blended learning guide â digital citizenship
BLENDED LEARNING GUIDE – DIGITAL CITIZENSHIP Introduction to the Guide Capella believes that knowledge and skills are strengthened through applied learning. Combining online learning with real-world application results in deeper understanding of key concepts and brings immediate value to learners, their students, and their schools. There are opportunities for learners to collaborate with their colleagues throughout the course, reflecting upon their learning, creating and testing new digital teaching and learning artifact, and sharing the outcomes. The goal of this Blended Learning Guide is to highlight the embedded, applied learning activities that are in the course so that learners and districts have an “at-a-glance” look at the activities and artifacts involved in the applied learning portion of the course. The applied learning activities in this course are done in the Challenge portion. The last question in each Challenge is focused on application of the knowledge and skills learned in the Challenge, along with reflection and self-assessment. The artifacts that are developed align directly with the Touchstone project, which makes it very convenient for those who apply for Capella graduate credit. These artifacts also contribute to learners’ libraries of instructional technology resources that can be shared with students and colleagues. These activities are designed to be flexible so that learners can work within their Professional Learning Communities (PLC), Professional Learning Networks (PLN), mentoring group or other collaborative activity that they are engaged in. It also serves individual learners very well – especially if the learner works with a trusted colleague to help shape the learning.
BLENDED LEARNING OUTLINE – DIGITAL CITIZENSHIP Described below are each of the applied learning activities in the course, along with a detailed description of the artifacts created, the steps to take to create them, and the reflection/self-assessment components.
Unit One: Create a safe environment that adheres to appropriate online behaviors of digital citizens Challenge Objective 1: Analyze a recent lesson you have implemented or developed that integrates technology for adherence to the nine elements of digital citizenship and/or the 3 C’s, and use your findings to make changes to an upcoming lesson or unit. © Capella University. All Rights Reserved
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Artifacts to be created: • Plus/minus/delta chart focused on alignment of a recent lesson/unit to the nine elements of digital citizenship and/or the 3 C's. • Visible/observable changes to an upcoming lesson are highlighted/summarized in the lesson plan. Estimated Time Commitment: 1 hour Before starting: As technology has become more and more ubiquitous in our classrooms and schools, the effort to keep up with current trends and resources has sometimes (despite our best intentions!) resulted in the implementation of techniques and tools that do not necessarily adhere to the nine elements of digital citizenship and the 3 C’s (cyber-safety, cyber-security, and cyber-ethics). This does not mean that we need to throw out our hard work, but it does mean that we should spend some time analyzing our instruction to ensure that it does not violate the terms of COPPA or CIPA. Steps: 1. Select a recent lesson to analyze for alignment to the nine elements of digital citizenship and/or the 3 C’s. If possible select a lesson that is related in some way (e.g. instructional style/methods, assignment type, specific content, etc.) to an upcoming lesson or unit so that your evaluation and subsequent modifications will have the greatest possible impact. 2. Use a plus/minus/delta chart to reflect on the instructional design and the implementation of the recent lesson. Focus on alignment to the nine elements of digital citizenship and/or the 3 C’s.
3. Apply your findings to an upcoming lesson. Not only should you identify and enhance areas of
existing alignment, but you should also work to ensure that the upcoming lesson will be better aligned to the nine elements of digital citizenship and/or the 3C’s. You should include visible/observable changes to the lesson that demonstrate your understanding and application of these principles. Highlight and/or summarize the applied changes in the lesson plan.
Reflection Questions: After completing the activity, learners will evaluate each statement on a scale of Strongly Disagree to Strongly Agree within the Challenge Question. • My self-reflection helped me to identify areas of strength and weakness in my adherence to the nine elements of digital citizenship and/or the 3 C’s in my instructional design. •
My understanding of the nine elements of digital citizenship and/or the 3 C’s will help me to analyze my instruction for adherence to COPPA and CIPA principles.
•
I am confident in my ability to make changes to previously-designed instruction in order to increase alignment to the nine elements of digital citizenship and/or the 3 C’s.
Challenge Objective 2: Create a set of classroom policies and procedures aligned with COPPA and CIPA regulations. Artifacts to be created: • A set of classroom policies and procedures aligned with COPPA and CIPA regulations Estimated Time Commitment: 1 hour
© Capella University. All Rights Reserved
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Before starting: When designing instruction that involves technology, it is important to adhere to the requirements outlined in both COPPA and CIPA. While it can take a significant amount of work simply to align teacher-provided instruction and resources to these requirements, it can seem even more daunting to try to ensure that students are also interacting with technological resources in a manner that is consistent with responsible digital citizenship and a positive digital footprint. Fortunately, once we begin to model and encourage these behaviors within our classrooms, this process will become more familiar and less intimidating! In this Challenge, you will create a set of classroom policies and procedures that are aligned with COPPA and CIPA regulations. Steps: 1. Review COPPA and CIPA regulations as they apply to your grade level and school. 2. Consider the types of technology-rich resources and activities that you will be implementing in your classroom. 3. Brainstorm possible issues in the implementation of these resources and activities. Focus especially on possible violations of COPPA or CIPA regulations.
4. Create a set of classroom policies and procedures that will help to ensure alignment to COPPA and CIPA regulations as your students interact with technology
Reflection Questions: After completing the activity, learners will evaluate each statement on a scale of Strongly Disagree to Strongly Agree within the Challenge Question. •
I am confident in my ability to model responsible digital citizenship for my students.
•
My new classroom policies and procedures are fully aligned with CIPA and COPPA regulations.
Challenge Objective 3: Design an assignment that asks students to create of a product that will be shared online in an appropriate manner, contributing to a positive digital footprint for each student. Artifacts to be created: •
A student assignment that contributes to a student's positive digital footprint
Estimated Time Commitment: 1 hour Before starting: You have carefully aligned your instructional design and classroom policies and procedures to the nine elements of digital citizenship, the 3 C's, and COPPA and CIPA requirements. Now you will put this alignment to the test by creating an assignment that requires students to use technology to create and share a product. Throughout the assignment, you will emphasize the importance of creating and maintaining a positive digital footprint and promoting positive online communities Steps: 1. Formulate an idea for a student product that can be created to demonstrate acquisition or mastery of a topic/skill in your content area. 2. Determine how this product might be shared online in a manner that supports the development of a positive digital footprint. Consider the nine elements of digital citizenship and the 3 C’s (cyber-ethics, cyber-safety, and cyber-security) as you determine the appropriate format for sharing. © Capella University. All Rights Reserved
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3. Create an assignment description that outlines the expectations for students (both product expectations and positive digital citizenship expectations) and clearly explains the ways in which this assignment will contribute to each student’s positive digital footprint.
Reflection Questions: After completing the activity, learners will evaluate each statement on a scale of Strongly Disagree to Strongly Agree within the Challenge Question. •
This assignment will help my students to enhance their positive digital footprints.
•
I am confident in my ability to monitor students’ online contributions in an effort to encourage and maintain responsible digital citizenship expectations.
© Capella University. All Rights Reserved
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BLENDED LEARNING OUTLINE – DIGITAL CITIZENSHIP Described below are each of the applied learning activities in the course, along with a detailed description of the artifacts created, the steps to take to create them, and the reflection/self-assessment components.
Unit One: Create a safe environment that adheres to appropriate online behaviors of digital citizens Challenge Objective 1: Analyze a recent lesson you have implemented or developed that integrates technology for adherence to the nine elements of digital citizenship and/or the 3 C’s, and use your findings to make changes to an upcoming lesson or unit. © Capella University. All Rights Reserved
Page | 1
Artifacts to be created: • Plus/minus/delta chart focused on alignment of a recent lesson/unit to the nine elements of digital citizenship and/or the 3 C's. • Visible/observable changes to an upcoming lesson are highlighted/summarized in the lesson plan. Estimated Time Commitment: 1 hour Before starting: As technology has become more and more ubiquitous in our classrooms and schools, the effort to keep up with current trends and resources has sometimes (despite our best intentions!) resulted in the implementation of techniques and tools that do not necessarily adhere to the nine elements of digital citizenship and the 3 C’s (cyber-safety, cyber-security, and cyber-ethics). This does not mean that we need to throw out our hard work, but it does mean that we should spend some time analyzing our instruction to ensure that it does not violate the terms of COPPA or CIPA. Steps: 1. Select a recent lesson to analyze for alignment to the nine elements of digital citizenship and/or the 3 C’s. If possible select a lesson that is related in some way (e.g. instructional style/methods, assignment type, specific content, etc.) to an upcoming lesson or unit so that your evaluation and subsequent modifications will have the greatest possible impact. 2. Use a plus/minus/delta chart to reflect on the instructional design and the implementation of the recent lesson. Focus on alignment to the nine elements of digital citizenship and/or the 3 C’s.
3. Apply your findings to an upcoming lesson. Not only should you identify and enhance areas of
existing alignment, but you should also work to ensure that the upcoming lesson will be better aligned to the nine elements of digital citizenship and/or the 3C’s. You should include visible/observable changes to the lesson that demonstrate your understanding and application of these principles. Highlight and/or summarize the applied changes in the lesson plan.
Reflection Questions: After completing the activity, learners will evaluate each statement on a scale of Strongly Disagree to Strongly Agree within the Challenge Question. • My self-reflection helped me to identify areas of strength and weakness in my adherence to the nine elements of digital citizenship and/or the 3 C’s in my instructional design. •
My understanding of the nine elements of digital citizenship and/or the 3 C’s will help me to analyze my instruction for adherence to COPPA and CIPA principles.
•
I am confident in my ability to make changes to previously-designed instruction in order to increase alignment to the nine elements of digital citizenship and/or the 3 C’s.
Challenge Objective 2: Create a set of classroom policies and procedures aligned with COPPA and CIPA regulations. Artifacts to be created: • A set of classroom policies and procedures aligned with COPPA and CIPA regulations Estimated Time Commitment: 1 hour
© Capella University. All Rights Reserved
Page | 2
Before starting: When designing instruction that involves technology, it is important to adhere to the requirements outlined in both COPPA and CIPA. While it can take a significant amount of work simply to align teacher-provided instruction and resources to these requirements, it can seem even more daunting to try to ensure that students are also interacting with technological resources in a manner that is consistent with responsible digital citizenship and a positive digital footprint. Fortunately, once we begin to model and encourage these behaviors within our classrooms, this process will become more familiar and less intimidating! In this Challenge, you will create a set of classroom policies and procedures that are aligned with COPPA and CIPA regulations. Steps: 1. Review COPPA and CIPA regulations as they apply to your grade level and school. 2. Consider the types of technology-rich resources and activities that you will be implementing in your classroom. 3. Brainstorm possible issues in the implementation of these resources and activities. Focus especially on possible violations of COPPA or CIPA regulations.
4. Create a set of classroom policies and procedures that will help to ensure alignment to COPPA and CIPA regulations as your students interact with technology
Reflection Questions: After completing the activity, learners will evaluate each statement on a scale of Strongly Disagree to Strongly Agree within the Challenge Question. •
I am confident in my ability to model responsible digital citizenship for my students.
•
My new classroom policies and procedures are fully aligned with CIPA and COPPA regulations.
Challenge Objective 3: Design an assignment that asks students to create of a product that will be shared online in an appropriate manner, contributing to a positive digital footprint for each student. Artifacts to be created: •
A student assignment that contributes to a student's positive digital footprint
Estimated Time Commitment: 1 hour Before starting: You have carefully aligned your instructional design and classroom policies and procedures to the nine elements of digital citizenship, the 3 C's, and COPPA and CIPA requirements. Now you will put this alignment to the test by creating an assignment that requires students to use technology to create and share a product. Throughout the assignment, you will emphasize the importance of creating and maintaining a positive digital footprint and promoting positive online communities Steps: 1. Formulate an idea for a student product that can be created to demonstrate acquisition or mastery of a topic/skill in your content area. 2. Determine how this product might be shared online in a manner that supports the development of a positive digital footprint. Consider the nine elements of digital citizenship and the 3 C’s (cyber-ethics, cyber-safety, and cyber-security) as you determine the appropriate format for sharing. © Capella University. All Rights Reserved
Page | 3
3. Create an assignment description that outlines the expectations for students (both product expectations and positive digital citizenship expectations) and clearly explains the ways in which this assignment will contribute to each student’s positive digital footprint.
Reflection Questions: After completing the activity, learners will evaluate each statement on a scale of Strongly Disagree to Strongly Agree within the Challenge Question. •
This assignment will help my students to enhance their positive digital footprints.
•
I am confident in my ability to monitor students’ online contributions in an effort to encourage and maintain responsible digital citizenship expectations.
© Capella University. All Rights Reserved
Page | 4
