Mind42 Resource Package

Evidence: Mind42 resource package with risk analysis

Learning Outcomes:

  • Develop emergent expertise with at least one social media tool for education.
    • Develop 2-3 developmentally appropriate activities for tool.
    • Create content for student training to address tool use and management of risks
  • Develop and design intentional learning activities suitable for the appropriate environment and the learner

Evidence:

When asking students to use a digital tool it is important to not only analyze the tool with a few potential lessons in mind but to perform a risk assessment and policy alignment check of the tool. Once done, a student user agreement for students to sign outline all the information needs to be generated.

In my teaching practice, I really like to use mind-maps so students can see the key concepts and connections in a topic. Generally I ask students to create the mind-maps as part of their on-line class. One of the mind-map sites I like to use is Mind42.com. For this site I created a comprehensive resource package. As I teach adult learners, all information is aimed for that age group and no parental permission has been included.

Resource Package: Lewis_Lisa_oltd506_Resource Package_mind42

Digital Boundaries

Evidence: Paper: Digital Boundaries & Social Media
Learning Outcomes:

  • Understand functional contexts & constraints, employment considerations, privacy tensions, BC legal, school policies/procedures, professional ethics
  • Scaffold digital citizenship from K-12 to professional level of educators
    • Responsibility, accountability and civility in online environment

Evidence:

Sometimes it is so easy to lecture, PowerPoint or use chalk on a blackboard in the classroom. One problem is it can be boring, the same thing over and over again. There is a fantastic world available through the internet with all sorts of resources, learning apps and communities. Students are going to the internet on their own for learning, so why not bring the world in to the classroom. The problem? If, as an educator, you are asking students to go on-line, you have the responsibility of informing them of the risks that exist as well as how their digital footprint can be affected (or even that they have a digital footprint).

Educators also have legal (and ethical) consideration when their students go on-line. Unfortunately many educators are not aware of their legal responsibilities. OLTD 506 really opened my eyes to the legal requirements of B.C. and Canada, as well as the the responsibilities around informing students of the risks and about their digital footprint and how that can be potentially affected.

Here is the paper: Lewis_Lisa_oltd506_BoundariesPaper