Goal of OLTD 506:
To develop educators who can use social media in the BC context in conscious, skilled, knowledgeable, socially responsible, and professional ways—who will become emergent social media role models who maximize social media teaching & learning opportunities, manage risk, and make positive contributions to larger communities around & through social media. (Hengstler, OLTD506_2013_Syllabus, 8/29/2013)
Course Scenario
The mainstream educational application of social media is new territory for most of BC’s schools and districts. What we learn, share, and do, can benefit many in our profession. So, for this course, we will take a scenario-based approach of a professional learning pod in a fictionalized BC school district, “BC School District XY, Somecity, BC”. The policies, procedures, practices of SD XY will be loosely based on those of an existing BC school district. The concept is to model a district-wide online professional learning community functioning under a similar policy/procedural/practical umbrella with members from various grade levels or from various subject areas. The ultimate goals of the course are to develop you as an emerging social media expert in collaboration with your cohort colleagues and to share our learning with the “real” school district—as well as others—at the conclusion of the course. The scenario unifies us under a policy/procedural umbrella, provides a service-based learning opportunity, and aims to connect work done in this post-graduate Education course with real BC K-12 educational contexts. If we do it well, it may also provide an example of how you might work as an expert mentor in coordinating a social media learning pod in your own local school or district. (Hengstler,J. (8/29/2013). OLTD 506 Special Topics: Social Media. OLTD506_2013_Syllabus,)
OLTD Program Outcomes Covered in OLTD 506:
OLTD 506 Course Outcomes:
*employment considerations
*privacy tensions
*BC legal
*school policies/procedure
*professional ethics
one social media tool for education
*Develop 3-5 developmentally appropriate activities for tool; 1@ varied grade level or
adapted for special needs
*Develop ‘useable’ permission form for tool use in BC K-12 school
*Create content for student & parental training to address tool use & management of
risks
*Create incident response chart
*Share resources with the field
(Hengstler,J. (8/29/2013). OLTD 506 Special Topics: Social Media. OLTD506_2013_Syllabus,)
__________________________________________________
Evidence: Foundation and Boundaries-Academic Paper
Over the course of the Foundations & Boundaries module, you have been provided with broad range resources on a wide range of important topics. It is now time to synthesize what you have learned into a cohesive piece. This will be your "grounding" in relation to the parameters governing your social media use in BC education.
With reference to the readings & resources from this module, write an academic paper following the VIU Education APA Style Guide on the topic of “Teachers & Social Media in the BC Context”. You need to address the boundaries of:
(Hengstler, J. (2013). Foundations and Boundaries. Academic Paper. OLTD 506 Special Topics: Social Media. VIU D2L)
**Please click on this link, Academic Paper, to read about my thoughts in relation to the prescribed learning outcomes for this course and my own practice.
______________________________________________________
Evidence: In-Depth Resource Package- Putting It All Together
In our second area of study “In Depth Knowledge” we were given the assignment of choosing one social media tool in which we would create class assignments. We had chosen our classroom scenario prior to moving on to this assignment. The class scenario could be related to our present teaching assignment or one of our choosing. My scenario is part of my present teaching assignment, Math 8 and PE 5-8 in a DL school. I chose the social media tool Twiducate.
We had to create five different documents in relation to our tool choice these were then put together in one complete document as a resource package for myself and possibly other teachers in BC.
1. In-Depth Project Discussion 1.1: My Tool Selection: This outlines what our social media tool is.
2. In-Depth Reflection 2.1: Some ideas for learning ativities with my tool: We created three learning
activities as well as an adapted activity for the specific tool.
3. In-Depth Reflection 3.1: My Policy Review: we settled on a policy framework we will operate under
either SD43 or local policies, I chose SD43, by reviewing the relevant Acceptable Use Policy and any
other relevant policy information under which we would be working. We then chose the policies
relevant to our resource package development and what we will need to address or be concerned with
in developing activities under the given policies.
4. In-Depth Resource Package: Permission Slip Draft: This is the permission slip we have students and
parents read through, agree to and sign before we allow the students to use the specific social media
tool.
5. And ONE ELECTIVE ACTIVITY_ Parent/Caregiver Backgrounder: Finally we had a choice of one
related document. I chose to create a parent/caregiver backgrounder provides information that allows
parents and caregivers to provide real "informed" consent for their child to participate in an activity.
Your backgrounder gives more information than your permission slip would--because you'll notice that
a permission slip touches on many of these items as well.
(Hengstler, J. (2013). Putting it All Together. In-Depth Knowledge. OLTD 506 Special Topics: Social
Media. VIU D2L)
It is important for students and parents to be well informed about the social media tool that a teacher is choosing to use. Along with an understanding of the tool , parents and students need to be well informed about what policies guide the use of the social media tool both district and provincial, FIPPA. It is a teacher’s responsibility to supply student and parents’ with a permission /consent form for each specific social media tool used as each involves different privacy policies and risks of use. Plus each involves different ways students will be interacting with each other and the teacher, and what information they will be sharing. One must always keep in mind and be prepared for parents to not give students permission to participate and thus have an alternate activity ready.
*Please click on this link to view, Resource Package: Putting It All Together Document
*Also see "Reflection on Learning" link below.
________________________________________________
Evidence: Reflection of Course Learning : Outcomes
Think about where you were in relation to the 5 Pillars of Risk (Hengstler, 2010; 2013) when you started this course about social media and teachers in the BC context, and where you are now.
6. attitudes
7. perceptions
All Students Reflect on Your Course Learning
FORMAT: Course Learning Reflections may take a variety of formats from a 10-15 minute video or podcast, a VoiceThread, a Prezi, a work of art with a description of what it represents aligned with the content requirements, or it could be as straightforward as a paper NO SHORTER than 3 typed pages, double spaced. Cite & give references as appropriate using APA format.
LENGTH: If a paper, no shorter than 3 pages, if an audio or video cast, no shorter than 10 minutes. There is no maximum but keep in mind, this is NOT A THESIS and should not be a "master work".
THE ASSESSMENT: Out of 100 Points
*Please refer to marking rubric here--based on initial course "journal" marking rubric:
(Hengstler, J. (2013). Assessment of Course Learning. Reflection on Learning. All Students Reflect on Your Course Learning. OLTD 506 Special Topics: Social Media. VIU D2L)
*Please click on this link, Reflection On Course Learning, to read my paper that relates to both the prescribed learning outcomes for this course and my own practice.
To develop educators who can use social media in the BC context in conscious, skilled, knowledgeable, socially responsible, and professional ways—who will become emergent social media role models who maximize social media teaching & learning opportunities, manage risk, and make positive contributions to larger communities around & through social media. (Hengstler, OLTD506_2013_Syllabus, 8/29/2013)
Course Scenario
The mainstream educational application of social media is new territory for most of BC’s schools and districts. What we learn, share, and do, can benefit many in our profession. So, for this course, we will take a scenario-based approach of a professional learning pod in a fictionalized BC school district, “BC School District XY, Somecity, BC”. The policies, procedures, practices of SD XY will be loosely based on those of an existing BC school district. The concept is to model a district-wide online professional learning community functioning under a similar policy/procedural/practical umbrella with members from various grade levels or from various subject areas. The ultimate goals of the course are to develop you as an emerging social media expert in collaboration with your cohort colleagues and to share our learning with the “real” school district—as well as others—at the conclusion of the course. The scenario unifies us under a policy/procedural umbrella, provides a service-based learning opportunity, and aims to connect work done in this post-graduate Education course with real BC K-12 educational contexts. If we do it well, it may also provide an example of how you might work as an expert mentor in coordinating a social media learning pod in your own local school or district. (Hengstler,J. (8/29/2013). OLTD 506 Special Topics: Social Media. OLTD506_2013_Syllabus,)
OLTD Program Outcomes Covered in OLTD 506:
- ·Become familiar with common terms, definitions and elements related to online environments
- · Develop practical and technical skills in all phases of concept, development, design, implementation, etc.
- ·Understand, design and commit to student success in online learning environments
- · Demonstrate basic competency with design and implementation within a variety of online learning environment & tools
- Critically assess and evaluate resources for best practice in online learning
- ·Create assessment and evaluation methods/tools most suitable to the strengths and challenges of online environments
- ·Scaffold digital citizenship from K-12 to professional level of educators
- ·Develop skills to optimize learning experiences through personalization
OLTD 506 Course Outcomes:
- Develop knowledge of key terms & concepts
- Develop understanding of:
*employment considerations
*privacy tensions
*BC legal
*school policies/procedure
*professional ethics
- Analyze the BC educational context for social media use.
one social media tool for education
*Develop 3-5 developmentally appropriate activities for tool; 1@ varied grade level or
adapted for special needs
*Develop ‘useable’ permission form for tool use in BC K-12 school
*Create content for student & parental training to address tool use & management of
risks
*Create incident response chart
*Share resources with the field
(Hengstler,J. (8/29/2013). OLTD 506 Special Topics: Social Media. OLTD506_2013_Syllabus,)
__________________________________________________
Evidence: Foundation and Boundaries-Academic Paper
Over the course of the Foundations & Boundaries module, you have been provided with broad range resources on a wide range of important topics. It is now time to synthesize what you have learned into a cohesive piece. This will be your "grounding" in relation to the parameters governing your social media use in BC education.
With reference to the readings & resources from this module, write an academic paper following the VIU Education APA Style Guide on the topic of “Teachers & Social Media in the BC Context”. You need to address the boundaries of:
- digital foot prints & professionalism
- privacy
- safety
- social
- justice
(Hengstler, J. (2013). Foundations and Boundaries. Academic Paper. OLTD 506 Special Topics: Social Media. VIU D2L)
**Please click on this link, Academic Paper, to read about my thoughts in relation to the prescribed learning outcomes for this course and my own practice.
______________________________________________________
Evidence: In-Depth Resource Package- Putting It All Together
In our second area of study “In Depth Knowledge” we were given the assignment of choosing one social media tool in which we would create class assignments. We had chosen our classroom scenario prior to moving on to this assignment. The class scenario could be related to our present teaching assignment or one of our choosing. My scenario is part of my present teaching assignment, Math 8 and PE 5-8 in a DL school. I chose the social media tool Twiducate.
We had to create five different documents in relation to our tool choice these were then put together in one complete document as a resource package for myself and possibly other teachers in BC.
1. In-Depth Project Discussion 1.1: My Tool Selection: This outlines what our social media tool is.
2. In-Depth Reflection 2.1: Some ideas for learning ativities with my tool: We created three learning
activities as well as an adapted activity for the specific tool.
3. In-Depth Reflection 3.1: My Policy Review: we settled on a policy framework we will operate under
either SD43 or local policies, I chose SD43, by reviewing the relevant Acceptable Use Policy and any
other relevant policy information under which we would be working. We then chose the policies
relevant to our resource package development and what we will need to address or be concerned with
in developing activities under the given policies.
4. In-Depth Resource Package: Permission Slip Draft: This is the permission slip we have students and
parents read through, agree to and sign before we allow the students to use the specific social media
tool.
5. And ONE ELECTIVE ACTIVITY_ Parent/Caregiver Backgrounder: Finally we had a choice of one
related document. I chose to create a parent/caregiver backgrounder provides information that allows
parents and caregivers to provide real "informed" consent for their child to participate in an activity.
Your backgrounder gives more information than your permission slip would--because you'll notice that
a permission slip touches on many of these items as well.
(Hengstler, J. (2013). Putting it All Together. In-Depth Knowledge. OLTD 506 Special Topics: Social
Media. VIU D2L)
It is important for students and parents to be well informed about the social media tool that a teacher is choosing to use. Along with an understanding of the tool , parents and students need to be well informed about what policies guide the use of the social media tool both district and provincial, FIPPA. It is a teacher’s responsibility to supply student and parents’ with a permission /consent form for each specific social media tool used as each involves different privacy policies and risks of use. Plus each involves different ways students will be interacting with each other and the teacher, and what information they will be sharing. One must always keep in mind and be prepared for parents to not give students permission to participate and thus have an alternate activity ready.
*Please click on this link to view, Resource Package: Putting It All Together Document
*Also see "Reflection on Learning" link below.
________________________________________________
Evidence: Reflection of Course Learning : Outcomes
- Student compares pre-learning & post learning states in relation to knowledge, skills, training, policy & procedures, confidence, attitudes, perceptions (the 5 Pillars of Risk); and student projects future learning interests, opportunities or professional development activities
- .Student accurately uses vocabulary/terminology from course, describes concepts/themes raised in course resources and work.
- Student exhibits understanding of required course resources and/or class discussion through
incorporation of explanations, descriptions, examples, or related past experiences.
(Hengstler, J.(2013). Reflection on Course Learning. Assessment of Learning. OLTD 506 Special Topics: Social Media. VIU D2L)
Think about where you were in relation to the 5 Pillars of Risk (Hengstler, 2010; 2013) when you started this course about social media and teachers in the BC context, and where you are now.
- knowledge
- skills & training
- practice & experience
- guidelines & policy (not necessarily those of your school or district)
- confidence
6. attitudes
7. perceptions
All Students Reflect on Your Course Learning
FORMAT: Course Learning Reflections may take a variety of formats from a 10-15 minute video or podcast, a VoiceThread, a Prezi, a work of art with a description of what it represents aligned with the content requirements, or it could be as straightforward as a paper NO SHORTER than 3 typed pages, double spaced. Cite & give references as appropriate using APA format.
LENGTH: If a paper, no shorter than 3 pages, if an audio or video cast, no shorter than 10 minutes. There is no maximum but keep in mind, this is NOT A THESIS and should not be a "master work".
THE ASSESSMENT: Out of 100 Points
*Please refer to marking rubric here--based on initial course "journal" marking rubric:
(Hengstler, J. (2013). Assessment of Course Learning. Reflection on Learning. All Students Reflect on Your Course Learning. OLTD 506 Special Topics: Social Media. VIU D2L)
*Please click on this link, Reflection On Course Learning, to read my paper that relates to both the prescribed learning outcomes for this course and my own practice.