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In the connected era, students will be most successful after college if they have a digital presence that promotes their unique abilities and strengths. Online instructors are poised to play a powerful role in the development of our students’ digital footprint. Students aspire to be like their instructors who actively model safe and professional use of digital tools and resources. Effective online teachers understand that engaging students in the web is an important part of becoming digitally literate and, as such, learning is not tied to a textbook.
Reflections
Reflections
Where I was.
Where I was.
Digital Citizenship was the first @ONE course I took as part of the advanced certificate. At the start of the course, my definition of "digital citizenship" hadn't been formed. I had given thought to digital presence, and I knew that I did not have much of a consistent presence in my online courses. To that end, I was interested and eager to find out what being a digital citizen was all about!
Where I am.
Where I am.
I am determined, and I have made it a personal goal, to find ways to create a ZCT course for 2021. I may not be able to do this for each of the different courses that I teach, so my first goal is to do this for my English Composition (first year Composition course) and then assess for changes before I do more work for different courses. I have implemented a few changes into my current course that I learned from this @ONE course. For example, instead of asking my students to conduct only interviews for primary sources, I took it upon myself to learn about how to use social media for primary sources. They seem to be really excited about this! As previously mentioned, my goal is for me to interact with digital textbooks different in that I am going to try to make the big leap over to ZCTs.
Where I'm headed.
Where I'm headed.
When considering the definition of “digital citizenship” now versus at the start of this course, I admit that my understanding of it is still a little messy! I am, however, thinking about how my role in digital environments (namely on Canvas with my online students) is certainly emerging and I am now seeing the power I can have in making my online courses (and even face to face courses) much more equitable and modern. I am seeing the beauty and importance in not only learning about OERs and ZCTs, but to also connect with my campus’s library in order to show them interest and a real faculty need for more resources!
Examples
Examples
Digital Ethics: Student Assignment
One of the concepts I learned from the course that will be useful for my students in English Composition is Mike Caulfield’s SIFT approach.
First, students will watch Caulfield's 4-part series about online verification skills. Then, students will be given a list of various web sources and they must check for trustworthiness by using Mike Caulfield’s SIFT approach. To document their line of thinking, I will ask students to narrate (through writing) each step that they take, which will explain how they came to their conclusions. I’ll then take their answers and put them into visual data that shows how the class did on the assignment. Finally, we will discuss them in class to make sure that students know their strengths and weaknesses with the SIFT approach. To the left you will find the first video in Caulfield's series.
Digital Presence: Using Social Media for Primary Sources
For this assignment, students will be doing both on-site fieldwork and digital fieldwork. The digital fieldwork will be a poll of their own "friends" on any social media platform (i.e. Facebook, Instagram, LinkedIn). The essay prompt asks students to find an inequality in their community and propose methods to alleviate the discrepancies. In order to discover what those in their community believe (community=home, city, town, neighborhood, etc.), they will have to conduct a poll for that particular group; they will then include the findings in their formal essay.
Non-Disposable Assignment: Write and Post an Amazon Review
As the above example allows students to make use of their online communities in order to create a resource, I also developed a non-disposable writing assignment that I think students will really love. It helps them see the value in creating content rather than only consuming it.
For this assignment, students use their summary skills to summarize and critique a book or film we have read/viewed in class. After some workshopping, students then post their review on Amazon. At the end of the term, they will look back at their review to see if others found it to be helpful or if they received responses from others.
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