While we often get distracted by the latest device or platform release, video has quietly been riding the wave of all of these advancements, benefiting from broader access to phones, displays, cameras and, most importantly, bandwidth. In fact, 68 percent of teachers are using video in their classrooms, and 74 percent of middle schoolers are watching videos for learning. From social media streams chock-full of video and GIFs to FaceTime with friends to two-hour Twitch broadcasts, video mediates students’ relationships with each other and the world. Video is a key aspect of our always-online attention economy that’s impacting voting behavior, and fueling hate speech and trolling. Put simply: Video is a contested civic space.
We need to move from a conflation of digital citizenship with internet safety and protectionism to a view of digital citizenship that’s pro-active and prioritizes media literacy and savvy. A good digital citizen doesn’t just dodge safety and privacy pitfalls, but works to remake the world, aided by digital technology like video, so it’s more thoughtful, inclusive and just.
1. Help Students Identify the Intent of What They Watch
equip students with some essential questions they can use to unpack the intentions of anything they encounter. One way to facilitate this thinking is by using a tool like EdPuzzle to edit the videos you want students to watch by inserting these questions at particularly relevant points in the video.
2. Be Aware That the Web Is a Unique Beast
Compared to traditional media (like broadcast TV or movies), the web is the Wild West.
Digital Fluency: Preparing Learners for 21st Century Digital Citizenship Eighty-five percent of the jobs available in 2030 do not yet exist. How does higher education prepare our learners for careers that don’t yet exist? One opportunity is to provide our students with opportunities to grow their skills in creative problem solving, critical thinking, resiliency, novel thinking, social intelligence, and excellent communication skills. Instructional designers and faculty can leverage the framework of digital fluency to create opportunities for learners to practice and hone the skills that will prepare them to be 21st-century digital citizens. In this session, join a discussion about several fluencies that comprise the overarching framework for digital fluency and help to define some of your own.
Dr. Jennifer Sparrow, Senior Director for Teaching and Learning with Technology and Affiliate Assistant Professor of Learning, Design, and Technology at Penn State. The webinar will take place on Friday, November 9th at 11am EST/4pm UTC (login details below)
how DF is different from DLiteracy? enable students define how new knowledge can be created through technology. Not only read and write, but create poems, stories, if analogous w learning a language. slide 4 in https://www.slideshare.net/aidemoreto/vr-library
communication fluency. be able to choose the correct media. curiosity/failure fluency; creation fluency (makerspace: create without soldering, programming, 3Dprinting. PLA filament-corn-based plastic; Makers-in-residence)
immersive fluency: video 360, VR and AR. enable student to create new knowledge through environments beyond reality. Immersive Experiences Lab (IMEX). Design: physical vs virtual spaces.
Data fluency: b.book. how to create my own textbook
rubrics and sample projects to assess digital fluency.
What is Instructional Design 2.0 or 3.0? deep knowledge and understanding of faculty development. second, once faculty understands the new technology, how does this translate into rework of curriculum? third, the research piece; how to improve to be ready for the next cycle. a partnership between ID and faculty.
Join ISTE CEO Richard Culatta and a panel of educators and students to understand what digital citizenship means today and how we can empower students to engage in our complex, connected world
ason Ohler’s online course in Digital Citizenship is available as a MOOC, and contains many terrific resources. In his book, Digital Community, Digital Citizen, he stressed the importance of building positive culture and involving students in policy making. I highly recommend his work and the course.
$129. Select CoSN Member or Non-member, change the “0” next to the “Symposium on Educating for Digital Citizenship ONLY” to a “1”. Click “next” and complete your registration.
CoSN and UNESCO, in partnership with the Global Education Conference, HP, ClassLink, Participate, Qatar Foundation International, Partnership for 21st Century Learning, ISTE, iEARN-USA, The Stevens Initiative at the Aspen Institute, World Savvy, Wikimedia, TakingITGlobal, Smithsonian Institute, and Project Tomorrow, are hosting this event to bring together thought leaders from across the world to explore the role of education in ensuring students are responsible digital citizens.
Internet safety has been a concern for policymakers and educators since the moment technology, particularly the Internet, was introduced to classrooms. Increasingly many school systems are evolving that focus from simply minimizing risk and blocking access, to more responsible use policies and strategies that empower the student as a digital citizen. Digital citizenship initiatives also seek to prepare students to live in a world where online hate and radicalization are all too common.
Join us for a lively and engaging exploration of what are the essential digital citizenship skills that students need, including policies and practices in response to the following questions:
How can technology be used to improve digital citizenship and to what extent is technology providing new challenges to digital citizenship?
How should we access information effectively and form good evaluate its accuracy?
How should we develop the skills to engage with others respectfully and in a sensitive and ethical manner?
Access. Not everyone has the same opportunities with technology, whether the issue is physical, socio-economic or location. Those who have more access to technology need to help those who don’t.
Law. The ease of using online tools has allowed some people to steal, harass and cause problems for others online. Students need to know they can’t take content without permission, or at least give credit to those who created it.
E is for educating yourself and others.
Literacy. Learning happens everywhere. Regardless of whether we get our information from friends, family or online, we need to be aware that it might not be correct. Students need to understand technology and what it can do and be willing to learn new skills so they can use it properly.
Communication. Knowing when and where to use technology is important. Using email, text or social media may not be the best method for interacting with someone. Students need to think about the message first, then the method, and decide if the manner and audience is appropriate.
Commerce. Technology allows us to buy and sell across the globe. Students should be careful about sharing personal and credit card information. Online commerce comes with risks.
P is for protecting yourself and others.
Rights and responsibilities. Build trust so that if something happens online, students are willing to share their problems or concerns about what has happened. Students should know who they are friends with on social networking sites so that they can remain safe online.
Security. It is everyone’s responsibility to guard their tools and data by having software and applications that protect them from online intruders. When we are all connected, everyone is responsible for security.
Health and wellness. There needs to be a balance between the online world and the real world. Students should establish limits with technology and spend quality face-to-face time with friends and family.
From MyFunCity to government-structured approach to “digital citizenship,” this is recent trend, which is seriously considered by educators as a must in the curricula. While habitually connected with technology classes, it is a much larger issue, which requires faculty attention across disciplines; it encompass digital and technology literacy, netiquette and online behavior (cyberbulling most frequently addressed), as well qualities and skills to be a functional and mindful citizen of a global world.
here is some general literature on digital citizenship:
Lenhart, A., Madden, M., Smith, A., Purcell, K., Zickuhr, K., Rainie, L., & Pew Internet & American Life, P. (2011). Teens, Kindness and Cruelty on Social Network Sites: How American Teens Navigate the New World of “Digital Citizenship”. Pew Internet & American Life Project, http://eric.ed.gov/?id=ED537516