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WON ’T YOU BE MY (CYBER) NEIGHBOR? Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest on Digital Etiquitte for 9 th – 12 th Grade English Designed by Therese Pirie [email_address] Based on a template from The WebQuest Page
INTRODUCTION Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] When you get online to post content, socialize, or research, you are interacting with a community made up of all the other internet users in the world. Just like Mr. Rogers may have asked you to be a pleasant member of his neighborhood community, the people you interact with online are looking for someone who is a respectful and responsible neighbor in the digital community. Digital etiquette is a term used to describe the ways in which good internet users conduct themselves. The question we should ask ourselves, then, is this: What are the standards of digital etiquette, and what must we do to ensure that we are behaving as responsible members of online communities?
YOUR TASK Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Using the information sources and guidelines provided, you will develop a plan for students who use the internet for academic purposes such as doing research for a class report or project, communicating with educators, or collaborating with peers. This plan will provide important reminders to such students as to what they can do to practice good digital etiquette. You will design an engaging and practical way to communicate this plan to students using the internet for academic work. The plan should be explained clearly and delivered in a format that is easy for students to access. The delivery of your plan may include one or more of these formats, or any other format(s) you feel will be interesting and useful : - video/advertisement - power point - poster - checklist - brochure/handout Title
STEP-BY-STEP (SLIDE 1 OF 2) Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
You will be assigned to a team of 3 partners. Each team will complete this project according to the decisions of its members as to what format would be best for communicating the information it compiles on digital etiquette.
Assign leadership roles within your group:
The Research Organizer will define categories for note-taking as you look for information. These categories will become main topic headings for the presentation of your findings. The Research Organizer may have to change these categories as you go, depending on how much information is available or what seems most important. I will be collecting and reviewing each person’s notes.
The Layout Manager will make sure that the design of whatever format you use to present your information is appealing and easily accessible.
The Content Editor will review all the information to make sure it is explained clearly, is accurate, and has cited sources.
*Each group member will have a leadership role, but every group member will work on every part of the project! You will all research, design, and edit your work!****
You will use the links listed at the bottom of this slide to find out all that you can about digital etiquette. As you research , keep in mind that your audience is students who are using the internet for school work. You must decide what information is most relevant to that audience and prioritize accordingly . For instance, some forms of internet communication are not appropriate for academic use; you may point this out or even leave such non-academic tools out of your report all together.
* Netiquette Interactive * Etiquette in the Age of Social Media
* General Etiquette * A College Professor's Digital Etiquette Policy
Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] STEP-BY-STEP (SLIDE 2 OF 2)
As you organize information and design your project, keep in mind :
You should inform your audience as to what etiquette is, what digital etiquette is, and how they can practice good digital etiquette.
The examples and practices you include and recommend should be ones that students can apply to their school li fe.
Academic work includes: research , writing/publishing , and communicating with educators, classmates, and people who may be helping with academic projects or goals, like librarians, college admissions officers, or experts in different fields. Make sure that your project informs the audience of ways to practice digital etiquette while doing all of these things.
Once you feel that your project is ready to present , review everything you have written, drawn, or recorded. Make sure that all the information you include is accurate , cites the source from which it was derived, and is easy for your audience to understand .
Be prepared to show your work to the entire class. You should present the finished product, explain the main points included, and talk about why you chose to display the information in the format you chose. Every group member should speak during the presentation
EVALUATION Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 0 Developing 1 Accomplished 2 Exemplary 3 Score Group Role Assignment Student does not know role or does not fulfill duties described in the description of the role. Student shows some effort in carrying out assigned role. Mistakes in designated tasks could be corrected with more careful work. Student fulfills role responsibly and makes few mistakes. Student fulfills all duties of assigned role. Few if any mistakes are noticeable in designated tasks. Research No evidence of note taking or organization of discovered information. Some notes are turned in, but may be lacking in evidence of intentional organization. An adequate amount of notes are turned in and organized.. Student turns in a significant amount of well-organized notes. Design The design shows little effort or planning. Content is distorted or not accessible. The design displays content effectively. The design displays content effectively, and is formatted in a way that makes sense with the content. The design displays the content, and enhances to its interest and accessibility. Content The content does not inform the audience about what digital etiquette is or how to practice good digital etiquette. The content is missing either a description of digital etiquette or advice on its application to student work. The content provides basic information on digital etiquette and how it can be practiced. The content is very detailed and descriptive in its explanations of what digital etiquette is and how students should practice it. Relevance The project does not target the designated audience. The project includes information pertinent to the designated audience, but also contains irrelevant information or does not tie all the information in appropriately. The project directs all content towards the designated audience. The project directs all content towards the designated audience and includes multiple facets of the content, tying it all in with good continuity.
Congratulations! Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] By completing this WebQuest, you have created a project that will be a useful resource for other students and that you yourself may find useful as you continue in your academic career. Great work! Well Done!
Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Images: laptop image http://www-03.ibm.com/software/lotus/symphony/gallery.nsf/GalleryClipArtAll/29E562D0544288D98525759600343CC8 neighborhood image http://missionantigua.myaptportal.com /files/2011/02/neighborhood_houses_144641.png Digital Etiquette links found through: Digital Citizenship: Rights, Roles, and Responsibilities in a Digital Society www.nisd.net/ digital citizen/sec_digcit/ etiquette _6_12.htm Format based on templates from: The WebQuest Page and The WebQuest Slideshare Group .
[ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion A WebQuest on Digital Etiquitte for 9 th - 12 th Grade English WON ’T YOU BE MY (CYBER) NEIGHBOR? Designed by Therese Pirie [email_address]
INTRODUCTION (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest was created as an assignment for a class on instructional technologies at the University of Akron. The lesson is intended to help students discover and contemplate what it means to be responsible and courteous as they use the internet. For this project, I asked students to focus on school-related usage, but it is not too much of a stretch to think that they may apply what they learn to other parts of their lives. The project could certainly serve as the starting point for a discussion of digital responsibility on a wider scale. Evaluation Teacher Script Conclusion
LEARNERS (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson is designed for high school students. To make the project especially applicable to an English language arts setting, I limited the scope of the project to finding ways to practice digital etiquette during academic usage of the internet. English classrooms often involve projects that require research, and building communication skills is a crucial element of language arts teaching, so this seemed to be a good way to make the content of the lesson align with language arts learning goals. Students should be able to take and organize their notes. They will need to be able to take the information they find and transform it into a succinct, relevant explanation. Evaluation Teacher Script Conclusion
In addition to responding to language arts standards, this lesson corresponds with the following ISTE NETS standards for students:
Creativity and innovation:
b. create original works as a means of personal or group expression.
Communication & collaboration:
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. contribute to project teams to produce original works or solve problems
Research & information fluency:
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
Critical thinking, problem solving, and Decision Making:
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship
THE PROCESS (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The teacher of this lesson should be comfortable directing and monitoring students doing group work . Spend some time making sure students understand all the roles they are to fulfill. If there is some specific question students should answer or element they should include, make that very clear as the lesson (as it is written) leaves room for students to evaluate information and decide for themselves what should be included in their project . Students should have access to computers as well as the materials needed to create their presentations. If some resources are not available to you, you may want to limit the scope of presentation possibilities or allow students to bring resources to class with them . This WebQuest would probably take 4-6 single class periods, with students planning and researching during early stages, then composing, creating, and editing just before they present their work. Evaluation Teacher Script Conclusion
RESOURCES (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page In order to execute the tasks in this lesson, students must have internet access. It would be good if they also had options to use technology in creating their projects (video recording/editing, power point, etc.). The use of technology may be somewhat limited according to what programs and devices the teacher is familiar with using. Many students can outpace teachers in using certain editing and design programs, however, so don’t be afraid to let students take the lead if they know what they are doing. The teacher should provide crafting supplies if students have the option to create posters or brochures as their display pieces. Evaluation Teacher Script Conclusion
EVALUATION (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Each student should receive an individual grade for this project, based upon the teacher’s assessment of performance as indicated by the provided rubric. Teachers may want to have students complete a reflection, commenting on what they contributed to the project and what work each of their team members did, to help determine what students should receive what marks on the assignment. In grading this project, the primary criteria to examine are the content, presentation, relevance, and design. Students should demonstrate an awareness of how the content they display and present should be accessible and applicable in real academic situations. The content should speak to this end, and the medium employed should be compatible. Evaluation Teacher Script Conclusion
TEACHER SCRIPT (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
This page will include step by step directions to the facilitator, including:
What to say at each point in the process
What to click on
What questions and misconceptions to anticipate
How long to take at each point
When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
Evaluation Teacher Script Conclusion
CONCLUSION (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page At the end of this lesson, students will have completed research, developed or furthered their knowledge of how the internet can and should be used in their own school work, and will have practiced skills in organizing, prioritizing, and disseminating useful information. Evaluation Teacher Script Conclusion
CREDITS & REFERENCES (TEACHER) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Images: laptop image http://www-03.ibm.com/software/lotus/symphony/gallery.nsf/GalleryClipArtAll/29E562D0544288D98525759600343CC8 neighborhood image http://missionantigua.myaptportal.com /files/2011/02/neighborhood_houses_144641.png Digital Etiquette links found through: Digital Citizenship: Rights, Roles, and Responsibilities in a Digital Society www.nisd.net/ digital citizen/sec_digcit/ etiquette _6_12.htm Format based on templates from: The WebQuest Page and The WebQuest Slideshare Group .