be creating their e-portfolios at this time.
    • This will allow time for training and instruction.
    • 1st year students will create their e-portfolios beginning of their 2nd semester in January 2020. There should be at most 12 students in that group.
  • Collect and Analyze the Data
    • Collection of the data will be at the end of the Spring semester, May 2020. Once, all the data is collected, the information will be analyzed by the end of May, first of June 2020.
  • Develop the Action Plan
    • During, Summer 1 session once all of the information has been analyzed the action plan will be developed and finished by July 2020.
  • Share and Communicate Your Results
    • Upon return of Fall 2020, the week prior to the semester starting there will be a short meeting with the Dean of Health Careers, Program Director of Respiratory Care, Director of Clinical Education of Respiratory Care, and Clinical Instructors regarding the results analyzed.
  • Reflect on the Process
    • During the meeting we will reflect on the process with the DCE and CI to analyze the feedback given by the students and instructors. At that time, we will reflect on what could have been done better, what could be done differently, and what was done right.

The following is an example of the google survey that will be used during the collect and analyze stage. Then the data will be exported into excel and analyzed via google sheets or excel.

Student Created E-Portfolios RC

When I reflect back on Respiratory school, I remember little memories from clinical, lab, and lecture. What I do remember the most are the important things that I learned that helped me save the numerous lives since becoming a, Respiratory Therapist. There were many times we had fun while at clinical, but learning to me has always been fun when I am engaged. We were never allowed to be our authentic selves. Everything that we did during the program was by structure and structure only. Even the assignments structure: where this is how it is or you do not make a good score. We would have case studies once a year that we were allowed to pick a patient, but it must be in a structure and the presentation was how they wanted us to present it.

Memorial Herman PICU, 2012
Simulation Lab 2012

Now, that I have become an instructor over that same program I have learned that is not how we or students should learn. That is not the best way to encourage students in this era to be engaged and want to succeed. I still require that same case study to be done, because it must be done for our students to learn how to properly treat a patient. I believe the presentation needs to be changed up. That is what must come next.

Therefore, I would have never created an E-portfolio had I not chose this program. The thing that I have seen that would best suit my students with E-portfolios at first would be reflection. If they were able to reflect each semester on their assignments, blogs, vlogs, or presentations according to the COVA model, this would allow them to be more engaged and better prepare them for the next step each course. Like most programs, ours is builds each semester with their e-portfolios they could take a look back on what they learned to refresh their memories. The students could also use these as ongoing sources to add information collected to provide resumes to future employers. The instructors or faculty would also be able to use them to provide ease of feedback to the students. In healthcare, feedback is one of the most important resources a student or health professional can receive. We are saving lives! Our goal is to provide the best and upmost feedback to students to produces professional Registered Respiratory Therapist.

Instead of reflecting on books let’s use our online resources to engage our students

I have done numerous research on how E-portfolios would be the best fit for Angelina College’s Respiratory Care Program. The next step was the action research I recently created an action research outline. As well as, the Action Research: literature review on E-portfolios you will find below.

After conducting my research, I have found zero to no information regarding first Respiratory Care and E-portfolios, next Respiratory Care and Reflection. I had to go a broader subject of health care and even that is limited to few or little research. I will find myself doing a more detailed study on respiratory education and E-portfolios in the coming months.

Developing My Action Research

After researching and developing the last two literature reviews over my innovation plan has shown me either the need for E-portfolios in my program or the lack there of in health career education. There is plenty of information over my topic to be found over e-portfolios but, little to be found over health care education in higher ed and little to none in respiratory care.

Therefore, I would like to begin my implementation for my students once they have been in the program for at least one semester. We currently use a data collection system for clinical that evaluates them, checks offs competencies, doctor interactions, and journals. My plan is to send my past and current students at the end of Spring semester google surveys, as well as conduct face to face meetings. Below, you will find an outline that shows the plan for my action research for implementation of e-portfolios.

Action Research Outline

    1. Focus: Student created e-portfolios for Respiratory Care education.
    2. Purpose: To determine if student created, e-portfolios an authentic learning platform to enhance engagement, develop blogs and vlogs presentations, clinical competencies and ease of feedback for instructors; provide reflection from semester to semester, a source bank to study for exams, and for resumes post-graduation.
    3. Research Question: Does the use of student created e-portfolios, in higher education by respiratory care students provide reflection from semester to semester to help retain course and clinical information, and provide as a study guide for exams, provide a source to prospective employers as a resume?
    4. Research Design: The design is qualitative because the goal is to observe the problem by way of generating narrative.
    5. Data to be Collected: To measure the outcome of the research question, the following data will be collected and analyzed: Data analyzed from face to face interviews, google surveys, and evaluations from past and current students, as well as faculty gathered from the end of Spring semester.
    6. Measurement Instrument(s): Data from google surveys and interviews will be entered and analyzed via excel spreadsheets based on the information received back from present, past students, and faculty from May semesters.
    7. Focus of Literature Review: The literature review will give a summary of the development of e-portfolios into students in the respiratory care program for reflection and learning for their future development as a respiratory therapist. The primary purpose to develop e-portfolio is to provide a platform that provides students choice and voice in their learning, development, creation of projects via vlogs and blogs, and a place to showcase their learning for prospective employment.
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