Here are some suggestions based on the document:
- Consider adding a login/account system so administrators can save their work. This would allow them to easily return to and continue working on their AUP/RUP over time. It could also store any assessments they complete.
- Provide more details and examples for the development checklist bullets to give clearer guidance to administrators on each step of the process.
- Allow administrators to upload and share copies of the completed AUP/RUP policies they create so others can access model policies.
- Create a discussion forum or comments section where administrators can ask questions and provide feedback about the site and policy creation process. This could help improve the tool.
- Optimize the site interface and
Moodle Update for MMU's EQAL Programme, Feb 2011Mark Stubbs
These slides summarize progress and plans for Manchester Metropolitan University's deployment of Moodle to support it's Enhancing the Quality of Assessment for Learning (EQAL) initiative
Moodle Update for MMU's EQAL Programme, Feb 2011Mark Stubbs
These slides summarize progress and plans for Manchester Metropolitan University's deployment of Moodle to support it's Enhancing the Quality of Assessment for Learning (EQAL) initiative
Benchmarking for future growth, a must for institutions with a strong regional focus: You are not alone. A presentation on the refreshed ACODE Benchmarks for technology enhanced learning, to the Digital Rural Futures Conference 25-27 June 2014 at the University of Southern Queensland, Toowoomba, Australia.
CTF Discussion: System Incentives and RewardsMSCSA
Jen Foley, Laura King & Becca Larson
Charting the Future implementation teams have spent the past several months researching and developing initial ideas that will better serve our students and communities across the state and strengthen our colleges and universities. These campus-led teams are comprised of students, faculty, and staff from campuses across the state. The CTF implementation teams have been working to develop initial ideas, it is vital that the teams hear what you think. Join team members and engage in active discussion!
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 versionBenita Williams
This presentation was delivered to the Monitoring and Evaluation Colloquium of Bridge on 12 August 2014. It is based on a paper delivered at the SAMEA 2013 conference by Williams, Marais and Rampa
Benchmarking for future growth, a must for institutions with a strong regional focus: You are not alone. A presentation on the refreshed ACODE Benchmarks for technology enhanced learning, to the Digital Rural Futures Conference 25-27 June 2014 at the University of Southern Queensland, Toowoomba, Australia.
CTF Discussion: System Incentives and RewardsMSCSA
Jen Foley, Laura King & Becca Larson
Charting the Future implementation teams have spent the past several months researching and developing initial ideas that will better serve our students and communities across the state and strengthen our colleges and universities. These campus-led teams are comprised of students, faculty, and staff from campuses across the state. The CTF implementation teams have been working to develop initial ideas, it is vital that the teams hear what you think. Join team members and engage in active discussion!
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 versionBenita Williams
This presentation was delivered to the Monitoring and Evaluation Colloquium of Bridge on 12 August 2014. It is based on a paper delivered at the SAMEA 2013 conference by Williams, Marais and Rampa
Class project for EdTech 501
A sample Technology Use Plan for a fictional school as a ppt presentation to a school and community team as an educational technician
An exploration of the RAPTA tool (Review and Plan for Technology in Action), and how it can be used to support the Self Assessment review process (SAR) and development of a Quality Improvement plan (QIP)
As technology evolves and shapes our public discourse, and students continue to engage with technology on a daily basis, it becomes imperative for classrooms to serve as spaces to teach responsible uses of technology while meeting the diverse needs of students and the various ways they access technology. There is an additional level of urgency as our reliance on
technology shapes the economy, political discourses, and how we understand each other.
The Technology Integration Practices (TIP) Tools support school districts, schools, teachers, and
coaches in infusing technologies and pedagogy, tracking professional growth, and measuring instructional practices in support of equitable student learning. The TIP Tool includes: a District Assessment Tool, a Lesson Observation Tool and a Career Trajectory Tool.
Expanding ESL learning via mobile technologies - MATSOL Conference 2014-05-09Heidi Larson
Slides from a presentation by Heidi Larson and the Framingham Adult ESL Plus school at the Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) Conference in May, 2014
How Augmented Reality via Mobile Devices Aids Real World Learning - CoSN 2014...Heidi Larson
Presentation and Augmented Reality Experience given by Chris Dede (Harvard Graduate School of Education), Matt Dunleavy (Radford University & FreshAiR), and Heidi Larson (EDC) at the Consortium for School Networking Conference in March, 2014
2. According to the EDC Opportunities in Instructional Design Roles Documents, our
assignment was:
“Getting administrators and teachers on board with mobile learning can run up
against Acceptable or Responsible Use Policies that ban cell phones in the
classrooms. This team will research and propose updated school/ district/
classroom policies that support mobile learning and then identify model policies
currently in place.
The takeaway will include these models, justifications as to why they are
included, and tools and resources schools and districts can use to develop their own
responsible or acceptable use policies.”
3. 1. Why should schools rewrite Acceptable/Responsible Use Policies?
2. What foundational principles should inform the design of an effective
AUP/ RUP?
3. What are the elements of an effective Acceptable/Responsible Use
Policy?
4. What should be done post implementation of mobile Acceptable/
Responsible Use Policies to determine their effectiveness?
4. The CoSN Final Report: Leadership for Web 2.0 in Education: Promise & Reality
summarized that administrators where most concerned with:
1. time wasting/ distractions
2. use of biased sources, plagiarism and cheating
3. exposure to inappropriate content and interactions
4. transfer of personal information
5. cyber bullying
This was echoed by the administrators we interviewed.
5. An effective AUP or RUP responds to all the issues that
school leaders, administrators, teachers and parents have
related to the use of web 2.0 tools and mobile technology in
classrooms, acts as a framework for mitigating, redirecting and
responding to misuse, and acts to facilitate a responsible use
culture in which mobile technology and web 2.0 tools can be
utilized to enhance learning and acquisition of 21st century
skills.
7. Summary:
This section provides administrators with an initial roadmap
to guide them through the process of creating an AUP/RUP.
Based extensive research, the checklist offers key
considerations and suggestions for how to initiate
development and navigate through the process of creating an
AUP/RUP.
Key Takeaways:
Checklist serves as a roadmap for the major steps involved in
writing an AUP/RUP:
Who to involve in the process
Goal setting
Establishing concerns
Agreement protocol and policy
Familiarization time
Promoting understanding and adherence
Assessment
8. Summary:
This section contains a detailed recommendation of what an effective AUP/ RUP should
contain and how it should be organized. This recommendation was written based on
research consisting of EdTech literature, already existing effective AUPs/ RUPs and interviews
we conducted with administrators and other school officials. Our AUP/ RUP
recommendation addresses all of the major mobile technology and web 2.0 related
concerns that were voiced by administrators in the CoSN Final Report and in interviews.
Key Takeaways:
Elements of AUP/ RUP must reflect guiding principles
Examples of guiding principles include:
Safety
Respect
Sharing
Privacy
Language choice is important
Convey trust in faculty and students
Communicate that tech use is a privilege
Use active vocabulary
AUP/ RUP should be clearly structured and easy to read
Convey mandatory review process
Explicitly define modes of tech use and set guidelines for distinct uses
Link consequences to specifies breaches
9. Summary:
This section allows the user to build their own AUP/ RUP, export and print it.
It is split screen, so that they can refer to sections of the AUP/ RUP
recommendation while writing their own. They have options to delete
categories, add categories and change the order of categories that we
provide them with. The builder is prepopulated with a model example of
each section in the AUP/ RUP. The user can choose to keep, modify or
overwrite this example.
Key Takeaways:
Updated AUP/ RUP should reflect changes in emerging technologies and
provide opportunities to utilize web 2.0 tools for learning
Different schools have different needs and ecologies, so AUPs/ RUPs
should be individualized to those differences
10. Summary:
This section provides resources for teachers, administrators and parents that
can help them implement the new AUP/ RUP. We provide links to many
resources and share pointers on what can be done to help a school transition
smoothly to using web 2.0 tools and teaching 21st century skills.
Key Takeaways:
Administrators are responsible for creating a responsible use culture
Make sure AUP/ RUP is in accordance with CIPA and COPPA; consult a legal
representative
Acquaint parents, teachers and students with AUP / RUP and web 2.0 tools usage
Hold parent nights
Facilitate Digital Network Day, post flyers, make announcements
Ongoing PD where teachers choose what they learn
Set up student run helpdesks
Teachers promote AUP/ RUP adherence and benefits by
Teaching digital citizenship curriculum
Consistently enforcing AUP/ RUP guidelines
Meaningfully integrating web 2.0 tools into curriculum
11. Summary:
This section offers administrators resources for how to assess the success of
the AUP/ RUP they have adopted. The section is made up of two parts; the
first is a discipline referral flowchart. It allows administrators to pinpoint the
specific aspects and parts of the AUP/ RUP that students are not adhering
to. We have included accompanying recommendations for how to respond
to specific breaches. The second part is an interactive discipline referral
tracker to quantify the number of referrals in order to reveal specific
problem areas in the AUP/ RUP.
Key Takeaways:
There is no one way to assess and measure the effectiveness of an AUP/ RUP
Assessment is important to:
Guide future revisions of the policy in place
Better support student understanding and adherence of policy
Keeping track of infringements helps administrators locate what aspects of the
policy students are struggling with and consider how to better support and
promote school-wide understanding and adherence
Other ways to assess that are not included:
Student surveys
12. Summary:
The teacher use section of the assessment tools is a classroom observation
protocol. Administrators can evaluate teacher use of technology in the
classroom linked to AUP/ RUP guidelines, adherence and promotion, as well as
collect data on how students respond to the teacher’s practices. Using this
assessment model, administrators can analyze the specific aspects that are
ignored or breached and what they can do to better support understanding
and adherence of the AUP/ RUP.
Key Takeaways:
There is no one way to assess and measure the effectiveness of an AUP/ RUP
Assessment is important to:
Guide future revisions of the policy in place
Better support student understanding and adherence of policy
Observing how teachers and students use technology within a classroom offers
administrators insight into how the AUP/ RUP is being adhered to.
Other ways to assess that are not included:
Teacher surveys
13. • Provide details about bullets on development checklist
• Give administrators logins so they can
• Save and return to AUP/ RUP later
• Save and return to teacher evaluations later
• Store teacher evaluations and student discipline
referral tracker data on site
• They upload finished AUPs/ RUPs and share them
• Write postings and share parsed by AUP/ RUP
section headings
• Create a Contact Us tab, so users can communicate to us
their questions and comments about the site and AUP/
RUP creation
• Configure the site for an iPad screen