Category Archives: EC&I 832 Major Project

EC&I 832 Major Project – Conclusion

This was a really unique project for me as I was able to scaffold and build upon my knowledge and understanding from EC&I 834 (looking at Online Learning and course development). The two classes blended so well together, I figured I would take aspects of that Major Project and apply them here.

For EC&I 834, I created an online course based on Grade 8 Science Water Systems outcomes and developed a great resource that I can use both online, in-person, or both! For EC&I 832’s Major Project, I did not want to simply dump a bunch of resources and content into a document that would never be looked at again, so I decided to mirror the Online Course Development aspect of 834 and created an online (or Hybrid, or in-person) course centred around digital citizenship (seen in the course walkthrough below).

I created a few modules and based each section off of one of Ribble’s 9 Elements of Digital Citizenship. I have used two of the assignments listed in the course in my classroom before but heavily adapted them to fit digital citizenship content and the Faith-based component of my school division’s Digital Citizenship outcomes. It really came together nicely and is a resource I will be able to use in the years to come. All assignments could be adjusted to fit a variety of grade levels and they mesh well with online, in-person, or hybrid styles of learning. Each of these lessons alone may not resonate with students, but creating a resource that can be spread out over a few months of class means that students continue to look at DigCit rather than seeing it for a week at the beginning of the year and never coming back to it.

My project updates for EC&I 832 and 834 really helped guide some of my decisions regarding content and how to use these tools effectively. I for one am very thankful for the critical feedback on my updates for 832 and 834.

There were a few tricky learning curves along the way that slowed me down but were good tools to have going forward. A few notable ones are: do not use any “- = , @ &” in the tab creation in OneNote. It will not be recognized and you will have to go through each student’s “binder” to delete the tabs pushed to them and redistribute them. Secondly, and I sort of touch on this at the end of my final submission, is that once you push a page to students, you cannot edit the original page…. they do not sync. SO, again, you’d have to go to each student’s binder to delete that page and redistribute.

Overall, using OneNote has been a positive experience. I have been using the tool for a few years now and I still get stuck on some of the systems it has. I would ideally like to import this notebook into Teams and function solely in Teams for messages, calls, meetings, content and homework submissions, etc. HOWEVER, the two tools still do not blend together. If it was not for the fact that I can actually use OneNote and the course I created in future years in my career, I fully believe there are better tools out there to use as LMS systems. I recently learned that the online teachers in my division can use Moodle for their platform, which I think would be far more beneficial than the tools we are provided as classroom teachers. Regardless, OneNote helped me get through online/remote learning during the pandemic and it has been a positive learning experience in creating an actual course, rather than the smorgasbord of thrown together teaching we were forced into back in 2020.

Enough rambling on. Here is my Digital Citizenship Course Prototype. I went above the recommended guidelines for ECI834 (requiring two modules, each with out 15 minutes of student content time) and have included all aspects of the ECI832 requirements for creating a Digital Citizenship resource that I can use in my class. Some of the content is resources I have found online, and built in with Ribble’s 9 Elements of Digital Citizeship, I was also able to curate my own content to help my learners gain a better understanding of Digital Citizenship, Digital Identity, and Digital Literacy. I hope you enjoy!

Source:

If you are interest. Here are links to the videos listed in Module 1, Module 2, and Module 3&4 which were created if this course was ever to be taught online with no hybrid options available. Essentailly, all these videos are is a more student friendly version of my Course Overview above.

Looking forward to tacking EC&I830 next semester!

Until next time,

-Dalton

ECI 832 and 834 Major Project Updates

Well, it has been a very busy couple of weeks with classes, school, keeping up on marking and preparing for Student Conferences next week. Anyway! The projects are coming along nicely!

I would say that my ECI834 Course Prototype is about 90% complete, with just a few things to add and tweak before the final submission in two weeks!

My ECI832 Digitial Citizenship resource is coming along. Right now, I am modelling it after the Prototype format from 834 and creating an online digital citizenship/literacy unit that I can use synchronously or asynchronously with my students present and future!

834 Science 8 Prototype has three modules, number one is complete and I am fine-tuning modules two and three as we speak! 832 will have four (maybe one more) modules with a few “sections” beneath each one. I have citizenship and literacy topics grouped into these sections with a small activity or larger

assignment attached to each. This unit could take up to a few months to complete, or work through at a quicker pace, depending on the classroom needs for scheduling. If I were to continue developing this unit, I would include refreshing activities to complete throughout the year (if we remember to come back, which we often forget to do!)

In the effort for our division to require digital citizenship to be taught in all classrooms, we actually have outcomes that have been added to the Practical and Applied Arts strand in Religion. So, for grades 7&8, we actually have outcomes to cover in this area of study.

“PAA 7.1 & 8.1: Explore elements of Digital Citizenship to understand how to navigate and participate in a digital world guided by faith”

Many students have been talking about having a course or specific outcomes from the Ministry and I completely agree that we should have something a little more streamlined from the government that makes digital citizenship a staple in teaching ELA or Health; it should no be up to individual divisions to incorporated those concepts and ideas into the curriculum.

What are your thoughts on including outcomes in the curriculum? Would that help you build content in your classroom, or should it be left to the teachers and school divisions to mandate Digital Citizenship/Literacy?

ECI 832 Major Project Update

My students have been working hard on their regularly scheduled programming, and I have been trying to integrate Digital Citizenship and Literacy into their daily work as often as I can.

I am also taking ECI834 with Katia and we are working on creating an online course using an LMS and creating modules to help build skills and competencies in the creation process. I have created a OneNote document with a variety of Modules for Water Systems in the grade 8 science curriculum. THUS, I have applied the knowledge from 834 into 832 and I am creating an online digital resource to help implement Dig Cit and Dig Lit into my teaching.

So far, in my classroom, we have been working on a Religion assignment called the Modern Parable. I have made some serious adaptations to the assignment (which will be a part of Module 4) to fit the needs of implementing Dig Cit and Dig Lit into my pedagogy. So far, students have been engaging well.

Next, I plan to have students start journaling about the types of advertisements and licensing that they see while working on other assignments!

I would like students to get into groups, choose an app, and discuss the pros and cons of using the app, mental health implications, and mapping their digital footprint on the apps. The work is in the planning stages still, and I will provide another update once they get their hands on the assignment!

Please provide any feedback or criticisms of what I have created so far. I would love to have some questions asked about the work to help improve this Major Project!

Thanks!

-Dalton

Major Project Update #4 – Social Activism in the Age of COVID-19

Ah, start a campaign on twitter they said. It will be fun they said! Teach your students all about Ribble’s element of Digital Communication and selecting a medium for sharing a message they said! (Okay, no one said the last one).

I began this class with the idea that because I was a Connected Educator with my school division, and because I have a genuine interest and belief in the ability to use technology in education as an agent of innovation – that I would not have a hard time choosing a project.

Don’t get me wrong. I am happy with my choice of a project that I could create with my students. As I said in my last post I truly believe that students need the freedom to create and communicate on Social Media as a part of school in order to develop authentic digital citizenship skills. While I had loftier goals that just that – If all my students got out of this project is that Social Media can be used to communicate a sincere and positive message, then that’s okay with me.

It seems that a global pandemic, and 90 percent of the world’s children being “out” of school can take over twitter, and very quickly overtake a message of language learning in an online community setting.

I wont lie, we didn’t really establish that “community” I was hoping for. I didn’t get my own students to participate in the challenges they themselves designed for the last few weeks of the project, so I feel that even our classroom community was a little fractured.

But given the events of the world at the moment, that’s not really anything to mourn.

So – I have AGAIN adapted (apologies to Alec who has to grade me now, and decide what on earth this project now is).

Although I went ahead and posted the tweets every #MichifMonday, and continued to respond to the engagement on twitter, I also have begun uploading everything I used to teach this project to my students to a shared google file that I will link in my final project blog post. If I am unable to create a community on twitter as a social activism project, I can contribute to a professional learning network of teachers – which is also a community, right???

If you are interested check out my “Major Project Final Product” page and there you will find an overview of our project, the (always growing) shared vocabulary slides as well as a mini-unit regarding Metis culture and history with Seesaw linked activities to correspond, and all of the shared resources I used (and have permission to share publicly). If you know (or are) a teacher interested in using twitter to teach effective Digital Communication skills and learn something in a new language along the way share it with them (or keep it for later)!

Maybe we can build a community a little bit at a time.

Major Project Update #3 – We are live people!

I have returned from the deep dark hole in the Twitterverse where I have found myself lost for the last couple days, living in the land of the novel coronavirus and worrying about the complexities of Distance Education for my students.

Yesterday was meant to be my Major Project’s second Monday of our #MichifMonday language learning for my Social Justice themed Social Media project. Early in the morning I logged into Tweetdeck and cancelled all of my scheduled tweets. Before I get to why – here’s a little rundown of how the project has been going thus far.

While I am happy with where this project ended up, in the creating of an Indigenous Language Resource that is shared over social media (and encourages others to participate in a way that promotes social justice), I do not know if I would still call this a social justice project.

Although, it has been turning out to be awareness raising for my students – and that’s not nothing. One thing I have noticed is that students seem to have a food grasp on First Nation’s Culture, and 100 Days of Cree in my classroom is always a hit. I also am usually able to find reliable sources of additional information to accompany the 100 Days of Cree project.

A project on the official language of the Métis however, is another story. It is DIFFICULT to find reliable sources, which I only realize because my entire undergraduate degree was devoted to developing an understanding of Métis culture and history. It seems the sources to accompany the language we are learning are either out-dated, factually incorrect, or non-existent. Another reason I have begun to develop a teacher resource to accompany this project. Also for this reason my students and I have been heavily relying upon Elder ​Marian Desjarlais to help us ensure that the words and pronunciation are correct, as well as which words she believes are important to represent Métis values.

After A LOT and I mean A LOOOT of behind the scenes work using the Gabriel Dumont Institute Virtual Museum of Métis History and Culture website to locate words, then checking them with the Elder Marian, then having the students learn the words, and complete the learning activity – we have compiled two weeks worth of resource!

Last week my students and I launched our first twitter challenge along with the first set of five Michif words.

They excitedly watched all our notifications pop up in my browser while we worked all day – they were content to simply to see other’s liking, sharing, and praising their work across twitter.

We had two classrooms send us private messages (one email) trying out our challenges which the students loved, but because of privacy – sharing these on twitter to a wider audience outside our school wasn’t an option. While this was still exciting – it sort of deflated the purpose of the public challenges – public participation for awareness raising!

Now to this week – since our #MichifMonday fell just one day prior to Saint Patrick’s Day we worked to create words under the theme of “Celebration”.

I know, bad choice.

I realized pretty quickly over the weekend this was not a timely choice in light of current global circumstances. I strive to be culturally responsive in my classroom, therefore my students and I spent Monday (was that seriously just yesterday??) brainstorming a better and more relevant topic.

This is what we came up with:

I worked pretty quickly yesterday evening to reschedule these tweets instead. On the advice of one of my students “You have to explain why we picked these words!” I tried to write some captions to accompany this week’s words that challenged people to learn from home and add a hopeful post to the overwhelming tide of frightening content currently overtaking our timelines.

Since my students have been so involved in the creation of this project thus far – I do not know what the rest of the project will look like moving forward. I truly believe it is from the work of many that special things are created so I am, worried. But I also acknowledge that we are all currently worried over something, and therefore perhaps working on this project during my time away from my students will prove to be special in a different way.

This week’s goal: engage online on my students’ behalf to encourage participation!

Until next time,

Major Project Update #2 – Through the lens of Ribble’s 9 Elements of Digital Citizenship

In this week’s class we took a closer look  at Mike Ribble’s 9 Elements of Digital Citizenship. I have summarized my learning below:

  1. Digital Access – This element refers to who has equitable access to technology, and the possibilities for removing barriers to access to technology.
  2. Digital Commerce – This element involves understanding the benefits and risks to buying and selling online goods.
  3.  Digital Communication and Collaboration – This element includes the digital exchange or sharing of information. Specifically having students understand the messages that are being communicated to them, and evaluating their own communication and collaboration.
  4.  Digital Etiquette – A Set of standards for communication and conduct in online spaces.
  5.  Digital Fluency/ Literacy – It is most often assumed that as so called “Digital Natives” students are digitally literate simply because they can interact with technology easily. Digital Literacy involves Media Literacy and the practiced capacity to discern legitimate sources from false or misleading ones.
  6. Digital Health and Welfare – This element refers to a person’s physical and psychological well being as citizen of a digital world. For example for our students’ ability to balance the media messaging they receive while tending to their own identity formation.
  7. Digital Law – This element refers to both an understanding of sharing and crediting online content correctly, as well as adherence to the rules of online participation in a way that does not put others at risk of harm.
  8. Digital Rights and Responsibility – The rights and freedoms all participants in digital technology are entitled to, as well as a student’s responsibility to flag or report conduct that infringes on other’s rights.
  9. Digital Security and Privacy – Taking the proper precautions to protect oneself online including the protection of private information and data.

From here Ribble’s Elements are often categorized into three themes, Respect, Educate, Protect.

Image via Digital Citizenship Education for Saskatchewan Schools

I feel as though my project would primarily fall under the “Educate” Area. Most specifically the Digital Communication and Digital Literacy Elements.

Digital Communication – Since the main goal of the project is to raise awareness for the Michif Language in general, communicating a clear, and positive message regarding Métis culture and language is essential. If the idea is to reach and educate an audience beyond the classroom, then the communication must also include a participatory component.

Digital Fluency/Literacy – This project aims to raise awareness and educate, therefore all of the information I share via twitter and my final resource will need to be accurate.

Since I have found in my own experience there to be a lack of resources regarding the Métis culture I have struggled to find supplemental resources to use in the creation of this project that were reliable, and most importantly – that I have been able to verify. Thus far, I have relied upon the Gabriel Dumont Institute Michif Dictionary – and a local Métis Elder to then cross reference the words or make changes. This process has taken far longer to verify everything before I post than I had imagined, however it is only underscored the importance of this element for me when it comes to all teaching I do regarding Digital Citizenship.

PS: Check out the Wakelet I am currently building in conjunction with this project!

Which elements have been an important consideration for you in your projects?

Major Project Update #1 -Social Activism, Easier said than Done?

After much preliminary research, and a whole lot of falling down the digital rabbit hole of social media campaigns it has turned out that a social activism project is easier said than it is done.

That is to say, an authentic, and meaningful campaign seems to require more than good intentions, and a strong belief that the work is important.

I would be lying to say I am not at all worried that my project choice was too idealistic.

What I have discovered has led me to make some changes to my plan. Firstly, when talking about Social Media Activism it’s important to note that is a term of course deriving from Social Activism which is:

“Social activism refers to a broad range of activities which are beneficial to society or particular interest groups. Social activists operate in groups to voice, educate and agitate for change, targeting global crises”.

Shahla Ghobadi

In a world that is more connected than ever, it is of course only natural that people of traditionally marginalized groups are turning to social media platforms as a medium of expressing their agency and advocacy. In many places, the approach is working to affect change or at very least, cause a conversation.

“From #Metoo, #TimesUp and #WeStrike to #NeverAgain and #BlackLivesMatter, social activists wield the power of the internet to pressure powerful organizations.”

Shahla Ghobadi

 While it’s true that social media can generate a high level of engagement with a topic, it’s also proven a useful tool in the anonymity it provides. This anonymity can sometimes act as a cover for individuals to voice opinions they might otherwise stay silent about. For instance as the 2019 Protests in Hong Kong demonstrate, even in societies in which a government controls much of the media narrative – social media and networking sites, as well as apps traditionally meant for another purpose can be useful tools in expressing dissent. The Hong Kong protesters most notably using the dating app Tinder or the popular game Pokémon Go to organize, gather and exchange tips on how to evade the police.

On the other side of the research is of course the two largest concerns with Social Media Activism.

-The ability to disengage with issues more easily by creating the illusion of activism

-The unintended consequences of Social Activism

To the first point, I will be the first to admit that when it comes to Social Media I am happy to throw out a like, or even repost something I see that relates to a social justice issue I care about. Occasionally for me this even translates to a donation, like to the Onaman Collective or actual volunteer hours like those that I do with the Cosmopolitan Learning Center here in Regina. But the vast majority of my online presence includes support in the form of a click.

“In the land of social media, the position of “armchair activist” is open to all. You can change your profile picture to raise awareness, share videos and articles and keep in touch with charities by liking their pages. Making a difference seems pretty easy in the digital age. But is your contribution any deeper than a click? It’s easy to click, but just as easy to disengage.”

Rosalie Tostevin

So while the Twitter based portion of my Social Activism Project focused on the TRC would account for the “awareness raising” aspect of Social Activism, there is a relatively good chance it would only mostly likely amplify the voices of those who are already engaged and not do much to tug others out of their metaphorical armchairs.

For this reason I have decided to work on something more unique to my interests and my purpose.

While my students and I have already started our journey into 100 Days of Cree (we are on Day 36), I have noticed that generally my tweets and shares do not usually echo beyond the community already taking part in the project. This could be because such comprehensive resources already exist when it comes to the project, including the book and PowerPoint mentioned in my previous post.

Therefore I have begun work on creating a Month of Michif resource that can accompany the Cree language program, while targeting a different marginalized community (the Métis ) and creating a resource for a language I find more difficult to find accurate teaching materials for. My hope is by specifying my focus on a different culture the initiative will stand apart, as well as I will have (as a Métis person myself) a more authentic approach to the project. You’ll find weekly updates on this each Monday on my Twitter or by following the #MichifMondays hashtag.

To the second issue with Online Activism, research conducted by The Conversation UK states that most of the Social Media Activism based messaging was largely reactive and emotive with the intent of virality to reach and mobilize as many people as possible.

While the information may still well be true and vital, the emotive response of those it reaches does little beyond invoking an outraged share or like. Shahla Ghobadi suggests that those seeking to take part in social media based activism instead spend more time creating and sharing information that helps to educate people on the underlying causes of a problem.

“Instead of focusing on the problem and the need for change, activists can share information that explains why and how the current situation has been created and what can be learned for the future. Online activism in such manner can gradually lead to the development of people who are capable of generating new knowledge and wisdom to respond to changing social environments.”

Shahla Ghobadi

It was this last quote that caused me to feel the first small sense of relief I have had in a while.

I do believe that meaningful social strategies that are reconciliatory in nature are urgent and important for many reasons, I believe that any awareness raising campaign that involves Indigenous Language Learning will eventually lend itself to building the capacity of both marginalized and non-marginalized groups to advocate for change in our current social environments.

Since intentional and explanatory information sharing seem to be the key to Online Activism that is meant to have an effect beyond emotional and reactionary responses, I have arrived at component number 2 to my major project – resource creation and sharing.

To accompany each week with the language sharing component on Social Media I will also share lesson plans with curricular connections here on the website that will eventually form a “Month of Michif” shareable PowerPoint, much like the “100 Days of Cree”.

Please follow along on this journey at #MichifMondays! Until next time,