Blended Content and Assignments

After reading this past week's reading assignment, key points of blended learning activities were realized from a holistic perspective. Using my current course development of CYC2001 Introduction to Cybercrime, I will attempt to apply the key points gained from the reading for adapting to the upcoming modules. Next, I will offer ideas on technology-integration within CYC2001, as learning activity types were discussed within the reading. Finally, a conclusion is offered for resolving my thoughts and perspectives with the coupling of technology and learning activities.

In designing effective modules for online and face-to-face interactions, focusing on learning activities was emphasized using three different approaches: direct, indirect, and online. Applying a direct learning method to CYC2001, students may gain new knowledge by witnessing hack attacks in real-time via a security emergency center or antivirus third party vendor. If a real-time experience is not available, simulating events of cyber hacking and attacks within an internal network may offer links between course concepts and observational experiences. Furthermore, role playing may also add beneficial knowledge linkages for students during in class simulations.

For considering an indirect approach for learning activities, the delivery of case studies within the classroom would be an ideal method due to the connecting of current events and learning objectives within the course. Another indirect approach related to case studies would be the offering of personal or third party stories of examples of cybecrime for students to engage other students from others' experiences. Even though online gaming was listed under indirect approaches in the reading assignment, one online integration possibility is the delivery of an online game for students to experience. From last semester's course on instructional game development, I developed a prototype cybersecurity game involving a simple network topology, a user, and a virus which infects computers on the network. With this type of learning tool, an online game may enhance the learning experiences of students because of its adaptive nature and the enticement for learners to play for fun. No matter which learning activity is implemented, all students will be asked to reflect upon their learning experience after each module's interaction within discussion forums representing a communicative method. In addition, learners may develop mindmap diagrams of the their newly acquired knowledge for producing or remixing their knowledge signifying a productive learning approach to blended learning activities.

In sum, integrating technology and learning activities is a core requirement for not only my upcoming course in cybercrime, but also all future courses. Offering learners the opportunities to engage in multiple interactive ways during a course is a high priority for this instructor for enhancing overall course delivery and increasing the level of engagement. From the reading assignment, indirect, direct, and online were three approaches which were realized for developing face-to-face interaction and online interaction within blended courses. Furthermore, three types of learning activities were discovered for implementing in my immediate course delivery: adaptive, communicative, and productive.

--Corey

Blended Assessments of Learning

In an effort to develop a blended course involving online and face-to-face interactions, formal and informal assessments will be implemented within my upcoming course, introduction to cybercrime. For formal assessments, three student quizzes are planned for my introductory course covering topics on cybercrime. Each quiz will assess students' understandings of the concepts within the first three modules on the first quiz, modules four through six on the second quiz, and the final three modules, seven through nine, on the final examination. A time limit will be set for each formal assessment along with the opportunity to retake the assessment a second time, if the student so chooses. Online essays in the form of discussion postings will also be utilized each week for allowing student-to-student interactions. In addition, I will also provide feedback to students' to build upon their critical thinking by posing alternative questions according to their posted reasonings. A quantitative assessment will be used for assessing discussion points as follows: one point for minimal effort, two points for below average effort, three points for an average effort, four points for an above average effort, and finally, five points for a superior effort and response.

For informal assessments two methods will be utilized during the cybercrime course, one-sentence summary and student-generated test questions. However, these two assessments will be implemented during face-to-face interactions rather than online which is in contrast to the suggested method from this week's reading assignment. During classroom sessions, time will be allotted for students to think about the current topic and synthesize a one-sentence summary. I will then randomly read these out loud in class for the students' to comment on the statements for drawing on alternative perspectives regarding the current topic in class. The other method of informal assessment will challenge students to develop three to five ideal test question for the final exam. From this method, students will not only benefit from the direct interaction of the subject matter, but will also gain valuable insight into the final exam which should remove an effort to memorize content for the sake of regurgitating it later on the final exam.

In sum, from this week's assigned reading I identified assessment strategies, formal and informal, for implementing withing my upcoming blended course on cybercrime. First, formal assessments involving quizzes and essays posting in online discussion forums will be assigned to students for evaluating using a quantitative grading rubric. Second, informal assessments, one-sentence summary and student-generated test questions, will be implemented within the classroom for building face-to-face interactions and higher levels of engagements with students. By implementing these two types of blended assessments, the hope for new opportunities of interactions between instructor and students should be a positive reinforcement during course delivery while enhancing the potential for students to build their knowledge of cybercrime topics and issues.

--Corey

Blended Interactions

After reading this week's Blendkit2014 reading assignment, several thoughts came to mind regarding methods of interactions between an instructor and students during a blended course, specifically for a course I am currently developing, CYC2001 Introduction to Cybercrime. From my past instructional experiences, adult learners in real estate education generally require additional guidance with concepts and principles since most are new to the industry. Furthermore, the majority, if not all, real estate learners are merely present to receive their licensure for moving onto residential or commercial brokerage work. Because real estate educational requirements are minimally set by state commissions, learners' knowledge of real estate concept may vary greatly, in addition to their technical competence. With this in mind, identifying learners' experiences within a specific knowledge domain may play an important role in the decision making process for selecting a blended interaction model as discussed in this week's reading assignment.

Three specific interactions models were found most relevant from the reading for implementation purposes. First, the atelier learning model was presented as a method for instructors to observe and interact with learners similar to how art instructors observe and interact within their art studio classrooms. This interaction method could potentially work for observing posted discussion question and answers within an online forum discussing issues and topics on cybercrime. Second, fisher's interaction method for continuously establishing connections between concepts draws similar patterns to network administrators who connect new devices within an organization's network. Fisher's model of forming connections was received as an ideal method for integrating with my upcoming course, especially for connecting issues in cyberattacks to methods in preventing future attacks. The third method that may offer beneficial learning experiences was the concierge learning, a method for directing learners to resources previously unknown. This interaction method would seem the most ideal since real estate learners may not have been exposed to prevention measures in cyberattacks, but also unaware of other cybercrime topics such as phishing, viruses, and physical asset attacks.

In sum, all three interaction models will at some point be implemented within my upcoming cybercrime course. For online instruction, the atelier and fisher models seem most likely to be implemented online since discussions can be easily monitored online while offering URL links to additional resources for learners so that they are able to create new learning associations. In contrast, the concierge interaction would best play a role within the classroom during presentations for creating new in class discussions, covering case studies, and possibly for integrating within role playing situations for enhancing learning experiences. After implementing, evaluating how successful these three interaction methods is also a key element for revising or eliminating altogether from future blended courses.

--Corey

MNM Final Three

Unfortunately, I have not yet filled out my NCAA Final Four bracket out, but I did register for my final three courses for my Master in Nonprofit Management at the University of Central Florida. Technically, I really only have two more courses left to fulfill the thirty-six mandatory hours for graduation. However, I registered for an extra public administration course so that I will have a total of six public administration courses for the option of adjuncting government related courses if I so choose in the future. Most colleges and universities require at least eighteen hours of related post-secondary courses to instruct online or face-to-face.

Here are my final three courses:

Summer 2013:
PAD 6037 Public Organization Management

Fall 2013:
PAD 6035 Public Administration in the Policy Process

PAD 6053 Public Administration in Governance

Ironically, the degree is called a Master of Nonprofit Management, however I will have taken the same amount of course work hours, eighteen, in nonprofit and public administration within the program. The other, unrelated course taken was Cybercrime from the Digital Forensics program.

--Corey

Telecommuting Contract

With telecommuting in the news, my human resources course covered the topic of telecommuting for nonprofits and public organizations. Our module assignment was to develop a telecommuting contract for future staff members. I chose to create a contract for an adjunct elearning instructor teaching for the GR8U.

Below is the mindmap I created for the telecommuting contract assignment:

--Corey

Thirty-eight Iterations

For my UCF graduate course in Strategic Human Resources Management (SHRM), I am required to write a literature review on a current and broad topic on SHRM. I chose the topic of sexual harassment and the internet within the workplace. My motivation is to survey current policies and best practices for implementing.

For developing the title, here are the 38 title iterations with the last title being the chosen one:

1. NSFW: Are parental controls needed for employees in the workplace?


2. NSFW: Are internet parental controls necessary for employees in the workplace


3. NSFW: Is internet content filtering necessary for employees in the workplace?


4. NSFW: Are internet parental controls necessary for filtering employee content in the workplace?


5. NSFW: Are parental controls necessary for filtering employee internet content in the workplace?


6. NSFW: Is internet content filtering necessary for employees in the workplace?


7. NSFW: Is internet content filtering necessary for managing employees in the workplace?


8. NSFW: Is filtering internet content necessary for employees in the workplace?


9. NSFW: Are parental controls necessary for filtering employee internet content in the workplace?


10. NSFW: Are parental controls necessary for filtering internet content in the workplace?


11. NSFW: Protecting the workplace with internet content filtering


12. NSFW: Protecting nonprofit employees using internet content filtering


13. NSFW: Do nonprofit employees need internet content filtering protection?


14. NSFW: Is internet content filtering necessary for nonprofit employees in the workplace?


15. NSFW: Combating Internet Pollution within the workplace


16. NSFW: How should nonprofits combat internet pollution in the workplace?


17. NSFW: Are internet parental controls needed for nonprofit employees in the workplace?


18. Not Safe For Work: Does filtering internet content create walled gardens?


19. Not Safe For Work: Does filtering internet content inhibit the freedom to browse in the workplace?


20. Not Safe For Work: Does filtering NSFW internet content create walled gardens?


21. Not Safe For Work: Does filtering NSFW internet content prohibit freedom in the nonprofit workplace?


22. Not Safe For Work: Does filtering NSFW content prohibit internet freedom within the workplace?


23. Not Safe For Work: Does filtering NSFW content prohibit internet freedom within the nonprofit workplace?


24. Not Suitable For Work: Does filtering NSFW internet content prohibit open access freedom within the workplace?


25. Not Suitable for Work: Do workplaces need parental controls for filtering NSFW internet content?


26. Not Safe For Work: Do employees in nonprofit workplaces need internet parental controls for filtering out NSFW content?


27. Not Safe For Work: Avoiding Censorship from Internet Content Filtering in the Workplace


28. Not Safe For Work: Handling Censorship from Internet Content Filtering in the Workplace


29. Not Safe For Work: Managing Internet Content Filtering and Censorship within Nonprofit Organizations


30. Not Safe For Work: Managing Internet Content Filtering Policy within Nonprofit Organizations


31. Not Safe For Work: Policy Management for Internet Content Filtering within Nonprofit Organizations


32. Not Safe For Work: Workplace Policy Management for Internet Content Filtering Within Nonprofit Organizations


33. Not Safe For Work: Addressing Internet Content Filtering for Formulating A Workplace Policy Within Nonprofit Organizations


34. Not Safe For Work: Balancing Internet Content Filtering versus Online Censorship for Nonprofit Organizations


35. Not Safe For Work: Nonprofit Policy Management for Internet Content Filtering and Censorship in the Workplace


36. Not Safe For Work: Public Policy Management for Internet Content Filtering


37. Not Safe For Work: Implications of Internet Content Filtering on Public Policy within the Workplace


38. Not Safe for Work: A Survey in Workplace Policy on Sexual Harassment and the Internet

I intend to post the literature review online for others to read and comment after I complete the assignment at the end of the semester.

--Corey

Multi-generational Issues in the Real Estate Industry

From my Strategies in Human Resource Management graduate course, below is this past week's assignment discussing multi-generational issues within real estate brokerages. Other industry issues discussed are education, fee-for-services and technology.

From a consumer’s point of view, the real estate industry is known to be dynamic in nature due to the presence of buying and selling of properties within the market. From a real estate broker’s perspective, today’s brokerages face a new type of managerial challenge involving salespersons from different generations. Sprague (2008) defines multi-generations as four groups: traditionalists, boomers, generation x and generation y. A major contributing factor to multi-generational realty brokerages is the low educational requirement for becoming a state licensed real estate salesperson. In the state of Florida, the requirement for becoming a licensed salesperson is attending a 63 hour pre-license course and passing both the end of course exam and then the state exam as well. Other minimal requirements for becoming licensed are acquiring a high school diploma or equivalent degree, being at least 18 years of age and disclosing any criminal record, name aliases or denial of prior disclosures (Crawford, 2007). Since a large percentage of the general public qualify under these minimal standards, one can realize the constant challenge of managing the continuous influx of newly, licensed salespersons comprised of the four multi-generational types especially during housing boom periods similar to the early 2000's.

As a former licensed salesperson, broker and instructor, I witnessed first hand the many issues of multi-generations within a real estate brokerage. First, salespersons working for a broker are considered non-salaried, independent contractors. Crawford (2007) describes a salesperson as a licensed individual performing real estate services for compensation under the management of another person or specifically speaking, a broker. This employment arrangement creates an atmosphere of intense competition between all of the broker’s salespersons for obtaining new property listings which will hopefully lead them to closings and then an eventual commission check. Because of this “list or die” scenario, experienced, highly networked salespersons, usually the traditionalists and boomer agents, will attempt to out market the younger and less funded agents by blanketing signage across designated sales territories and executing constant advertising in magazines, billboards and on the web. This type of strategy tends to strain the working environment within a brokerage along with defeating any possibility of a team effort.

Maximizing potential revenues, a broker may spend more time and effort with high producing or “top producer” salespersons because he or she will likely earn more revenue from the increased likelihood of more closing commissions. This normally means more face time with traditionalists and boomer agents than generation x and generation y. To add to the difficulty of being a new agent, the only form of compensation received is by receiving a commission split from payment by the seller or buyer to the broker (Crawford, 2007). In reality, a new agent may not receive compensation for months or even more than a year when first starting out in real estate. This causes many new agents to leave the industry after two years because of insufficient funds for living expenses and business costs such as office fees, membership fees, and marketing expenses.

Second, the top producers of a brokerage may receive a more favorable commission split with the broker because the broker is more confident these agents will "Always Be Closing" which is known as the ABC's of real estate. Generation x and y are at a disadvantage again since their broker is taking a higher percentage of the commission split. Third, if the the brokerage is a well known franchise such as Remax or Century 21, a training department with trainers may exist to help train new agents. However, for many smaller and independent brokerages, the broker must individually train each new agent which may encompass a day or two of in-the-field property driving and in-house reviewing of the multiple listing service and many contract forms. In addition, a broker must also deal with the many political issues of which agent will work the sales floor during business hours along with distributing incoming calls from potential sellers and buyers (Crawford, 2007). Again from a broker's point view, these first points of contact should ideally go to the more experienced agents, traditionalists and boomers, within the brokerage because they have the necessary experience to better close these potential deals compared to the generation x and y agents.

Before the introduction of the Internet and World Wide Web, traditionalists and boomer agents marketed using physical books and newspapers to advertise themselves and their listings to potential buyers and sellers. Nowadays, the younger generations who have grown up with the latest technologies market themselves and their properties effortlessly on social networks and personal websites. Brokers realize this new division of technical skills between the older and younger generations and are challenged once again with managing multi-generations within brokerages. Since the average age of a salesperson is 56, most traditionalist and boomer agents are at a technical disadvantage because they are generally deficient in the areas of computer programming and web design (Inman News, 2011). Whereas, generation x and y may have gained prior technical skills from another industry, an internship or in a recent academic course. Real estate brokers must once again weigh the pros and cons of recruiting younger more technical agents while intermixing them with older less technical agents within their brokerages.

Unfortunately, the real estate industry, brokerages and brokers have not successfully reacted to the above trends. Licensure requirements remain minimal which continues to create a very low entrance barrier into the industry. Furthermore, many laid off workers from other industries, retiring workers and individuals with dreams of big commissions will continue to flow into the real estate industry just to exit as soon as a housing bust occurs or when personal savings evaporate. Technology is constantly changing which causes agents and brokers to chase the next "bright shiny object", without considering how these trendy technologies integrate into their daily business operations which eventually become time management distractions. But, in my opinion, the main reason why managerial issues continue to exist between multi-generations in real estate is because of the commission model which creates a one-size-fits-all model for talent management as mentioned by Sprague (2008).

In my opinion, solutions for managing multi-generational brokerages begin with the elimination of the commission model. A replacement model for introducing an hourly rate and providing an a-la-carte menu of services is known as the fee-for-services model as recommended by Garton-Good (2001). Once fee-for-services is in place, salespersons become consultants paid by the hour rather than commission only junkies.This scenario leads to a possible base salary in addition to an hourly consulting fee for new salespersons which would provide a monetary cushion in the event billable consulting hours decline in the current period or in future periods. More importantly, the fee-for-services creates an increased cooperative workplace and possible level-playing field for managing and treating all salespersons in the same professional way (Wong, Gardiner, Lang, & Coulon, 2008).

Another immediate benefit of the fee-for-services model for brokers is the retention of current staff. Because of the removal of "list or die" originating from the commission model, agents are able to grow their career and develop their sales and consulting skills instead of dropping out of the industry in two years or less. Also, staff training across generations becomes more consistency and higher valued for the broker due to less defections to other industries and decreased terminations. Competition still exists between the multi-generations because of varying consulting rates, however, team building can be produced among generations along with challenging younger sales agents as mentioned by Wong et al. (2008). By implementing the fee-for-services, a broker has a new opportunity to synthesize the organization's brand, products and multigenerational staff for optimizing its business operations while providing a viable service to the private sector.

References

Crawford, Linda. (2007). Florida Real Estate Principles, Practices & Law. Chicago, Illinois:Gaines & Coleman.

Garton-Good, Julie. (2001). Real Estate a la Carte: Selecting the Services You Need, Paying What They’re Worth. Chicago, Illinois: Zigmund.

Inman News. (2011). Today’s Realtor: older and more experienced. Inman News. Retrieved from http://www.inman.com/news/2011/05/24/todays-realtor-older-and-more-experienced

Sprague, C. (2008). The Silent Generation Meets Generation Y: How to Manage a Four Generation Workforce with Panache. Human Capital Institute, 1-15.

Wong, M., Gardiner, E., Lang, W., & Coulon, L. (2008). Generational differences in personality and motivation: Do they exist and what are the implications for the workplace? Journal of Managerial Psychology, 23(8), 878-89.

Creating The Real Estate Science Logo

To capture the essence of Real Estate and Computer Science in a logo, an icon was needed to mesh or connect the two knowledge areas together. In doing so, the above two-dimensional icon within the re-sci logo is a graph which simply represents a connected world. Using graph theory, ten nodes or vertices are connected by lines or edges. The nodes are colored blue and green to represent water and land, respectively, while the addition of edges create universally accepted home icons within the logo's icon.

Custom blue and green colors were chosen for the textual lettering to match the nodes' coloring. The font face used was PakType Tehree with a medium style. Inkscape was used to create the re-sci logo, .

Purposefully, multiple home icons can be found within the 2d graph icon. Just like a multiple listing service, this type of design was used to represent a global mls or a world wide mls. In future versions, the icon graph may become three-dimensional and much larger in scale.

At first glance, you may notice only two home icons within the icon graph, but if you look closely there are many more. Please feel free to comment below on how many hidden home icons you see located within the new re-sci icon graph. :)

The Real Estate Science logo can now be found on ResearchGate.net and on Twitter @rescience.

--Corey

Abstract for CyberCrime Course Paper

This semester I'm taking a graduate course in cybercrime, "CyberCrime and Criminal Justice". For my course paper I chose the topic of firewalls in the enterprise. Below is my paper's title and abstract:

Defending Against Cybercrime with Firewalls

From mission critical web applications to customer databases, businesses must ensure their information technology services are secure from potential hackers. Battling cybercrime is an ongoing war for all organizations these days. One approach to combating unauthorized network access is the use of firewalls.

This paper discusses the basics of firewalls, hardening of servers, and software specific firewalls such as iptables. In addition, I will discuss different network architectures scenarios involving public network services or DeMilitarized Zone (DMZ), private network services, and honeypots. Finally, I will cover tools for detecting possible intrusions and system log monitoring.

--Corey