OLTD Learning Outcomes:

• Become familiar with common terms, definitions and elements related to online environments
• Understand, design and commit to student success in online learning environments
  • Share engagement strategies and tips
  • Engage in mentoring and coaching with educational partners
  • Work with families and students to establish effective learning plans
• Scaffold digital citizenship from K-12 to professional level of educators
  • Consider responsibility, accountability and civility in online environments

Evidence to Support Outcome:

• OLTD 506 Summary of Learning (16 minute video)

Reflection to Support Evidence:

In Fall 2014 I created this video summary of my learning for OLTD 506. This summary outlines my learning using the 5 Pillars of Risk (Hengstler, 2014) outlined in the course. I used “Knowledge” and “Skills and Training” as cornerstones to discuss “Practice and Experience”. All of these items together create confidence when assessing and dealing with risks.

This evidence piece outlines my understanding of various facets of social media use in post-secondary classrooms, including the importance of managing and maintaining your digital footprint, the need to understand and commit to safety and privacy online, and the ways in which social media should be thought about from the lens of social justice. The creation of this evidence piece required close reading of both the social media guides for K-12 education as well as post-secondary education, and it was valuable to compare and contrast the two guides. Although parents and guardians are not commonly involved in post secondary students’ choices, looking at issues from the perspective of those stakeholders is helpful when evaluating risks. Throughout OLTD 506 I was able to develop better ways of analyzing and sharing information about social media, so I am better able to support faculty and students in its responsible and compliant use. My attitudes toward digital sharing and safety have shifted to be more cautious, and the need to focus on tools that complete desired functions (as opposed to those that are new or popular) has been underscored by this course.

Educators need a good understanding of the terminology and history behind the use of social media in the classroom in order to become or maintain their compliance with BC legislation. It is critical to the success of students that tools are used effectively and safely, and that all concerned persons (including parents) are partners in that process. The responsible use of social media in the classroom is an important part of developing digital literacies,which can lead to better digital citizenship outcomes for students regardless of age or grade level. With the growth of blended and online learning the importance of supporting the growth of these types of literacies is critical to future student success.

References

Hengstler, J. (2014). Safety boundaries. OLTD 506 (VIULearn). Retrieved from https://d2l.viu.ca/d2l/le/content/56545/viewContent/622567/View

OLTD Learning Outcomes:

• Become familiar with common terms, definitions and elements related to online environments
• Plan learning opportunities most suitable to the strength and challenges of a variety of environments
• Critically assess and evaluate resources for best practice in online learning
• Develop practical and technical skills in all phases of concept, development, design, implementation, ect

Evidence to Support Outcome:

• Resource Package Submission
  • Please note this package was created for the purposes of OLTD 506 and there are no current plans to deploy the tool discussed therein at Vancouver Island University

Reflection to Support Evidence:

During Fall 2014 for OLTD 506 I created a resource package focused on a specific social media web 2.0 tool – Wiggio. The resource package contains a description of the tool, a listing of all Vancouver Island University policies that would relate to that tool, a draft permission slip for tool use, and a risk assessment on the use of the tool.

The creation of this resource package gave me a lot of experience reading and assessing privacy policies and end user agreements. I needed to also practice explaining the pertinent items within those agreements to an audience that may not be as well versed in privacy rights or the risks associated with using social media tools. Completing this package gave me a lot of experience with the language of privacy and protection of privacy, and gave me a much clearer understanding of the vetting process needed when considering implementing or deploying a new tool on our campus. Due to my current position at the university, it is extremely important that I am able to articulate the critically assessment of new tools for faculty members so they and their students are protected. The process of developing this package was very challenging, and I feel I am better prepared to assist in the vetting and adoption of tools when and if our department pursues them.

Educators need to have a strong understanding of how to critically and objectively assess the risks and rewards of different educational tools, or else they will leave themselves and their students open to potential dangers. Without having to go through this process and have your work assessed by someone who understands the challenges of social media, it is easy to be swept up in what a tool can do while marginalizing the risks. An educator must have a strong understanding of the policies governing social media, or they will be unable to adhere to them. They must also have a strong understanding of the tools they plan to use, so they can explain to students and/or parents how best to keep themselves safe online.