Social media safety at school: A simulation exercise for smart, smooth school incident response – whether on campus or it happened over the weekend and gets physical (then digital) at school.
Presented at ACPA 2012 with Chris Conzen and Becca Obergefell. Joe Ginese and Cindy Kane also helped plan and deliver this cross campus leadership experience based on the Social Change Model while experimenting with a variety of tech tools.
Learn about our 'beta' test and how we plan to progress from this point forward.
SLMOOC14: Using Second Life in the K-12 ClassroomDavid W. Deeds
Presentation for the 2014 Second Life Massively Open Online Course (SLMOOC14). Using Second Life in the K-12 Classroom covers 8 years of using this Immersive Learning Environment to teach, with a focus on K-12 although higher ed is also discussed. OpenSimulator is also mentioned.
Presented at ACPA 2012 with Chris Conzen and Becca Obergefell. Joe Ginese and Cindy Kane also helped plan and deliver this cross campus leadership experience based on the Social Change Model while experimenting with a variety of tech tools.
Learn about our 'beta' test and how we plan to progress from this point forward.
SLMOOC14: Using Second Life in the K-12 ClassroomDavid W. Deeds
Presentation for the 2014 Second Life Massively Open Online Course (SLMOOC14). Using Second Life in the K-12 Classroom covers 8 years of using this Immersive Learning Environment to teach, with a focus on K-12 although higher ed is also discussed. OpenSimulator is also mentioned.
Getting Buy-in from Administrators for Social Mediaburma999
A powerpoint from a webinar for Whipplehill of tips, tricks, and theory on how to get buy-in from independent school administrators for social media. By Stephen Johnson @burma999.
TIGed Empowering Student Voice - Session 3 Professional Learning Course Jennifer Corriero
These slides are part of session 3 for the TakingITGlobal Empowering Student Voice in Education Professional Learning course that is being offered to participants from six school boards across Canada.
Overview: This is based on a class that Scott Sherman is currently piloting at Claremont McKenna College. This is just a sample of classes that could be offered. Each professor can adapt this to his/her own needs.
IDS 2891 section 05846–Connections Hillsborough Community Co.docxwilcockiris
IDS 2891 section 05846–Connections
Hillsborough Community College
Spring 2018
Instructors’ Names:
Kara Lawson Williamson
Office: PADM148
Email: [email protected]
Office Hours
9:00-9:30 am M, W; 10:45 am -1 pm M, W
9:00-11:00 am T, TH; 12:15-12:30 T, TH or by appointment
Most of our conversations will take place using email. This does not mean that you cannot come to my office hours or use the telephone to communicate with me, but it is easier to communicate using electronic sources. Please feel free to email. I can be reached by telephone only during office hours.
Class Schedule: February 13-March 26
Course assignments are due on Sundays by 11:59 pm.
Most of our conversations will take place using email. This does not mean that you cannot contact me by telephone or meet with me in person to communicate with me, but it is easier to communicate using electronic sources. Please feel free to email me through the Canvas email system.
Outside of the instructor’s campus office hours, she also will call students for telephone conferences. Students can email the instructor with a good time and number to reach them. For privacy reasons, the instructor will call from a blocked number (but only during designated time periods given by the student.)Course Format:
The content of this class will all be on line. There is an important difference between an on-campus course and an online course. An online course demands that the student be highly disciplined and motivated. This course is NOT SELF-PACED. There are fixed deadlines that must be met if you are to be successful in this course.
Course Description:
This is a selected topics capstone interdisciplinary experience course for the AA degree curriculum. It summarizes (in an applied manner) major points in the bodies of knowledge acquired while participating in the general education experience. This course will involve research, application of theoretical models and utilization of learned skills.
The theme of this course is presidential scandals, which will be the focus of most class assignments.
Course Objectives:
The assignments for this course have been designed to allow students the opportunity to demonstrate their ability in the following areas:
1. Think and read critically
2. Express themselves clearly in written and oral communication
3. Use technology to access, retrieve, and communicate information
4. Understanding of global, political, social, economic and historical perspectives
5. Evaluate the causes of past events and relate them to problems and issues of today.
6. Research an historical event and gather information that helps evaluate a question and explanation about that event.
Grading Policy:
The grades in this course are “satisfactory” and “unsatisfactory,” S and U. To achieve an S grade, you will need to demonstrate proficiency on all assigned tasks. Students must satisfactorily complete ALL course requirements to receive a p.
This is the presentation used in a Conversation Club class about "The selectivity of natural disasters", the lesson plan that complete it can also be found in this profile
This presentation teaches you how to positively influence student behaviour. You will be asked to recall problems and reflect on what worked to alleviate the problem. Different strategies will be presented and there will be discussions on how to make the strategies work in your own situations.
Online Safety & Efficacy: Research MilestonesAnne Collier
A talk about 15+ years of Internet safety education (highlighting what are, for me, the key milestones in the US, Canadian and European youth-online-risk and social-media research literature), given March 19, 2013, in Sydney, Australia, at the World Congress on Family Law & Children's Rights. My subtitle: Helping our children navigate the unmapped whitewater of a networked world AND grow up at the same time!
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Getting Buy-in from Administrators for Social Mediaburma999
A powerpoint from a webinar for Whipplehill of tips, tricks, and theory on how to get buy-in from independent school administrators for social media. By Stephen Johnson @burma999.
TIGed Empowering Student Voice - Session 3 Professional Learning Course Jennifer Corriero
These slides are part of session 3 for the TakingITGlobal Empowering Student Voice in Education Professional Learning course that is being offered to participants from six school boards across Canada.
Overview: This is based on a class that Scott Sherman is currently piloting at Claremont McKenna College. This is just a sample of classes that could be offered. Each professor can adapt this to his/her own needs.
IDS 2891 section 05846–Connections Hillsborough Community Co.docxwilcockiris
IDS 2891 section 05846–Connections
Hillsborough Community College
Spring 2018
Instructors’ Names:
Kara Lawson Williamson
Office: PADM148
Email: [email protected]
Office Hours
9:00-9:30 am M, W; 10:45 am -1 pm M, W
9:00-11:00 am T, TH; 12:15-12:30 T, TH or by appointment
Most of our conversations will take place using email. This does not mean that you cannot come to my office hours or use the telephone to communicate with me, but it is easier to communicate using electronic sources. Please feel free to email. I can be reached by telephone only during office hours.
Class Schedule: February 13-March 26
Course assignments are due on Sundays by 11:59 pm.
Most of our conversations will take place using email. This does not mean that you cannot contact me by telephone or meet with me in person to communicate with me, but it is easier to communicate using electronic sources. Please feel free to email me through the Canvas email system.
Outside of the instructor’s campus office hours, she also will call students for telephone conferences. Students can email the instructor with a good time and number to reach them. For privacy reasons, the instructor will call from a blocked number (but only during designated time periods given by the student.)Course Format:
The content of this class will all be on line. There is an important difference between an on-campus course and an online course. An online course demands that the student be highly disciplined and motivated. This course is NOT SELF-PACED. There are fixed deadlines that must be met if you are to be successful in this course.
Course Description:
This is a selected topics capstone interdisciplinary experience course for the AA degree curriculum. It summarizes (in an applied manner) major points in the bodies of knowledge acquired while participating in the general education experience. This course will involve research, application of theoretical models and utilization of learned skills.
The theme of this course is presidential scandals, which will be the focus of most class assignments.
Course Objectives:
The assignments for this course have been designed to allow students the opportunity to demonstrate their ability in the following areas:
1. Think and read critically
2. Express themselves clearly in written and oral communication
3. Use technology to access, retrieve, and communicate information
4. Understanding of global, political, social, economic and historical perspectives
5. Evaluate the causes of past events and relate them to problems and issues of today.
6. Research an historical event and gather information that helps evaluate a question and explanation about that event.
Grading Policy:
The grades in this course are “satisfactory” and “unsatisfactory,” S and U. To achieve an S grade, you will need to demonstrate proficiency on all assigned tasks. Students must satisfactorily complete ALL course requirements to receive a p.
This is the presentation used in a Conversation Club class about "The selectivity of natural disasters", the lesson plan that complete it can also be found in this profile
This presentation teaches you how to positively influence student behaviour. You will be asked to recall problems and reflect on what worked to alleviate the problem. Different strategies will be presented and there will be discussions on how to make the strategies work in your own situations.
Online Safety & Efficacy: Research MilestonesAnne Collier
A talk about 15+ years of Internet safety education (highlighting what are, for me, the key milestones in the US, Canadian and European youth-online-risk and social-media research literature), given March 19, 2013, in Sydney, Australia, at the World Congress on Family Law & Children's Rights. My subtitle: Helping our children navigate the unmapped whitewater of a networked world AND grow up at the same time!
Boiling digital citizenship down for easy digestion (7 slides + an addendum with some research background). I hope it helps educators make the case for using blogs, wikis, digital environments, virtual worlds, Google Docs, mobile phones, tablets, etc. in the classroom, knowing that this is the way to learn and practice digital citizenship together! No special curriculum needed.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
3. The Simulation
○ Table top exercise that simulates
a common occurrence on many
school campuses today
○ Intended to put you in the shoes of
the team that will respond and
handle the situation
Devices are required for this session. Hiya Images/Corbis
4. The Simulation
○ You will be divided into teams to react and respond to
the scenario.
○ Over time, the scenario will be more fully developed and
you will respond to what happens.
5. Suggestions
○ Think about each of the roles in the team [e.g., are you an
educator (teacher), administrator (school principal or district
office), counselor, superintendent, student activities
director, etc.?].
6. The Simulation
Each group will develop a plan with two key products that will
be available after the conference.
1. The internal communication to stakeholders – district
office supervisors, site staff, etc.
2. The email home to parents, understanding that it will also
be shared with the public.
7. The Simulation
1. Gather as a team.
2. Go over the scenario carefully. What do you know? What
don’t you know?
3. Begin building your response. Elect one team member to
take notes.
8. The Simulation
4. During the scenario, you will receive additional
information. Respond to each of the updates as the
scenario unfolds.
5. We will occasionally pause to discuss where we are and
eventually give our report out to the stakeholders.
This exercise works best if approached as a “murder mystery” game. The
more you synthesize the information and role-play, the more useful the
exercise becomes.
9. Scenario
○ As students arrive on campus, you notice a crowd forming. Yelling
ensues, and before you can get over to it, two students go to blows.
Luckily, two campus monitors arrive simultaneously, and the 3 of you are
able separate the students and stop the altercation; one is taken to your
office and the other to the VP’s office 2 doors down.
○ One of the campus monitors tells you they saw several students recording
video of the incident on their devices.
○ By the time the 2 students have gone to class, a video has been posted
on Instagram.
11. Where Are We?
○ Have you started to build your report plan?
○ Can you make any concrete conclusions?
○ What questions have come up?
12. The Simulation
○ During the interview with Student 1, that student states
that this happened because Student 2 posted
something about their sibling on social media over the
weekend.
○ Your school (district) does not monitor students’ social
media accounts.
13. Scenario Update
○ How can you access the social media incident?
○ You want to access the videos that students took
From their phones/school iPad
On Instagram (or wherever)
What are the impacts of this?
SB 178 Electronic Privacy Act
Scott K. (1979) 24 Cal.3d 395, the Calif. Supreme Court Consent
14. Scenario Update
○ The DO wants an update,
compose an email to parents
start on a response plan
contact iCanHelpline via email or 1-
855-997-0409
○Student Response (where
appropriate)
Local news as well as
parents are contacting the
school and the DO inquiring
about safety, school fights,
and social media posts
15. Unveil your communication message
○ Take us through your report. Each include email to DO
(Parents) and Plan
○ What were the factors in your decision making process?
○ Did your report evolve as the scenario became more
clear?
16. Wrap-Up
○ Lessons learned from experience of reporting to
“community”
○ What have you learned?
○ How could this exercise be more useful to you?