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Ten Steps to Digital Citizenship
Kathleen Stone, Director of Curriculum and Instructional Design
Michele Forte, Assistant Professor, Human Services
Metaliteracy Learning
Collaborative
• Metaliteracy: An Open SUNY Learning Experience
• http://metaliteracy.learningtimes.net/
The Metaliteracy Learning Collaborative is composed of librarians,
disciplinary faculty members, and instructional designers from several
State University of New York (SUNY) institutions, including the
University at Albany, SUNY Empire State College, Fulton Montgomery
Community College, and Monroe Community College. The
Collaborative was funded in 2012 by an Instructional Innovation
Technology Grant.
Metaliteracy Constellation
Digital Citizen Badge Goal 2
Goal 2: Understand personal privacy, information ethics, and
intellectual property issues in changing technology environment
1. Differentiate between the production of original information and
remixing or re-purposing open resources (C)
2. Distinguish the kinds of information appropriate to reproduce and
share publicly, and private information disseminated in more
restricted/discreet environments (C)
3. Use technology to build a positive web presence (B)
4. Apply copyright and Creative Commons licensing as appropriate to
the creation of original or repurposed information (B)
5. Recognize the ethical considerations of sharing information (A)
6. Articulate the necessity of attribution when borrowing the
intellectual property of others, regardless of format (A)
7. Identify the context for which accurate attribution is needed and
consistently apply that attribution (C, B)
Why Digital Citizen?
• Centrality of this specific literacy for the *adult* learner –
even if not in higher education setting
• Content used for entirety of Canvas MOOC
• Life skill, open platform resourced
Why Digital Citizen?
• Assumptions about K-12 (“protected class”) exposure to this
content
• Timeline:
• 2003 LinkedIn
• 2003 MySpace
• 2004 Facebook
• 2006 Twitter
• 2010 Instagram
Generational usage and familiarity varies
Step 1 – Copyright (quest)
• Learning Objectives:
• Define copyright
• Distinguish between copyright, creative commons
licensing, and public domain
• Quest established foundational knowledge
• Did not cover the scope of copyright laws
• Limited to U.S.
• As evidence of successful completion of this quest,
participants take a quiz – Success > minimum score of
90%.
Step 2 – Open Access (quest)
• Learning Objectives:
• Define open access
• Define “open washing”
• Differentiate between “open” and “free”
• Quest established foundational knowledge
• As evidence of successful completion of this
quest, participants take a quiz – Success >
minimum score of 90%.
Step 3: Intellectual Property
(challenge)
Learning Objectives
• Apply creative commons to original work
• Explain level of openness in original work
As evidence of successful completion of this quest, you will
apply a Creative Commons license to an original work, and
describe the level of openness in that work.
Step 4 Remixing (quest)
Learning Objective
• Identify creations/content that can be legally
remixed
As evidence of successful completion of this quest,
you will reflect on several short answer questions
at the end of this Module.
Step 5 Sharing (quest)
Learning Objective
• Recognize and discuss the ethical considerations
of sharing information
As evidence of successful completion of this quest,
students write a reflection on a short case study.
Step 6 Information Use (challenge)
Learning Objectives:
• Remix a creation
• Apply new license to that creation
• Describe the ethical considerations of sharing this
remixed creation
As evidence of successful completion of this quest,
students will create and submit new creation with
proper licensing discuss the ethical considerations of
your choices.
Step 7 Information Ethics
(content badge)
Learning Objective
• Synthesize issues attached to information ethics
in emerging technological environments
As evidence of successful completion of this
content badge, student will analyze and discuss
the information ethics of “net neutrality”.
Step 8 Online Persona
(challenge)
Learning Objective
• Research and analyze their own web presence and
identity
As evidence of successful completion of this content
badge, students will research and analyze your online
presence.
Step 9 Personal Privacy
(challenge)
Learning Objectives
• Examine personal privacy settings on social
media and other web based sites
• Articulate implications of these privacy settings
As evidence of successful completion of this
challenge, students will be able to write about
implications of their own online privacy settings.
Step 10 Social Identity
(content badge)
Learning Objectives
• Articulate implications of using social media to form public
identity
• Articulate implications of how others use social media to
form a public identity for us
• Articulate implications of using social media to form public
identity for others
As evidence of successful completion of this content badge,
students will be able to write about and reflect on the
implications of their own online social identity(ies), as well as
the identity(ies) of others
Digital Citizen Badge
Attheconclusionofthesetensteps,studentsareawarded theDigitalCitizen
badge
Wrap up conclusions
Applications for future use include:
• Trainings and workshops
• Workplace trainings – industry specific and general
• Community College
• Badging and MOOC certification pathways
• K - 12

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10 Steps to Digital Citizenship

  • 1. Ten Steps to Digital Citizenship Kathleen Stone, Director of Curriculum and Instructional Design Michele Forte, Assistant Professor, Human Services
  • 2. Metaliteracy Learning Collaborative • Metaliteracy: An Open SUNY Learning Experience • http://metaliteracy.learningtimes.net/ The Metaliteracy Learning Collaborative is composed of librarians, disciplinary faculty members, and instructional designers from several State University of New York (SUNY) institutions, including the University at Albany, SUNY Empire State College, Fulton Montgomery Community College, and Monroe Community College. The Collaborative was funded in 2012 by an Instructional Innovation Technology Grant.
  • 4. Digital Citizen Badge Goal 2 Goal 2: Understand personal privacy, information ethics, and intellectual property issues in changing technology environment 1. Differentiate between the production of original information and remixing or re-purposing open resources (C) 2. Distinguish the kinds of information appropriate to reproduce and share publicly, and private information disseminated in more restricted/discreet environments (C) 3. Use technology to build a positive web presence (B) 4. Apply copyright and Creative Commons licensing as appropriate to the creation of original or repurposed information (B) 5. Recognize the ethical considerations of sharing information (A) 6. Articulate the necessity of attribution when borrowing the intellectual property of others, regardless of format (A) 7. Identify the context for which accurate attribution is needed and consistently apply that attribution (C, B)
  • 5. Why Digital Citizen? • Centrality of this specific literacy for the *adult* learner – even if not in higher education setting • Content used for entirety of Canvas MOOC • Life skill, open platform resourced
  • 6. Why Digital Citizen? • Assumptions about K-12 (“protected class”) exposure to this content • Timeline: • 2003 LinkedIn • 2003 MySpace • 2004 Facebook • 2006 Twitter • 2010 Instagram Generational usage and familiarity varies
  • 7.
  • 8. Step 1 – Copyright (quest) • Learning Objectives: • Define copyright • Distinguish between copyright, creative commons licensing, and public domain • Quest established foundational knowledge • Did not cover the scope of copyright laws • Limited to U.S. • As evidence of successful completion of this quest, participants take a quiz – Success > minimum score of 90%.
  • 9. Step 2 – Open Access (quest) • Learning Objectives: • Define open access • Define “open washing” • Differentiate between “open” and “free” • Quest established foundational knowledge • As evidence of successful completion of this quest, participants take a quiz – Success > minimum score of 90%.
  • 10. Step 3: Intellectual Property (challenge) Learning Objectives • Apply creative commons to original work • Explain level of openness in original work As evidence of successful completion of this quest, you will apply a Creative Commons license to an original work, and describe the level of openness in that work.
  • 11. Step 4 Remixing (quest) Learning Objective • Identify creations/content that can be legally remixed As evidence of successful completion of this quest, you will reflect on several short answer questions at the end of this Module.
  • 12. Step 5 Sharing (quest) Learning Objective • Recognize and discuss the ethical considerations of sharing information As evidence of successful completion of this quest, students write a reflection on a short case study.
  • 13. Step 6 Information Use (challenge) Learning Objectives: • Remix a creation • Apply new license to that creation • Describe the ethical considerations of sharing this remixed creation As evidence of successful completion of this quest, students will create and submit new creation with proper licensing discuss the ethical considerations of your choices.
  • 14. Step 7 Information Ethics (content badge) Learning Objective • Synthesize issues attached to information ethics in emerging technological environments As evidence of successful completion of this content badge, student will analyze and discuss the information ethics of “net neutrality”.
  • 15. Step 8 Online Persona (challenge) Learning Objective • Research and analyze their own web presence and identity As evidence of successful completion of this content badge, students will research and analyze your online presence.
  • 16. Step 9 Personal Privacy (challenge) Learning Objectives • Examine personal privacy settings on social media and other web based sites • Articulate implications of these privacy settings As evidence of successful completion of this challenge, students will be able to write about implications of their own online privacy settings.
  • 17. Step 10 Social Identity (content badge) Learning Objectives • Articulate implications of using social media to form public identity • Articulate implications of how others use social media to form a public identity for us • Articulate implications of using social media to form public identity for others As evidence of successful completion of this content badge, students will be able to write about and reflect on the implications of their own online social identity(ies), as well as the identity(ies) of others
  • 19. Wrap up conclusions Applications for future use include: • Trainings and workshops • Workplace trainings – industry specific and general • Community College • Badging and MOOC certification pathways • K - 12

Editor's Notes

  1. Metaliteracy Learning Collaborative The Metaliteracy Learning Collaborative is composed of librarians, disciplinary faculty members, and instructional designers from several State University of New York (SUNY) institutions, including the University at Albany, SUNY Empire State College, Fulton Montgomery Community College, and Monroe Community College. The Collaborative was funded in 2012 by an Instructional Innovation Technology Grant. As an OpenSUNY project, the resources on this site are available for use by students throughout the SUNY system. Learners who are working towards the four top badges must explore a substantial number of topics, and provide evidence of their mastery of each area, as well as their ability to synthesize and extrapolate from what they have learned and created. To be awarded the ultimate Metaliteracy badge is a mark of extensive learning involving knowledge, reflection, self-awareness, and increased abilities.
  2. Came to us as a badging constellation, and began with it and the Metaliteracy Learning Collaborative learning objectives (bring a copy of the learning objectives with us)
  3. Decision making as to left to right, order, etc. Slide: In introduction to DC badge, we are mapping all quests, etc. to Learning Goal #2. Each step will align with different objectives within that overall goal.
  4. We wrote this badging content with the ADULT learner in mind – Digital natives and citizens – might be specious distinctions - This content discusses a specific type of literacy This content exists in a specific time and place – 2004 advent of Facebook ….. game changer in terms of self-representation on the Internet … connections to others, to self, etc.,. LinkedIn date … MySpace date …   Furthermore, this content points to a literacy that can and should be disaggregated from higher education – adult working populations … etc.   Life skill open platform – how do we get that in front of adults who are not in higher education – MOOCs trying to reach beyond traditional HE audience – the open platform, and freely available nature – MOOCs drew professionals who wanted ot learn the skill, so no matter their professional interests, it was still an adult population considering the sum total of what it meant to be a digital citizen – the reflective nature of what it means – And – how do we treat it as an infused and exiting competency for those in higher education? Premise is that today’s k-12 students have exposure to digital citizenship – that they, as a protected class of students, are likely to be exposed bc of – cyber bullying, safe internet practices and protocols, teaching them how to carefully craft an online identity – how to consider privacy setting on social media – the latter of which they’ve grown up around – Today’s kindergartener was born in 2010. Today’s high school senior was born 1997. 2004 Facebook -- important to note the dates for cultural exposure – K-12 thought about this because they early on saw a need for the DC piece – how to navigate and communicate in that environment9s) – Some adults might be good at it, but that isn’t everyone –  
  5. We wrote this badging content with the ADULT learner in mind – Digital natives and citizens – might be specious distinctions - This content discusses a specific type of literacy This content exists in a specific time and place – 2004 advent of Facebook ….. game changer in terms of self-representation on the Internet … connections to others, to self, etc.,. LinkedIn date … MySpace date …   Furthermore, this content points to a literacy that can and should be disaggregated from higher education – adult working populations … etc.   Life skill open platform – how do we get that in front of adults who are not in higher education – MOOCs trying to reach beyond traditional HE audience – the open platform, and freely available nature – MOOCs drew professionals who wanted ot learn the skill, so no matter their professional interests, it was still an adult population considering the sum total of what it meant to be a digital citizen – the reflective nature of what it means – And – how do we treat it as an infused and exiting competency for those in higher education? Premise is that today’s k-12 students have exposure to digital citizenship – that they, as a protected class of students, are likely to be exposed bc of – cyber bullying, safe internet practices and protocols, teaching them how to carefully craft an online identity – how to consider privacy setting on social media – the latter of which they’ve grown up around – Today’s kindergartener was born in 2010. Today’s high school senior was born 1997. 2004 Facebook -- important to note the dates for cultural exposure – K-12 thought about this because they early on saw a need for the DC piece – how to navigate and communicate in that environment9s) – Some adults might be good at it, but that isn’t everyone –  
  6. We designed it to be followed in the steps … learners could pursue either side of the badge, but there is a logic to how we propose it it here pursued. Also followed that second learning objective – alignment, etc.
  7. Limited to U.S. -- MOOC issues, etc. Have an example of one of the assignments -