This document discusses integrating digital citizenship lessons into the classroom using MyBigCampus (MBC), a free online platform. It outlines how MBC allows full Internet access while maintaining safety, and how teachers can use it to facilitate collaboration, assign work, and access online resources. Examples of lesson plans on MBC involve collaborative writing, flipped classrooms, and virtual field trips. The document argues that schools should teach digital citizenship more fully to prepare students for responsible online participation.
Whitepaper explores the issue of how governments can help citizens feel that it is "safe to play" in the connected world. It discusses the issues of trust and privacy and sets out a simple framework to help the public sector tackles these complex issues.
Live Collaboration Tools and Online Meeting SpacesStaci Trekles
Get introduced to Adobe Connect, Google Hangouts, and other tools designed to let students and instructors work and speak synchronously online, allowing for more dynamic live conversations even in online-only courses.
Assessment can be difficult, especially when designing new and different types of assignments such as presentations and problem-based projects. This session is designed to help you get a handle on assessment at all levels in order to help you update your courses with more confidence.
Whitepaper explores the issue of how governments can help citizens feel that it is "safe to play" in the connected world. It discusses the issues of trust and privacy and sets out a simple framework to help the public sector tackles these complex issues.
Live Collaboration Tools and Online Meeting SpacesStaci Trekles
Get introduced to Adobe Connect, Google Hangouts, and other tools designed to let students and instructors work and speak synchronously online, allowing for more dynamic live conversations even in online-only courses.
Assessment can be difficult, especially when designing new and different types of assignments such as presentations and problem-based projects. This session is designed to help you get a handle on assessment at all levels in order to help you update your courses with more confidence.
Making Time for Change in the ClassroomStaci Trekles
An overview of tools that you can use to increase productivity and save you TIME in the classroom! Lots of tips from experienced teachers are shared.
Presentation for the eVisionary 2013 conference in Valparaiso, IN.
Maximizing Your Time with Students - Maximizing Teachable MomentsStaci Trekles
Today, there are many technologies available to help us do all sorts of things both within and beyond the classroom walls. In fact, there are so many, it can be overwhelming to explore them all, and in the meantime, your time for your students can suffer. This presentation will help you maximize your classroom time by featuring technologies that can help you: "flip" your classroom to engage students in more meaningful face-to-face activities beyond your lecture, extend learning into the online realm for blended and online instruction, and
help keep you organized all along the way!
When you select the right tools for the job, there's no end to the benefit you and your students can get from technologies like LiveBinder, Camtasia, Jing, EdModo, Google Drive, and more. This presentation will introduce you to
an accessible toolkit of tools and practices that will help you enhance learning both in and out of school for your students.
Speedy Learning: Best Practices in Accelerated Online Instructional DesignStaci Trekles
For presentation at the 2014 Conference on Distance Teaching and Learning - Madison, WI
Lately, more and more academic programs, particularly at the graduate level, are moving to an accelerated distance education model in an effort to help adult learners achieve necessary skills and credentials more conveniently (Rafferty & Lindell, 2011; Wlodkowski & Ginsberg, 2010). The movement toward accelerated coursework allows learners the freedom to work more quickly toward desired goals, transcending time and place (Pastore, 2010; Seamon, 2004). However, since the goal of any graduate-level program is to develop higher levels of learner expertise that can be put into practice immediately, it is important to ensure that deep learning of skills and knowledge is evoked, even when time is compressed (Biggs, 1987; Biggs & Tang, 2007; Clotfelter, Ladd, & Vigdor, 2007; Rafferty & Lindell, 2011; Wier, Stone & Hunton, 2005). What kinds of features, strategies, and tools must be in place to ensure that students in accelerated programs receive the same opportunities to learn deeply as their counterparts in more “traditional” programs? This case study investigated an accelerated program in education in order to learn from students and from the instructional design strategies employed.
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
Making Time for Change in the ClassroomStaci Trekles
An overview of tools that you can use to increase productivity and save you TIME in the classroom! Lots of tips from experienced teachers are shared.
Presentation for the eVisionary 2013 conference in Valparaiso, IN.
Maximizing Your Time with Students - Maximizing Teachable MomentsStaci Trekles
Today, there are many technologies available to help us do all sorts of things both within and beyond the classroom walls. In fact, there are so many, it can be overwhelming to explore them all, and in the meantime, your time for your students can suffer. This presentation will help you maximize your classroom time by featuring technologies that can help you: "flip" your classroom to engage students in more meaningful face-to-face activities beyond your lecture, extend learning into the online realm for blended and online instruction, and
help keep you organized all along the way!
When you select the right tools for the job, there's no end to the benefit you and your students can get from technologies like LiveBinder, Camtasia, Jing, EdModo, Google Drive, and more. This presentation will introduce you to
an accessible toolkit of tools and practices that will help you enhance learning both in and out of school for your students.
Speedy Learning: Best Practices in Accelerated Online Instructional DesignStaci Trekles
For presentation at the 2014 Conference on Distance Teaching and Learning - Madison, WI
Lately, more and more academic programs, particularly at the graduate level, are moving to an accelerated distance education model in an effort to help adult learners achieve necessary skills and credentials more conveniently (Rafferty & Lindell, 2011; Wlodkowski & Ginsberg, 2010). The movement toward accelerated coursework allows learners the freedom to work more quickly toward desired goals, transcending time and place (Pastore, 2010; Seamon, 2004). However, since the goal of any graduate-level program is to develop higher levels of learner expertise that can be put into practice immediately, it is important to ensure that deep learning of skills and knowledge is evoked, even when time is compressed (Biggs, 1987; Biggs & Tang, 2007; Clotfelter, Ladd, & Vigdor, 2007; Rafferty & Lindell, 2011; Wier, Stone & Hunton, 2005). What kinds of features, strategies, and tools must be in place to ensure that students in accelerated programs receive the same opportunities to learn deeply as their counterparts in more “traditional” programs? This case study investigated an accelerated program in education in order to learn from students and from the instructional design strategies employed.
Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.
4th OpenAIRE Workshop - Legal and Sustainability Issues for Open Access Infrastructures
Nov. Vilnius
Legal prototype of e-infrastructure – legal evaluation of selected usage scenarios - Nils Dietrich, Faculty of law, Goettingen University
This is a 3 day introductory course introducing students to data modelling, its purpose, the different types of models and how to construct and read a data model. Students attending this course will be able to:
Explain the fundamental data modelling building blocks. Understand the differences between relational and dimensional models.
Describe the purpose of Enterprise, conceptual, logical, and physical data models
Create a conceptual data model and a logical data model.
Understand different approaches for fact finding.
Apply normalisation techniques.
The Growth Accelerator aims to facilitate an extensive network of ambitious growth entrepreneurs and top experts - who share their dreams, ambition, expertise and daily experiences – in order to enhance the growth capabilities of Dutch entrepreneurs and their businesses.
Slides: How Automating Data Lineage Improves BI PerformanceDATAVERSITY
BI landscapes are becoming increasingly complex with the surge in adoption of cloud technologies. Your BI group may have one foot in legacy systems and the other in more modern cloud-based systems, and this alone makes managing and understanding your data virtually impossible.
From needing to understand the impact of a change in a source system from the ETL through to reporting, to finding the source of a reporting error that an end-user questioned you on, to quickly responding to auditors’ demands – these recurring daily BI tasks and more turn into weeks-long projects.
Join us for our upcoming webinar where you’ll learn:
• How to enable your BI group to fix problems sooner for quicker access to accurate data
• The advantages of moving from manual to automated data lineage
• Use cases for BI and analytics groups in a variety of industries, including finance and insurance
1:1 in the Elementary Setting: One Year LaterStaci Trekles
Going 1:1 can be a rocky road in the elementary setting, with many possible obstacles along the way. In this session, participants will hear the perspectives of elementary teachers through the first to second year of iPad implementation. Successes and challenges will be shared to benefit other schools.
Scholarship of Teaching and Learning - Data AnalysisStaci Trekles
Discussion of methods and tools to use for data analysis in SoTL projects, including available tools like Qualtrics, BlackBoard, and resources for qualitative analysis options.
Using Mnemonics to Engage Students and Improve Recall: The Simersong Story Staci Trekles
A presentation on the creation and use of creative musical mnemonics to improve retention and engagement in difficult subjects such as biology and anatomy. Includes discussion on how videos are created and provided to students, and student reaction.
A workshop about the ins and outs of assessment, including formative vs. summative assessment, and following each of Kirkpatrick's 4 levels, even in education, to produce higher-quality courses and programs that truly measure what they set out to measure.
Testing Tools: Qualtrics, BlackBoard, and RespondusStaci Trekles
A workshop on some of the testing and survey tools available at Purdue, including Qualtrics for anonymous surveys, BlackBoard for classroom testing, and Respondus for importing text documents into BlackBoard as tests.
A workshop on how to work with all students on an equal playing field, including making sure your courses are accessible to students with disabilities.
A brief view of the Scenario Based Learning and Computational Thinking model of developing lessons created in partnership with a number of universities during the ASSECT NSF grant.
A workshop on specific tools that help mitigate academic integrity violations. Strategies for pedagogical ways to handle this issue are shared as well. Tools covered include SafeAssign, Respondus Lockdown Browser and Monitor, Remote Proctor Now, and ProctorU.
Assessment: Managing Tests, Projects, and Grade CenterStaci Trekles
A Fall 2015 workshop on how to manage tests, projects, and the Grade Center within BlackBoard. Includes tips on how to develop effective tests that measure what they intend to measure.
A workshop focused on aligning your course objectives to your assessments and activities planned for your course. Includes a discussion of the value of Bloom's Taxonomy within each domain to help you choose objectives that best match what you want students to learn. Also covers Quality Matters standards 2, 3, 4 and points to the online QM self-review tool.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Inte g rating D ig ital C itiz e nsh ip into
the C lassro o m
w ith M yBig C am p u s
w ith M yBig C am p u s
Anastasia Trekles
Clinical Associate Professor, Purdue University Calumet
Board Member, Indiana Computer Educators (ISTE Affiliate)
atrekles@purdue.edu
2. O u tline
• Intro d uctio ns and g o als
D ig ital citiz e nship in yo ur scho o l and
classro o m
• M yBig C am p us (M BC ) fo r d igital citiz e nship
b e st p ractice s sup p o rt
• G e tting starte d
Assignm e nts and C o llab o ratio n
• Re so urce Lib rary and cre ating le sso ns
M o re info rm atio n
3. Backch anne l
D iscu ssio n
• Ke e p th e d iscu ssio n g o ing and sh are w ith
yo u r p e e rs
• h ttp ://to d aysm e e t.co m /iste 2 01 2 -m b c
• Yo u r M BC acco u nt w ill g o aw ay afte r 2 4
h o u rs, b u t yo u ’ll still b e ab le to vie w
e ve ryth ing in th e p u b lic M BC sp ace
4. W h e n w e lim it kid s’ acce ss and
ig no re th e p ro b le m , th e y lo o k at
scho o l “co m p u ting ” like th is...
6. Le arning d o e sn’t h ap p e n w h e n stu d e nts are b o re d
- w e kno w th is alre ad y!
S o w e d o w h at w e can to e ng ag e th e m , b u t are
sch o o l p o licie s h o ld ing u s b ack?
7. S tu d e nts g e ne rally w ill u se th e Inte rne t th e w ay
th e y w ant to , and acce ss th e site s th e y w ant to ,
w h ile aw ay fro m h o m e (se e Yan, 2 009).
Th e y also sp e nd a lo t o f tim e trying to circu m ve nt
o u r b e st e ffo rts to “p ro te ct” th e m o nline at sch o o l.
W H Y?
9. W h at d o e s it m e an to b e a “D ig ital
C itiz e n” anyh o w ?
N ine th e m e s o f D ig ital C itiz e nship (
http ://www.d igitalcitiz e nsh ip .ne t/N ine _ Ele m e nts.h tm l)
Access: Fu ll p articip atio n in so cie ty
Commerce: Bu ying and se lling o f g o o d s
Communication: Ex ch ang e o f info rm atio n
Literacy: U nd e rstand ing ap p ro p riate u se s o f te ch no lo g y
Etiquette: S tand ard s o f co nd u ct and p ro ce d u re
Law: Re sp o nsib ility fo r actio ns and d e e d s
Rights and Responsibilities: U nd e rstand ing o u r d ig ital
fre e d o m s
Wellness: Ph ysical and p sych o lo g ical w e ll-b e ing in th e
o nline w o rld
• Security and Self-Protection: Pre cautio ns to g uarante e
safe ty
10. W h y S ch o o ls Find it D ifficu lt
to Te ach D ig ital C itiz e nship
• Th e C h ild re n’s Inte rne t
Pro te ctio n Act (C IPA) is
th e p rim ary law
e nfo rcing filte ring o n
sch o o l ne tw o rks
Pub lic scho o ls and
lib rarie s m ust b e C IPA-
co m p liant in o rd e r to
re ce ive Fe d e ral E-Rate
fund s
• 40% o f lib rarie s e m p lo y
C IPA-re q uire d filte ring
o n th e ir ne tw o rks (See Jaeger & Yan, 2009)
1 00% o f sch o o ls e m p lo y
th o se sam e filte rs
11. (M is)U nd e rstand ing
• C IPA
C IPA d ictate s that filte rs b lo ck visu al im ag e ry o n the
Inte rne t th at is:
O b sce ne
• C o ntains child p o rno g rap h y
• Is “h arm ful to m ino rs”
C IPA co m p liance (and co m p liance w ith the C hild re n’s
O nline Privacy Pro te ctio n Act [C O PPA]) re q u ire s an
Inte rne t safe ty p o licy that ad d re sse s:
• Lim itatio ns o n acce ss to inap p ro p riate m ate rials o nline
• Safe ty and se curity whe n using e le ctro nic m ail, chat ro o m s, and
o th e r co m m unicatio n fo rum s
U nauth o riz e d acce ss and circum ve nting o f filte rs th ro ug h h acking
• D isse m inatio n o f p e rso nal info rm atio n o f m ino rs
12. (M is)U nd e rstand ing
C IPA
C IPA d o e s N O T:
• H ave any im p act o n te ache rs o r o the r ad ults at the
sch o o l (o r lib rary)
• Pro hib it te ache rs fro m o ve rrid ing filte ring o f site s
wh e n ne e d e d fo r e d ucatio nal p urp o se s
• Re q uire the b lo cking o f so cial m e d ia site s like
Yo uTub e , W ikip e d ia, o r Face b o o k
Re fe r to “inap p ro p riate ” te x t, o nly im ag e ry
• Ad d re ss inte lle ctual p ro p e rty, cyb e rb ullying ,
p lagiarism , o r any o the r e thical issue s re late d to
Inte rne t use
13. D ig ital C itiz e nsh ip
• CDuwrriculu m To d ay
H o lland sw o rth ,
o d y, and
D o no van (2 01 1 )
p ro vid e an
inte re sting stu d y
o f w h at is
actu ally tau g h t at
m any sch o o ls
• M any are no t
fo llo w ing state
stand ard s,
and /o r
co nce ntrate o nly
14. O nline is D iffe re nt
• C an w e re ally co ntro l
e ve ryth ing kid s se e
o nline ?
M any sch o o ls re aliz e
th at th e y can’t
• S o m e are im p le m e nting
d ig ital safe ty and
citiz e nsh ip cu rricu lum
d ue to state stand ard s
and ne w E-Rate
re g u latio ns
Bu t w h at d o e s th is
cu rricu lum lo o k like ?
15. Ele m e nts o f
C o m p le te D C
Le sso ns
In o rd e r to inco rp o rate d ig ital citiz e nsh ip the m e s (
http ://ww w .d ig italcitiz e nsh ip .ne t/N ine _ Ele m e nts.htm l) m o re fu lly, it
is ne ce ssary to :
• Allo w fu ll p articip atio n and acce ss to co m m u nicatio n and
sharing to hap p e n o nline
• H e lp stu d e nts u nd e rstand co nte x t and w h at is and is no t
ap p ro p riate to share , use , and re m ix
Ensure th at stud e nts und e rstand issu e s o f p u b lic ve rsu s p rivate
info rm atio n
• Ensure th at stud e nts und e rstand th e d iffe re nce b e twe e n
ad ve rtise m e nts and re al co nte nt
• Allo w stud e nts to co m e to th e ir o w n co nclu sio ns, and h e lp th e m
re fle ct o n wh y th e y m ad e tho se cho ice s
• Enfo rce re aso nab le co nse q u e nce s o f inap p ro p riate actio ns
16. S tate C o re
SThtand oard stand ard s ad o p te d b y m any
e C o m m n C o re S
state s stre ss d ig ital lite racy and th e ab ility to
co m p re h e nd and ap p ly info rm atio n in a varie ty
o f w ays fro m g rad e 2 o n up (
h ttp ://w w w .co re stand ard s.o rg /ab o ut-th e -stand ard
)
• So , if w e are no t e x p o sing stud e nts to
o p p o rtunitie s to m ake im p o rtant d iscrim inatio ns
and d e cisio ns in th e re al o nline sp ace th at th e y
o ccup y b e yo nd sch o o l, th e n w e are d o ing th e m
a d isse rvice
17. To o ls fo r C re ating D ig ital
• C itiz eleamfroums -
M yBig C ns p
availab
Lig h tsp e e d fo r fre e to
any ind ivid u al (o r
sch o o ls w ith Lig h tsp e e d
su b scrip tio ns)
Ex te nd s th e classro o m
into a safe o nline
e nviro nm e nt th at lo o ks
and acts like Face b o o k
and o th e r p o p u lar site s
• Allo w s fo r m o nito ring -
no stu d e nt is
ano nym o u s o r invisib le
at any tim e
18. M yBig C am p us
O ve rvie w
• As a co m m u nicatio n syste m , it allo w s te ach e rs and
stu d e nts to co nne ct and share id e as and re so u rce s
• It also se rve s as an LM S , and is co m p le te ly FREE:
h ttp ://w w w .m yb ig cam p u s.co m /faq s/ho w -can-i-start-
• D e sig ne d to w o rk w ith Lig htsp e e d filte ring se rvice s,
b u t anyo ne can u se it
• M BC le ts yo u h ave co ntro l o ve r w h at stu d e nts se e ,
b u t yo u can also re le ase it to o , to cre ate im p o rtant
te ach ab le m o m e nts
19. Re so ugrce ng th s orary th e Re so u rce
Lib f M BC is
• O ne o f th e re at stre
Lib rary
N e ve r w o rry ab o u t no t h aving acce ss to re so u rce s
yo u w ant o nline
• N o rm ally b lo cke d co nte nt is acce ssib le , and file s
can b e sto re d in th e clo u d - no m o re lo sing class
tim e se arch ing fo r th e rig h t re so u rce s o r g e tting IT
ap p ro val
• Te ach e rs can also u p lo ad th ing s to th e lib rary o f
th e ir o w n - e ve ryth ing is au to -m anag e d th ro u g h
C IPA-co m p liant p o licie s au to m atically
20. C oo llab nois ratio n to auto -e nab le d
• C llab o ratio safe r th anks
p o licie s and m o nito ring fo r lang uag e and p h o to
p o sting
• O p tio ns fo r vario us typ e s o f g ro u p s, allo w ing
co llab o ratio n acro ss d istricts and aro und th e
g lo b e
• Blo g s, Instant m e ssag ing , and Face b o o k-like
“d iscussio n stre am ,” w ith th e ab ility to re p o rt
ab u se and re ce ive no tificatio ns
• Pe rso n-to -p e rso n co nve rsatio ns ke p t clo se d
b e tw e e n stud e nts in sch o o l b uild ing s and
21. S ch o o lw o rk
• Allo w s fo r th e p o sting o f assig nm e nts, q uiz z e s,
class no te s, and o th e r p e rtine nt ite m s
• G rad e s can b e e x p o rte d fo r vario u s stu d e nt
info rm atio n syste m s
• C ale nd ars and p ag e s o f co nte nt can also b e
sh are d w ith stu d e nts o r o th e r g ro up s - g re at fo r
activitie s, sp o rts, te ach e r co llab o ratio n
• Bund le s can also b e u se d to g ro u p co nte nt,
lib rary ite m s, and file s, and o rg aniz e it b y
stand ard s if yo u like (se e
h ttp ://yo utu.b e /rU C g -U PS6O I)
22. Le sso n Id e as
• C o llab o rative w riting :
h ttp ://w w w .yo u tu b e .co m /w atch?v= Eh BR0t1 k1 N A
• Flip p e d C lassro o m :
h ttp ://w w w .yo u tu b e .co m /w atch?v= 3D RG p _ D lC x A
• Virtu al fie ld trip s:
h ttp ://w w w .yo u tu b e .co m /w atch?v= G 5 Bw 2 PG rr-Y
• Backch anne l co nve rsatio n:
h ttp ://w w w .yo u tu b e .co m /w atch?v= cm e jYVVnp 9s
• M o b ile le arning initiative s (ye s, the re is an ap p !):
h ttp ://w w w .yo u tu b e .co m /w atch?v= Q kh x u _ o nKlM
23. Try it!
• Take th e to u r anytim e :
h ttp ://w w w .m yb ig cam p u s.co m /to u r
• Lig h tS p e e d ’s Yo u Tu b e C h anne l:
h ttp ://w w w .yo u tu b e .co m /u se r/Lig h tsp e e d S y
• W h e n yo u ’re lo g g e d in g e t h e lp at
h ttp ://w w w .m yb ig cam p u s.co m /h e lp
24. S ug g e ste d Re ad ing
• C h ild re n’s O nline Privacy Pro te ctio n Act, 91 U .S .C . §§ 65 01 -65 06 (2 01 0).
• C h ild re n’s Inte rne t Pro te ctio n Act o f 2 000, Pu b . L. N o . 1 06– 5 5 4, 2 0 U .S .C . §§
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.
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• Yan, Z. (2 009). D iffe re nce s in h ig h sch o o l and co lle g e stu d e nts’ b asic
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27. W e b Re so urce s
• Balance d Filte ring : http ://b alance d filte ring .o rg /
• S p e e d o f C re ativity: http ://w w w .sp e e d o fcre ativity.o rg
• M arc Pre nsky’s w riting s:
http ://w w w .m arcp re nsky.co m /w riting
• C am ille M ayd o nik’s p o rtfo lio :
http ://e p o rtfo lio .cam ille te ach e s.co m /artifacts/re se arch p ap e rs
• C IPA O ve rvie w :
http ://w w w .fcc.g o v/g u id e s/ch ild re ns-inte rne t-p ro te ctio n-act
• S o cial M e d ia tip s fro m th e Fe d e ral Trad e C o m m issio n:
http ://w w w .ftc.g o v/b cp /e d u /p u b s/co nsu m e r/te ch /te c1 4.sh tm
28. Th ank yo u!
Anastasia M. Trekles
C linical Asso ciate Pro fe sso r
Purd u e U nive rsity C alu m e t
atre kle s@ p u rd u e .e d u
@ instru ct_ te ch o n Tw itte r
face b o o k.co m /ice ind iana
z e ld a2 3p u b lish ing .co m /iste 2 01 2
Editor's Notes
Welcome! Introduce myself
What we’re going to look at today - explain the story of the presentation, started with course paper in ethics - how do we define ethics in terms of kids and technology? We want them to learn, but we want them to be safe... where do we draw the line? It’s definitely a gray area
You can backchannel here
Videos that are stripped away the extra around u tube video. Gets good stuff out of You tube for class enrichment . Kahn Academy/ MATH If you upload things into the library that are licensed at your school, you can click it as private, HOW YOU USE THE LIBRARY..... More contributors More sources of content Submissions are auto-approved, BUT UPLOADS ARE SCANED FOR VIRUSES, IT IS POLICED, Usual security suspects blocked from submission, AND ALWAYS CIPA compliance IS enforced Library items are shared across districts SO YOU HAVE HUNDREDS OF ENGLISH TEACHER, SCIENCE..ADDING CONTENT YOU ARE NO LONGER ALONE! Open to everyone on the web Library items bypass filter to minimize over blocking
THIS IS NOW KNOWN AS SCHOOLWORK,* TEACHERS CAN POST CLASS NOTES, *WARM-UP ACTIVITIES, REVIEWS, EVEN WHEN STUDENTS ARE ON SCHOOL TRIPS THEY CAN SEE THEIR WORK, **THIS IS WHAT THE STUDENT SEES, they can write in the box or upload a file or document. Assignments are easy to put it, multiple classes at the same time, due dates, allow late submissions, multiple submissions, * As students submit, the teachers can see who has and who hasn’t submitted, which one they have graded or needs to be graded. ** Teachers can grade and make comments, post the grade and send it back to the student.