Tammy Randall Purdue University EDCI 569 February 15, 2015€¦ · February 15, 2015 . E-LEARNING PROJECT PROPOSAL: STUDENT DIGITAL CITIZENSHIP 2 Subject and Learning Context

Running head: E-LEARNING PROJECT PROPOSAL: STUDENT DIGITAL CITIZENSHIP 1

E-Learning Project Proposal:

Student Digital Citizenship

Tammy Randall

Purdue University

EDCI 569

February 15, 2015

E-LEARNING PROJECT PROPOSAL: STUDENT DIGITAL CITIZENSHIP 2

Subject and Learning Context

The ABC School District provides iPads to all high school students. The students can and

generally do take the iPads home to use them. They are intended for school work, and they have

software to limit access to non-academic sites, but students can and do use them for personal use.

Many parents have little understanding of the technology or its potential uses, and assume that

the school system will take responsibility for the tools it provides to students. For this reason, the

school district would like to create an educational tool to teach students the acceptable use of

school-provided equipment, internet and social media, as well as the dangers of improper usage.

While the school district currently provides a documented Acceptable Use Policy (Danville

Community School Corporation, 2012) for electronic resources to students and parents, the

purpose of the intended e-learning module is to provide ABC High School students with a more

detailed, interactive learning experience to reinforce the policy and to provide valuable

citizenship skills that can be used in school and beyond. The primary goal is to provide a clear

understanding of the districts’ expectations for good digital citizenship. The need for this project

was made clear to me in discussions with my mentor, our district’s Director of E-Learning, and

through observations of the number of infractions of school policy as well as the number of poor

choices made by both students and adults in their online activities.

Project Scope

The main deliverable for the proposed project is a digital citizenship e-learning module that will

cover the Acceptable Use Policy and online citizenship. The complete project development

schedule can be no more than six weeks. The target module must be accessible to students from

the Learning Management System (LMS) during the Teacher Supervised Study (TSS) class

period.


Target Learner Analysis

The target learners will be high school students within the ABC School District. Additionally,

the district would like to make this module available to parents of these high school students.

Each student has access to, and must electronically sign each year, the Acceptable Use Policy

(AUP) (DCSC, 2012). It is assumed that each student has access to a provided iPad and to other

internet-capable devices, and is proficient enough in their use to access the target module. Since

these students have grown up with ready access to electronic devices and to the internet, they

already have a good understanding of how to perform desired actions online, but may not have a

good understanding of the implications of their actions. Students in the special education

department will receive assistance as needed.

Intended Instruction

For general education high school students, the target module will be a self-paced, stand-alone

module that will be made available through the schools Learning Management System (LMS).

For special education students, the module will cover the same material, but will be instructor-

led. The only prerequisite knowledge will be the ability to access the module using an electronic

device, and teachers will be available to help any student who is not able to do so and to provide

guidance and answer any questions. Each learner will need access to their school-provided iPad.

Since the module includes a link to a video to assist in student learning, each learner will need to

bring their own headphones to avoid disturbing other students. A limited number of spare

headphones will be provided to each teacher to account for students who have none or have

forgotten to bring them. A transcript of the video will be available to assist hearing-impaired

students.

The module will include the following sections:


Overview of the Digital Citizenship module and course objectives

Digital Citizenship Toolbox

Discussion of the dangers of sharing information on social media, and of the importance

of following safety precautions in all online interactions.

Discussion of plagiarism and copyright law, and how material from the internet should be

used and attributed to meet the law and follow basic rules of etiquette.

Overview of the school corporation’s Acceptable Use Policy.

Assessment Plan

In order for students to be allowed to take their iPads off-campus, they will be required to

electronically sign the Acceptable Use Policy and complete the electronic module, scoring at

least 80% on the assessment quiz presented at the end of the module. Questions will be presented

based on the material presented. When complete, the results will be sent to the LMS and be made

available to staff members based on each student’s TSS (Teacher Supervised Study) teacher of

record. Those not completing the module in time or with a passing grade will be required to

attend a traditional class and to pass a paper-and-pencil quiz in order to participate in the

program.

Check for Understanding pages:

After the Online Safety and the Acceptable Reuse modules, students are given the opportunity to

evaluate their understanding of the material on “Check for Understanding” pages. If the correct

answer is provided, the student will progress automatically to the next page. If the answer is

incorrect, then a feedback page will be presented explaining why the chosen answer is not the

best of those offered.

Check for

Understanding

gg

Feedback Page


Learning Environment and Delivery Method

ABC High School students will access the module through the LMS using their school provided

iPads. This will allow for a safe internet experience while also providing the students time during

school hours to complete the module and have instructors available for questions.

The Teacher Supervised Study (TSS) period will be used for this purpose on the first and second

Wednesday of the school year. Each Wednesday the high school schedule includes two TSS

class periods (TSS1 and TSS2) that are 45 minutes each with a five minute passing period or

break in between. Using the first two Wednesdays of the school year will allow for

approximately 3 hours of TSS class time, which is equal to four 45-minute classes. The Digital

Citizenship Module can be paused to allow for the 5 minute break and also marked to show

where the student stopped in order to complete the module at a different time. This will allow for

picking up where the student left off after the first Wednesday, so that the Module can be

completed on the second Wednesday without having to repeat any of the previous material

unless the student chooses to. For continuing use of the module, yearly updates will be made to

keep it interesting and current based on student evaluations and assessment of current trends.

The module will be developed using SmartBuilder based on the site map and PowerPoint

included with this prototype, and will include links to video and to other sites for further

resources.

Learning Objectives

The learning objectives will follow Horton’s (2012, p. 51) guidelines, and activities will use the

Absorb, Do, Connect system.

After completing this module, students will be able to:

Describe the current and future impacts of social media actions.


Distinguish between risky and safe behavior on the internet by providing basic examples

of safe internet social media practices and relate sharing of inappropriate information to

level of risk and opportunities.

Describe appropriate safety precautions for protecting user privacy.

Distinguish between acceptable and non-acceptable reuse of material from the internet,

including instances of plagiarism and copyright infringement, as well as the concept of

fair use of copyrighted material.

Apply the school acceptable use policy as it relates to appropriate social citizenship.

Learner Evaluation of Module

In order to improve the content of the module over time, a learner evaluation is presented to each

student upon completion of the assessment. This evaluation will elicit student responses on how

well the module fulfilled the course objectives, as well as feelings about the presentation of the

material.

Site and Directory Map with Legend

The site below summarizes the pages available in the e-learning module. The student may

navigate forward or backward from most pages, as shown by the bi-directional arrows. Once in

the assessment or evaluation areas, the user may not navigate back from the current page, as

shown by uni-directional areas.


Introduction

What is Digital Citizenship all about?

What You’ll Learn

Your Digital Citizenship Tool Box

Future Impact

Personal Image

Journal… Blog… Post…

Lasting Effects

Your Public Image

Think Before You Share or Post

Lasting Impressions

Content Control Filter

Safety Tips to Follow

Evaluating Internet Sources

Set Strong Passwords

Protect Yourself and Your Information

Hard to Take It Back…

Permanent Damage

Plug In…Connect

Personal Integrity

Online Safety

Examples of Risky Behaviors

You should report anyone who…

TMI (Too Much Information)

What is Personal Information

Safe Practices

Inappropriate Content

Before Posting or Sharing…

Remember…

Check Your Understanding

Acceptable Reuse

Plagiarism

Copyright

Fair Use


Acceptable Use Policy For Electronic Resources

Acceptable Use

Prohibited Uses

AUP Assessment

Course Evaluation

Legend

Purple: Check for Understanding

(not graded)

Blue: Assessment (graded)

Gray: Course Evaluation


Storyboard / Instructional Content

Please refer to the PowerPoint presentation.

The table below summarizes the screens presented in the module. Orange lines are ‘absorb’

activities; purple lines are ‘do’ activities; and the gray line represents a ‘connect’ activity.

Screen Notes

What is Digital Citizenship all about?

What You’ll Learn

Your Digital Citizenship Tool Box

Future Impact

Personal Image

Journal… Blog… Post…

Lasting Effects

Your Public Image

Think Before You Share or Post

Lasting Impressions

Content Control Filter

Safety Tips to Follow

Evaluating Internet Sources

Set Strong Passwords

Protect Yourself and Your Information

Hard to Take It Back…

Permanent Damage

Plug In…Connect

Personal Integrity

Examples of Risky Behaviors

You should report anyone who…

TMI (Too Much Information)

What is Personal Information

Inappropriate Content

Before Posting or Sharing…


Remember…


Plagiarism

Copyright

Copyright & Fair Use (video)

Fair Use


Acceptable Use

Prohibited Uses

AUP Assessment

Course Evaluation a ponder activity that asks the learner to judge the value

of the module and to assess their changes in behavior

Additional Resources

The school’s Acceptable Use Policy is available online at:

https://docs.google.com/document/pub?id=1JXQy0fJ0aSqAWgzIJxpiiQ907LvfyiPS9AJ

m1GtmvEI.

Other resources linked to from the module are the Center for Missing and Exploited Children

and Common Sense Media.

Assessment Tools

The student will be presented with “Check for Understanding” screens, an assessment that covers

the Acceptable Use Policy, and a course evaluation. Mock-ups of these screens are included in

the PowerPoint presentation.

Check for Understanding screens are presented after the sections on Online Safety and

Acceptable Reuse. These are intended to serve as practice activities, and grades for these

assessments are not recorded. These pages consist of a variety of question types, including

scenarios in which the student will be asked to apply their newly-acquired understanding to real-

https://docs.google.com/document/pub?id=1JXQy0fJ0aSqAWgzIJxpiiQ907LvfyiPS9AJm1GtmvEI

https://docs.google.com/document/pub?id=1JXQy0fJ0aSqAWgzIJxpiiQ907LvfyiPS9AJm1GtmvEI


world problems. The approach will be to present appropriate scenarios and present the student

with a list of objective options from which they must select the one that best describes the

depicted situation. Horton (2012, p. 251) describes scenario questions as a form of performance

assessment that is both engaging and predictive of real-world performance. He also states that

performance questions are best for situations in which the objectives are to decide something, to

do something in order to achieve a desired goal, or to believe something (Horton, 2012, p. 242). I

chose scenario questions because all of my objectives fall into these categories, and I am most

interested in how well the students will perform in real-world scenarios, since the ultimate goal

of this module is to raise students’ awareness and understanding of their actions and to

encourage conscious choices to help ensure their safety.

The Acceptable Use Policy Assessment is an assessment of understanding of the corporation’s

AUP. This is the only part of the module that the student must pass in order to have full use of

their iPad, and the results of this assessment are recorded and reported. This assessment consists

of ten true / false and multiple choice questions to evaluate the student’s understanding of the

AUP.

Self-Evaluation using Merrill’s 5 Star Instructional Design Rating (Merrill, 2001)

Stage Criteria Explanation

PROBLEM

Is the courseware presented in

the context of real world

problems?

Does the courseware show

learners the task they will be

able to do or the problem they

will be able to solve as a result

of completing a module or

course?

The course includes an overview

of the learning objectives and

the activities that will be

included in the module. The

objectives are related to real-

world issues that face the

students daily, and the course

engages them to acquire the

tools to deal with these issues.

Are students engaged at the

problem or task level not just the

operation or action levels?



Does the courseware involve a

progression of problems rather

than a single problem?

The courseware progresses

through four of the most

important and commonly

encountered areas of online

safety and citizenship, and

where appropriate provides links

for further investigation.

RATING FOR PROBLEM STAGE: Gold

ACTIVATION

Does the courseware attempt to

activate relevant prior

knowledge or experience?

Does the courseware direct

learners to recall, relate,

describe, or apply knowledge

from relevant past experience

that can be used as a foundation

for new knowledge?

The first part of the courseware

attempts to relate the issues of

online citizenship to common

experiences, such as toothpaste

squirting out of the tube or

indelible markers.

The courseware then provides

relevant experience through do

activities that simulate real-

world situations. Due to the

nature of social media and the

school’s acceptable use policy,

there is no reasonable way to

permit them to practice their

skills in real situations as part of

the module.

There is no opportunity given

for demonstration of previously

acquired knowledge. All

students are required to

complete the module and pass

the assessment.

Does the courseware provide

relevant experience that can be

used as a foundation for the new

knowledge?

If learners already know some of

the content are they given an

opportunity to demonstrate their

previously acquired knowledge

or skill.

RATING FOR ACTIVATION STAGE: Silver

DEMONSTRATION

Are the demonstrations

(examples) consistent with the

content being taught?

Are the demonstrations

(examples) consistent with the

content being taught?

• Examples and non-examples

for concepts?

• Demonstrations for

procedures?

• Visualizations for processes?

• Modeling for behavior?

The examples in each section are

drawn from the real world, and

present realistic scenarios that

students often encounter online.

Since the purpose of this module

is to influence behavior,

modeling is used to demonstrate

the correct approach to these

problems.



Are at least some of the

following learner guidance

techniques employed?

• Learners are directed to

relevant information?

• Multiple representations are

used for the demonstrations?

• Multiple demonstrations are

explicitly compared?

Learners are directed to relevant

information on multiple

associated web pages, as well as

a link to a video about

copyrights and fair use.

In each case where media is

used, it is relevant to the content

and is used to enhance learning.

In addition to the explicit

examples, the students are using

their school-issued iPads to

interact with the module in an

acceptable educational

experience, and so are practicing

good digital citizenship as they

progress through the module.

Is media relevant to the content

and used to enhance learning?

RATING FOR DEMONSTRATION STAGE: Gold

APPLICATION

Are the application (practice)

and the posttest consistent with

the stated or implied objectives?

Are the application (practice)

and the posttest consistent with

the stated or implied objectives?

• Information-about practice

requires learners to recall or

recognize information.

• Parts-of practice requires the

learners to locate, name, and/or

describe each part.

• Kinds-of practice requires

learners to identify new

examples of each kind.

• How-to practice requires

learners to do the procedure.

• What-happens practice

requires learners to predict a

consequence of a process

given conditions, or to find

faulted conditions given an

unexpected consequence.

Both the “check for

understanding” pages and the

assessment are closely aligned to

the stated objectives. Where

appropriate, the scenarios

presented in the “check for

understanding” pages require

students to predict the

consequences of decisions. The

assessment and some “check for

understanding” exercises test

information acquisition, and so

require the learner to recall or

recognize information from the

module.

During the “check for

understanding” exercises,

students are required to solve

problems. When incorrect



Does the courseware require

learners to use new knowledge

or skill to solve a varied

sequence of problems and do

learners receive corrective

feedback on their performance?

answers are given, they are

taken to a page that explains

why that response is not the best

one for the situation provided.

While there is no context-

sensitive help provided, through

most of the module the student

may return to the instructional

pages for assistance. This option

is removed when the student

reaches the assessment for the

acceptable use policy. Coaching

and help will always be

available from the TSS

instructor even though the

module is self-paced.

In most application or practice

activities, are learners able to

access context sensitive help or

guidance when having difficulty

with the instructional materials?

Is this coaching gradually

diminished as the instruction

progresses?

RATING FOR APPLICATION STAGE: Gold

(Although practice questions for the AUP section might have made this a more solid gold, we felt that

this was not necessary since the target audience had been subject to the AUP since they started school)

INTEGRATION

Does the courseware provide

techniques that encourage

learners to integrate (transfer)

the new knowledge or skill into

their everyday life?

Does the courseware provide an

opportunity for learners to

publicly demonstrate their new

knowledge or skill?

The student evaluation at the

end of the module actively

encourages positive changes in

behavior. Even though the

school environment prohibits

demonstrations of the new

knowledge and skills since

social media is not allowed, the

students are encouraged to

practice the new skills when

they are online away from

school, and to apply the skills to

their personal online experience.

The courseware does provide

reflect-on activities through the

“Check for Understanding” and

the Module Evaluation at the

end. The learners can reflect on

how they will handle online

activities differently after this.

They are asked to rate how

strongly they feel about applying

each of the 5 learner objectives.



reflect-on, discuss, and defend

their new knowledge or skill?



create, invent, or explore new

and personal ways to use their

new knowledge or skill?



RATING FOR INTEGRATION STAGE: Gold


References

Danville Community School Corporation (DCSC). (2012). Acceptable use policy for electronic

resources. Retrieved from

https://docs.google.com/document/pub?id=1JXQy0fJ0aSqAWgzIJxpiiQ907LvfyiPS9AJ

m1GtmvEI.

Horton, W. (2012). E-learning by design (2nd ed). San Francisco, CA: Pfeiffer.

Merrill, M.D. (2001). 5 Star instructional design rating. Retrieved from

https://mycourses.purdue.edu/.

Documents

Tammy Randall Purdue University EDCI 569 February 15, 2015€¦ · February 15, 2015 . E-LEARNING PROJECT PROPOSAL: STUDENT DIGITAL CITIZENSHIP 2 Subject and Learning Context