Developing an Online Digital Citizenship Course – The Beginning

Photo Credit: drpretty Flickr via Compfight cc

Photo Credit: drpretty Flickr via Compfight cc

I have to start by saying that I am pretty excited about the major project for this semester. We have been asked to create an online course consisting of different lessons, activities and assessments. This is something that has appealed to me since the start of my master’s program and I am hoping that I have some opportunities in the future to be a part of developing online content for our schools.

I am fortunate enough to work with two amazing teachers (Andrew and Nancy) who are going to join me in creating our first online course. We have decided to work with the Digital Citizenship Continuum  from within the Digital Citizenship Education in Saskatchewan Schools document developed by our very own “Courobrandt” duo of Alec Couros and Katia Hildebrandt. The continuum focuses on digital citizenship and involves competencies for Kindergarten right through to Grade 12. The guide was developed to help K-12 teachers integrate digital citizenship instruction in the classroom. I highly recommend reading through the document, if you don’t want to read all of it, at least check out the competencies starting on page 56. If you are not familiar with digital citizenship, check out this brief video.

The competencies have used the concepts of Ribble’s nine elements of digital citizenship and include three broad categories:

  1. Respect – digital etiquette, digital access and digital law
  2. Educate – digital communication, digital literacy, digital commerce
  3. Protect – digital rights and responsibilities, digital safety and security, digital health and wellness

There are nine competencies and we will be fully developing lessons, activities and assessments for three of them for Grade 9-12. Each group member will choose one competency to develop based on personal interest.

Photo Credit: hitchinssamson Flickr via Compfight cc

Photo Credit: hitchinssamson Flickr via Compfight cc

The competency that caught my attention right away was Digital Health and Wellness: The physical and psychological well-being related to digital technology use. This focuses on developing an understanding that using technology inappropriately can hurt us both physically and emotionally. Physically through something like texting and driving, emotionally through overuse and addiction to technology.

The course that we will develop is cross-curricular and can fit into many other courses such as ELA, Information Processing, Psych, Social Studies and Health. Given the nature of the content it will be very relevant for all students because technology plays such a large role in their daily lives.

We haven’t thought a lot about the way we will assess and the tools we will use, but we have discussed using blogs, a wikispace (or other website), assessments using Socrative or Google Forms, Google Docs and presentation tools such as Powtoon and screencasts.

I know I haven’t given you that much information, but what are your initial thoughts about this course? Any suggestions that you have for myself or my group? At this point we don’t have a super clear vision of what it will look like but I feel like we have a pretty good start. Share your thoughts in the comments below.

Photo Credit: Leo Reynolds via Compfight cc

Photo Credit: Leo Reynolds via Compfight cc

 


Rookie Sarah Wandy is called up from the Minors

After a brief stint in the Minors, Wandy is ready to step up, once again, to the challenge of Major League Ed. Tech. Today, she told fellow bloggers, “After my last Ed. Tech. class, the focus of which was Social Media, I spent most of my free time checking Twitter and Facebook. It had become a habit from trying to stay in touch with my classmates, and turned into a bit of an obsession.” Wandy said she needed to take herself out of the game for a while to find some balance: “I deleted the apps from my phone and tried to focus on what was happening around me in the moment. I felt so much more clear headed. I traveled, finished some knitting projects, practiced guitar, tried some new cheesecake recipes and took a class.”

scotland

However, Wandy knows that she can’t hide from Social Media forever, nor does she want to. “I’m ready to tackle online and blended learning with the help of my colleagues using social media and other meeting tools. This time, I’m going to focus on balance from the beginning, and find a way to make the most of what both online and face to face interactions have to offer. I know my students and family will appreciate these efforts.”

“find a way to make the most of what both online and face to face interactions have to offer”

Some of Wandy’s ECI 834 teammates have had similar experiences. Jannae Bridgeman also had a brief hiatus from the world of blogging and Twitter, but knows that the professional benefits of these tools will be worth the extra training time. Similarly, Aimee Sipple and Kelsey Lenihan are ready to join the Twitter conversation.

Fortunately, veterans like Logan Petlak and Katherine Koskie are willing to share some of their expertise with the newbies. Koskie: “Gotta expand that PLN.”

Wandy’s 3 Goals for this Season:

  • Become familiar enough with an online learning platform that I could easily design all classes in this way
  • Learn to use a new video-making/presentation program that I can use for my summary of learning. What are your suggestions?
  • Find a meaningful balance between digital and face to face interactions

You can follow Wandy’s progress on Twitter this season @WandySarah.


3rd online class is a charm!

Hello everyone and welcome to a new category in my blog.  My name is Chalyn Smith and I am currently on a mat leave, when I am in the classroom you can find me at Kitchener Community School’s SLC class.  My classroom focuses on providing a safe, nurturing and caring environment where my students feel comfortable building relationships with all team members and students. I strive to meet each student’s social, emotional, behavioral and educational needs. I encourage and focus on the strengths of our students.

This is my third online course with Alec and Katia.  This semester I am facing a few challenges. I am a new mom, so finding an online class lets me stay at home while figuring out this tiny human.  I also have to admit that I like blogging, being able to tell my story and hopefully entertain along the way.

Baby ty

When I started my mat leave division office required me to turn in my laptop, I begged to keep it but tech services mentioned they have sent police at times to repo equipment. I only realized that I would need a computer to use as I signed up for two classes, and don’t have a home computer.  I figured using my cell phone or smart tv would be too challenging.  I had a an idea, I could borrow one from my uncle, he’s a lawyer and probably has like, ten extra kicking around his office.

OLD PC

Well, the laptop that he gave me is quite fast but I am sure it is from about 2000.  I was excited as I had a laptop that I could use and I didn’t have to buy one as that was my other choice.  however, one morning as I lay awake in bed it dawned on me that this sweet machine doesn’t have a webcam.

I decided while at Walmart to buy a webcam that would just plug in.  I asked an associate and he told me they didnt even carry a webcam.  Luckily I strolled down an isle and found a $30.00 one.  But I decided that I would stop by Visions instead and use my $40.00 gift card.

Walk into Visions carrying my little man in his baby bucket, cause shopping is so fun lugging around a car seat.  I locate a sales person and ask for a webcam, he laughs and tells me that they no longer sell the as most laptops now have they built in.

 


Closing the distance between distance education and myself.

Greetings fellow ECI 834 students. I look forward to learning with you over the course of the term!

who am i zoolander.gif

“Who am I?” via Giphy

Who am I?

I am Logan Petlak.

  • High school science educator (biology, health science, environmental science).
  • Football coach (and track coach).
  • Recreational hockey player.

    jesse.png

    Foster kitten: “Jesse” (now adopted: “Lou”)

  • Physical activity addict (weight training, assorted sports)
  • Frequent co-foster parent of stray cats and kittens (with my beautiful partner, Kristin).
  • NFL/NHL fan.
  • Moose Jaw product and resident.
  • Lifelong learner and critical thinker.
  • Proud Central Collegiate, Moose Jaw teacher.
  • Avid gamer and supporter of gamification of learning.
  • Open education supporter.
  • Student advocate.
  • #EdTech enthusiast and;
  • Fledgling distance educator.

This course revolves around the final point! It’s not necessarily a fresh topic for me, I’ve discussed it before. How exactly can I bring the Mr. Petlak experience worldwide? Not for personal gain, but to simply aid in the learning of others? Better question, how do I best deliver online education and learning to others? Therein lies my goals for this course:

  1. Gain resources and tools to create a distance learning classroom. Then utilize tools to best replicate what it’s like to be in a face-to-face classroom with students (and for students, with me).
  2. Connect with other professionals who can provide examples, suggestions and support as I develop distance learning opportunities.
  3. Critique and analyze the learning inherent within distance education and what learning may be lost outside of a face-to-face or in-school setting.
  4. BONUS: begin developing content for my Biology course as part of our module assignment!

 

In our school, some students are already taking distance education courses. Through informal polling, it has received generally positive reviews! Perhaps it was a shift in thinking but I don’t remember them being offered as much when I was in high school and, in my only distance experience in university, I had a hard time getting engaged without the face-to-face piece…

Fast forward.

When picking where to apply for my Master’s, distance education/universities came up, but I assumed they would hold less validity or reverence than other institutions so I decided against it. Whether it was engagement or validity of distance education, I guess I should’ve watched this video first!

Opportunities for distance education are available for most subjects, at many levels, worldwide. How will I fit into the distance education world and can I provide something that others don’t, and will I stick to my open education-centered morality?

If you were a distance educator, would you capitalize on the potential financial gain associated with private education?

How will your distance classroom work?

Am I foolish to hope that I can almost completely replicate the classroom experience, or is being consistently connected (via email) and using apps/tools like Zoom, Remindvirtual reality, google docs or GAFE to include all of the Google apps I guess (thanks Kyle), and socrative not enough to make it happen completely and becomes a blended learning environment (just shy of a completely online course)?

How will I account for students who don’t have as much access? We know they will be affected negatively, can we supply devices at a distance?

 

Regardless, I intend to close the distance between where I am now, and where I want to be with distance and blended education.

 

Thoughts and comments are welcome!
Logan Petlak


The end is in sight…

Well the time has finally come…I’m taking my last class this semester and I’m looking forward to completing my degree. I’m happy to be taking another class with Alec & Katia and the class members who make the learning experience so valuable. It’s such an awesome community and I can’t wait to get this semester going.

I am a high school teacher at Regina Huda School specializing in business, technology and math. I have been teaching there since 2010 and I don’t have any plans to move anytime soon. I am a wife and a mom to two crazy, but amazing kids. I have a 3.5 year old boy and an 18 month old girl. They keep me busy but I know that they will be grown up and moved out before I know it so I try to soak up all the time I can with them and just enjoy the moment.

My family June 2016

My family June 2016

In my spare time (as if I have any right now)…but when I do have spare time, I enjoy keeping active by playing soccer, hockey and golf. I also like to run, but don’t enjoy running indoors so it seems to be a seasonal thing for me. I also love all things Disney and it is one of our favourite places to travel to.

My learning goals for this semester are to get a feel for developing an online course as this is something that I would be interested in doing in the future for the ministry. I am also hoping to do a better job connecting with my peers through twitter and blogging by checking in a little more often than I have in past semesters (it’s much easier said than done with a hectic schedule). I am hoping to learn about some new tools that I can use to create online courses so I can make use of them this semester and moving forward.


Who am I?

My name is Justine Wheeler. 12249954_10156250414265644_3461606658926166515_n[1]

I am a teacher, mom, wife, student, daughter, sister and dog owner.  I love spending time with my family. I enjoy watching Netflix and chilling with my husband and my 1 month old son.  I love the outdoors. I enjoy camping, swimming and spending time in the sun.  I like spending time with my family and friends.  I am very passionate about my career. I have spent my teaching career at GGEC teaching grade 1. I have been teaching for 4 years and I love every minute of it. I am on maternity leave so right now I spending my days at home with my baby boy.

I am currently a student in the graduate program. I am taking my masters in curriculum and instruction. This is course number 3 and I am excited to continue my journey as a life long learner.  In my last tech class I loved using twitter. My link is here.

In the class I have 3 learning goals. I would like to become more familiar with the google community. I did not use it much in my last course and would like to use it more. I would like to learn from the other people in our course by reading others blogs. I would also like to learn how to create an online learning space for students in elementary school. I am excited for ECI 834

Ed Tech is/has always been about us and our learners.

Another semester learning about EdTech is in the books!

What stood out?

Apart from all of the great presentations covering presentation-formats, assistive technology, assessment, the evolution of the web, and several more… there were several major ideas that stuck out.

  • Engagement helps with learning.
  • EdTech has developed over time to continue to engage people.
  • EdTech continues to develop and as educators we have to as well.
  • There are several different theories of education that are inherent within different forms of EdTech.
  • Those who create these technologies possess a significant amount of power in determining the direction of student learning.
  • EdTech can both act as a means to bridge learning gaps yet widen the digital divide.
  • Some forms of EdTech are meant to entertain.
  • Entertainment leads to engagement which leads to learning.
  • Therefore: EdTech is and has always been about us and our learners.

For your viewing pleasure, “Learner”, a remix of “Closer” by The Chainsmokers feat. Halsey.

Lyrics:

E, C and I 8 33
History of Edtech is our topic, okay?
Classmates, I tried to connect with you on google
but I forgot to tweet you again.

Theory is where we start.
Connective, evolving chaotic parts.
Ed-Tech, changes for all
And I am entertainer in my classroom walls
And my, my thoughts,
Oh, I will blog.

So let me tell you more about how education’s grown.
Distance learning for home-schooled
Or for students studyin’ abroad
And I won’t ever get over
The tragic death of Mr. Hooper
Entertainer is engager.
And I will always be an engager.
EdTech’s all about our learners.
And we are all a bunch of learners.


(I could email)
you and use power point inside the classroom
share my screen usin’ the app zoom, ya all day
Say, can we play formative assessment
Kahoot, Menti, or Soc-rative

Assistive tech creates parts
Makin’ learnin’ possible against all odds
And, for free or not
Trying to teach students to have critical thoughts
And I will blog
Oh my, my thoughts.

So Bill C let me know sir
‘Bout Aurasma cree instructor
Angus, bout web 3.0
personalize data or my info
Find out more about virtual
Reality and its scope
Engaging equals learning.
And I will always be a learner.

EdTech’s all about our learners.
And we are all a bunch of learners.

So Alec tell us more sir, bout EdTech and bout our learners.
How to help who can’t afford?
BYOD do we bring ours
AR/VR alters our world
Is real even real anymore?
Questions grow us all as learners
And EdTech keeps us all learners
.

EdTech is all about our learners.
(And we are all a bunch of learners.)

EdTech is all about our learners.
(And we are all a bunch of learners.)

EdTech is all about our learners.
(And we are all a bunch of learners.)

EdTech is all about our learners.
And we are all a bunch of learners.

And I will always be a learner.


EC&I833 Summary of Learning

Well another semester has come and gone and I was once again challenged to condense three months of learning into a 5-7 minute summary of learning.  I successfully met this challenge this semester with a 6 minute and 58 second videoscribe!

I wanted to try out a new tool to summarize my learning this semester.  I have seen a few whiteboard tools in the last few years and I have always found them quite engaging.  I’m not quite as ambitious as my friend Britt who did her very own whiteboard video by hand for EC&I831, so I decided to give Videoscribe a try.

I found Videoscribe quite user friendly.  I didn’t have the patience to explore every single feature, so I watched this tutorial video for a little help in creating my video:

Yay for online learning!

So without further ado…my summary of learning for #eci833.

(Neil Postman article)

Thank you to Alec and the #eci833 crew for a great semester!  Happy holidays to you all!

12 Weeks of EdTech – A Summary of Learning

Given that it’s the holiday season I thought I would have some fun and attempt to do a cover of a Christmas song for my summary of learning. I have done three summary of learnings before so I wanted to do something different and haven’t yet attempted a song so I thought why not this semester? I have to apologize as singing is not something that comes natural to me, nor is it something I do well. The background music didn’t turn out the way I wanted it to either. The music is quiet low and sounds a little echoey, but I honestly tried to record three different ways MULTIPLE times and this is the best quality I could come up with. If it’s too painful to watch feel free to skip through to the last 15 seconds where the 12 weeks counts down. Please also keep in mind that what EdTech taught me each week is not done in chronological order for obvious reasons. It was too difficult to make it all go in order and make sense, but regardless of the order I hope you enjoy my little song (singing aside).

In case you missed all the lyrics for each week, here it is:

Twelve weeks with you guys
Eleven ways to connect
Ten awesome blog posts
Nine classroom tools
Eight tools to assess
Seven grand presentations
Six assistive tech tools
Five classes with Alec
Four learning theories
Three types of web
Two different realities
And a collaborative experience online

Obviously I learned a lot more than just the list of items that I gave you in my song. I want to discuss some more of what I learned this semester since the song just doesn’t do it justice. We covered a lot of topics and had some awesome presentations this semester. There was some overlap in the topics which made it seem a little less overwhelming and easy to see how a lot of Ed Tech topics relate to one another. Here is a summary of a few main ideas from this semester.

Learning Theories
Technology allows us to use four different learning theories: behaviourism, cognitivism, constructivism and connectivism. Although each theory can be used, most technology lends itself to constructivism and connectivism the most. Using different websites and apps such as web quests or genius hours lend itself nicely to the constructivist approach in which students are building on knowledge and making connections between what they are learning and the real world.

Blogging, and Skype are excellent ways to connect your students to others outside of the classroom and learn through the connectivism approach. Whatever learning theory is being applied we must always think of our students. Behaviourism and cognitivism are more teacher directed, one-way learning and connectivism and constructivism allow the students to build knowledge and direct their own learning. When choosing which technology you want to use, be sure to think about the learning theory involved and how that will impact the learning of the student.

Tool Selection
The tools that we use greatly impact how students learn, how we teach, what we teach and how we assess. Before we decide which tool to use we must always think about the message that is being sent through the medium we are using. What type of learnings are benefiting from the tools we are using? Which type of learners are falling behind? We also need to consider what the purpose of the tool is. Are we using each tool for it’s intended purpose? Are we going beyond the simple cognitive or behaviouristic learning methods?

Technology also allows us many opportunities to assess our students learning but how can we ensure that our assessments are valid? Many assessment tools offer multiple choice or true/false questions. The issue with these types of questions is that they are usually surface level questions and don’t question deeper understanding. Students are also able to guess with some of these questions. Does guessing really show us what the students have learned? It is crucial that we are evaluating the tools and consider the message that is being sent using the tools that we are selecting. We must always be questioning and evaluating the purpose of the tool. This is a great article to read if you need guidance for integrating technology effectively.

Both teachers and students (but especially teachers) have to know how to seamlessly integrate technology into teaching and learning

Advantaged Vs Disadvantaged Students
In all of our presentations we discussed who is advantaged and disadvantaged when we use technology. This is an interesting concept to think about because it boils down to the perspective you are looking at it from. If we start by looking at socio-economic status (SES) it is clear that a divide exists between those who can afford technology and those who cannot. We need to work at bridging this gap and allow those who are disadvantaged to have the same opportunities within our classrooms. Perhaps if students do not have devices to work on at home they get priority over those who do when using technology in the classroom. Whatever the scenario it is important to attempt to level the playing field in regards to access to technology.

Another perspective we need to think about is those who are at a disadvantage because of a disability whether it be physical, emotional or mental. For some of these students assistive technology can greatly impact their learning and make things more equitable for them. We must ensure that other students and parents do not think that the student using assistive technology is being given the upper hand. The reality is that if they didn’t need the tool, they wouldn’t use it. There are stereotypes and labels that are associated with students who use assistive technology. Often times students who use these devices feel as though they are singled out and “different” because they need additional support from the tool. We need to work towards eliminating these stereotypes and labels.

 

 

 


A whole new world: virtual and augmented reality.

Augmented and Virtual Reality (AR/VR)!

First off, thanks to Bill for being a great presenting partner. I thought our teaching styles complimented each other very well.

Next, I wanted to provide something new to the #ECI833 readers than what we had presented about… and that is my experiences and subsequent beliefs, biases and views towards AR/VR. And for those of you coming in with pre-existing notions about the “uselessness of gaming” (yeah, you, Jayme. Your husband’s a good guy!), I got a class devoted to game creation and gaming’s power for learning that would beg to disagree!

My experience with AR/VR

AR

A student was playing Ingress (an AR game) in my class last year after completing his work and, prior to reminding him he still had more work to do, I listened to him mention that the company that made this was planning on making a Pokemon game… since I was partially raised in the region of Kanto (this is a location in the original Pokemon Red, Blue, and Yellow games), I patiently waited.

My wait was almost rewarded as the official release of the game was in summer 2016… in the United States… still unavailable to the Canadian public. Fortunately, I had an AP Conference in Anaheim, CA. Let the Pokemon catching begin. The young Logan was ALIVE and, surprisingly, with the augmented reality, viewing my surroundings with creatures of my childhood, I soon connected with strangers and with my environment. Adults. Youth. Men. Women. I met and talked with strangers, I learned about locations in and around Anaheim, and I had fun. I was engaged. Interesting.

VR

I had never tried out a VR device prior to this class. After registering to present about it (mostly out of post-Pokemon GO excitement), I mentioned it to my father, and he conveniently picked up a Playstation VR (for himself, not me, for the record) on sale three weeks prior to our presentation. He told me I needed to come over to try Batman Arkham. Several days later, I did…

And?

Shut.

the.

front.

door.

It was incredible.

I! WAS! BATMAN! I PUT ON THE BAT SUIT, GAUNTLETS, TESTED OUT THE BATARANG, AND I HUNG OUT WITH ALFRED!

There I was in downtown Gotham City, analyzing a crime scene, yet simply doing 360’s in my basement looking around desperately for clues to solve a murder. I searched a morgue to locate a key, problem-solved using tips and inferences from the environment I was in. I was learning in a game. It was more than I’d ever felt playing a game before. My legs responded to the environment as my brain accepted what my sight and hearing had presented as real.

Then the implications came, and I was almost overcome with emotion. Perhaps place-based learning in a Saskatchewan classroom is possible for more than four months of the school year…

Virtual tours. Simulation of activities reimagined. Pseudo-hands on experience/training. Distance learning 3.0. Assistive technologies?! Imagine therapeutic treatments made possible with Virtual Reality… or transcending our mortal lives to exist as a series of light, sound and code for loved ones to reconnect…

But it’s not reality… or is it?

I would be inclined to argue that reality is subject to what we make of it… a virtual reality, though digital, is still reality nonetheless. Are we ignorant to accept it as real or toy with our brains to escape reality?

What is real? How do you define ‘real’? If you’re talking about what you can feel, what you can smell, what you can taste and see, then ‘real’ is simply electrical signals interpreted by your brain. – Morpheus, The Matrix (1999) via IMDB

At least we’re not in the matrix… (or are we?)