Monday, March 17, 2014

Open the Walled Garden: Social Networking in the Classroom

Most schools block social media on their networks, creating what is known as a walled garden.  In this VoiceThread, I discuss the advantages of using social media in the classroom, including some of the ways teachers are already using these tools.


VoiceThread slides

What do you think, does the potential for learning outweigh the potential for distraction?  Comment on the VoiceThread to share your thoughts.  You can also check out a lesson using social networking tools to encourage collaboration.

References

Chan, N.  (2013, November 15).  Astronaut Chris Hadfield on the value of social media.  Jamie & Adam Tested.  Retrieved from http://www.tested.com/science/space/459077-astronaut-chris-hadfield-value-social-media/.
Cofino, K.  (2009, October 4).  How to connect your students globally.  Always learning.  Retrieved from http://kimcofino.com/blog/2009/10/04/how-to-connect-your-students-globally/.
OnlineUniversities.com.  (2010, May 4).  100 inspiring ways to use social media in the classroom.  Retrieved from http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/.
Sterling, G.  (2013, May 21).  Pew: 94% of teenagers use facebook, have 425 facebook friends, but twitter & instagram adoption way up.  Marketing Land.  Retrieved from http://marketingland.com/pew-the-average-teenager-has-425-4-facebook-friends-44847.
Watkins, S.  (2012, January 30).  What schools are really blocking when they block social media.  dmlcentral.  Retrieved from http://dmlcentral.net/blog/s-craig-watkins/what-schools-are-really-blocking-when-they-block-social-media.

Monday, March 10, 2014

Learning Analysis in Instructional Design

Assessment is an important piece of modern education.  A few days ago, as part of the end of the trimester, I administered a district common assessment (DCA) to all of my students, followed by a final course exam.  In a few weeks, we'll be following a special schedule so students can participate in the Minnesota Common Assessments (MCA).  Teachers, administrators, parents, district staff, and policy makers all debate what role these kinds of tests should play in determining student grades or advancement, teacher salaries and employment status, and school ratings.

Assessment was also the instructional design phase I reached on my project this week.  The proper use of assessment was a recurring theme of the readings.  When used as intended, a well-designed assessment is an important tool, making it possible to either determine students' level of mastery over content or to rank students according to their ability in a certain arena.  All too often, assessment results are applied far too broadly in attempts to measure things, such as teacher performance, that they were never intended to. 

The lessons of assessment from this week can also apply on a much smaller scale.  I am involved in some curriculum changes in my district's 9th grade science sequence intended to increase the role of engineering in our courses and find myself viewing much of what I'm learning through the lens of this process.  Several of the readings, including the chapter from Smith & Ragan, discussed the idea that the closer an assessment is to a real-world challenge, known as an authentic assessment, the more accurately it measures student mastery. Historically, in my 9th grade physical science classes, I've assessed students using traditional tests that are about half multiple choice and half short answer or calculations.  The new focus on engineering within the curriculum provides an opportunity to dramatically change the way I assess students, moving away from paper and pencil assessments toward challenges in which students must apply their knowledge to solve problems based on real-world challenges.

Staying Safe Online

This post is written as a guide for high school students on using the Internet safely, respectfully, and effectively.

Right now, a lot of noise is made about the need for teenagers to be safe online, but its not always clear what that means.  Even though safety sounds important, most of the people we interact with online are across town, if not across the globe, so how could that be dangerous?  It turns out data has become incredibly important.  It can be used to hurt people financially, physically, and emotionally in very real ways.  By following a few general guidelines, you can avoid getting hurt, or hurting others, when you are online.

Know your privacy settings

Julia Angwin, in an interview on NPR, said "If something is supposed to be free then it really means that they're taking your data."  While that quote is part of her explanation for why she avoids the free wifi offered in many coffee shops, it applies just as well to anything online, including social networks.  Because your data is the real product, the default on most social networks is to make whatever you post public.  Even if you're okay with your boss, your teachers, or your grandma seeing everything you post online, someone with something to gain can piece together a significant picture of who you are from the footprints you leave behind.  For example, a MotherJones article explains how Twitter is able to track a single user across multiple devices, making it possible for advertisers to target the ads you see in games on your phone based on the websites you were just browsing on a laptop.  If the ads don't bother you, sites like Please Rob Me should still make you stop and think.  The website does a simple search for Twitter and FourSquare users who've publicly checked in somewhere, making it public that their home is empty.

While many social media websites are making it more difficult to keep your information private, most have a help page that provides information on what their privacy settings mean and how to adjust them.  Check out these links to find information from a few of the big names:
Just because there are risks to using social media doesn't mean you should automatically use the most restrictive privacy settings possible, but it is important to see what your options are and to be aware of what you are sharing and who you are sharing it with.

Be careful what you put online

Go to Google and do a quick search of your name.  How many of the search results are things you actually expected to find?  Chances are at least some of the hits are from websites you've never visited, but have scrubbed your name and profile picture from Twitter, Facebook, or other social media.  Common Sense Media looks at a more personal situation, where a student named Brittany shares a story of posting videos from a game of truth or dare online, only to deeply regret it when the videos spread not only among her peers, but to her parents and other adults in the community.

The consequences to what you post can go well beyond embarrassment.  In a column for the New York Times, Natasha Singer wrote that many colleges now look at the social media presence of applicants and certain kinds of posts can affect whether or not a student gets in.  According to an article from Forbes, it isn't just colleges who may look at your social media posts.  A growing number of employers are also looking at what you've put online before they decide whether to hire you.

Most employers and colleges will be turned off by photos that show someone smoking, drinking, doing drugs, or promoting these activities, especially since these are all illegal for most high school students.  Photos that are clearly sexual or show you partially clothed are also likely to make employers and colleges unsure about you.  Finally, if you use most of your public posts to complain about work or school or use them to tear down others, you are not showing a side of yourself that an employer or college will want to invite in.

This does not mean you shouldn't use social media.  If you post the right kind of material, your social media presence can raise your chances of getting into a college or getting a job.  In another video from Common Sense Media, a student named Abbas shares how he uses social media to share his volunteering, promote the community group he is a leader in, and express his love for his family.  Use social media to share the parts of your life that you are proud of.

Assume everything you post is public and permanent

So you've learned how to use the privacy settings on all your social media and the material you've left public is the kind of stuff you can brag to your grandma about.  Does that mean you can post whatever you want to the private sections?  No!  Even with good privacy settings, you should still assume that everything you post can be made available to anyone who really wants to see it and that it will be around forever.  Whether you want to keep it private from your teacher right now or you think you'd be embarrassed to show it to your boss in a few decades, the safest bet is to keep it off of social media.  While you may have done everything in your power to keep it private, there are still ways someone else could get around it.  For example, many people assume that Snapchat is a relatively safe way to share photos, since images are automatically deleted after a few seconds and, if the recipient takes a screenshot, the sender gets a message, but people have been finding ways around the screenshot notification almost as fast as Snapchat can improve their security.  Anything you post online can be made public with just a few clicks if someone else wants to put it out there.

Promote positive interactions

When you are online, you not only need to protect yourself, but to make sure you aren't the one hurting someone else.  Cyberbullying is a popular buzzword right now.  Bullying is nothing new, but the Internet adds new challenges.  In an interview on NPR, Emily Bazelon pointed out that "when I got home from school, there was a break.  I didn't have to deal with [my friends] directly, and I could soft of put myself back together in the afternoon and evening.  Whereas now when you come home if you're a victim of bullying, you're likely to see this continue on a social media site or via texting."  Making school and other public places feel unsafe or unwelcoming to any of your peers is bullying and unacceptable.  When you take bullying online, the tools the target should use to reach out to friends for support also become unwelcoming and unsafe. 

Not only does cyberbullying have a longer reach than traditional bullying, its easier to do.  In what John Suler calls the online disinhibition effect, something about posting online makes people feel like they can say things they would never say in a face-to-face conversation.  To make matters worse, while cyberbullying may be easier to do than the in-person kind, some studies show it has a much larger impact on the victims.

Do you want to be the kind of person who uses your influence online to hurt others, or to create something positive?  If you wouldn't say something to someone's face or if it is likely to hurt the person you are talking about, don't post it online.  Even if you don't intend to share it with the person you are talking about, it can still get back to them and it can still hurt.

You can also do more than just choose not to engage in cyberbullying.  Which is more likely to get you to stop: me telling you an action is cyberbullying, or one of your friends telling you that something you are doing is wrong?  For most people, their peers have a much bigger influence on how they act than authority figures do.  You can be a positive influence on the people you interact with online by calling out posts or actions that look like cyberbullying.

For more information, Google has a short anti-bullying guide.

Respect the privacy of others

An extremely important piece of respecting others online is respecting their privacy.  Sharing a link or an inspirational quote that a friend posted online is harmless, but sharing more personal posts can hurt others.  In many cases, if someone shared a post with only certain people, they did that for a good reason.  Don't share the post beyond the intended audience or make it public.  There are many things it makes sense to share with a select group of close friends, but not with the wider public and it is up to the person that information is about, not you, to decide who is the correct audience.  Sharing something intended to be a secret can be a form of cyberbullying.

The example that gets the most headlines is sexting gone wrong.  With how easy it has become to take a share a photo, some teenagers are taking very intimate pictures and sharing them with a select audience.  All too often, someone decides to share those pictures well beyond whoever was supposed to see them.  (Remember from earlier how you should assume nothing is private online?)  This can not only be incredibly hurtful to the person in the photo, but it can get the person (or people) sharing the picture in serious legal trouble.  In most states, if the person in the photo is under the age of 18, these pictures are considered child pornography, which means than anyone sharing these photos can face legal charges and may have to register as a sex offender for the rest of your life.

Want to learn more?

These websites have more information on how to stay safe online, so that you can focus on all the benefits the Internet has to offer.

References

Cipriani, J.  (2013, July 3).  How to set your vine account to private.  CNET.  Retrieved from http://howto.cnet.com/8301-11310_39-57592232-285/how-to-set-your-vine-account-to-private/.
Clover, J.  (2013, October 14).  New app bypasses snapchat screenshot notifications; snapchat details law enforcement requests.  MacRumors.  Retrieved from http://www.macrumors.com/2013/10/14/new-app-bypasses-snapchat-screenshot-notifications-snapchat-details-law-enforcement-requests/.
Common Sense Media.  (n.d.).  Brittney's story: Posting something you regret.  Retrieved from http://www.commonsensemedia.org/videos/brittneys-story-posting-something-you-regret.
Common Sense Media.  (n.d.).  Abbas's story: Pride in your digital footprint.  Retrieved from http://www.commonsensemedia.org/videos/abbass-story-pride-in-your-digital-footprint.
Davies, D. & Angwin, J.  (2014, February 24).  If you think you're anonymous online, think again.  National Public Radio Fresh Air.  Retrieved from http://www.npr.org/blogs/alltechconsidered/2014/02/24/282061990/if-you-think-youre-anonymous-online-think-again.
Facebook.  (n.d.).  Basic privacy settings & tools.  Retrieved from https://www.facebook.com/help/325807937506242/.
Google.  (2014).  Anti-bullying information for teens.  Retrieved from https://support.google.com/plus/answer/2402875?hl=en
Gross, T. & Bazelon, E.  (2013, February 19).  Today's bullied teens subject to 'sticks and stones' online, too.  National Public Radio Fresh Air.  Retrieved from http://www.npr.org/2013/02/19/172027445/todays-bullied-teens-subject-to-sticks-and-stones-online-too.
Harkinson, J.  (2013, September 24).  Here's how twitter can track you on all of your devices.  MotherJones.  Retrieved from http://www.motherjones.com/politics/2013/09/twitter-could-threaten-your-privacy-more-facebook.
Instagram.  (n.d.).  Controlling your visibility.  Retrieved from http://help.instagram.com/116024195217477.
Lewin, T.  (2010, March 20).  Rethinking sex offender laws for youth texting.  New York Times.  Retrieved from http://www.nytimes.com/2010/03/21/us/21sexting.html.
Please Rob Me.  (n.d.).  Please rob me.  Retrieved from http://pleaserobme.com/.
Richmond, A.  (2013, November 21).  Don't let social media derail your career: Use it to attract potential employers.  Forbes.  Retrieved from http://www.forbes.com/sites/85broads/2013/11/21/dont-let-social-media-derail-your-career-use-it-to-attract-potential-employers/.
Scott, P.  (2012, March 18).  Study finds cyberbullying less common but more harmful to victims.  The Sociable.  Retrieved from http://sociable.co/technology/study-finds-cyberbullying-less-common-but-more-harmful-to-victims/.
Singer, N.  (2013, November 9).  They loved your G.P.A. then they saw your tweets.  New York Times.  Retrieved from http://www.nytimes.com/2013/11/10/business/they-loved-your-gpa-then-they-saw-your-tweets.html.
Snapchat.  (n.d.).  How to change your privacy settings.  Retrieved from http://support.snapchat.com/a/privacy-settings.
Suler, John.  (2004, August).  The online disinhibition effect.  The psychology of cyberspace.  Retrieved from http://truecenterpublishing.com/psycyber/disinhibit.html.
Tsukayama, H.  (2013, October 11).  Facebook privacy: Users should check out these settings as new changes roll out.  Washington Post.  Retrieved from http://www.washingtonpost.com/business/technology/facebook-privacy-users-should-check-these-settings-as-new-changes-roll-out/2013/10/11/4a3ef4e2-3274-11e3-89ae-16e186e117d8_story.html.
Tumblr.  (n.d.).  Privacy and ignoring users.  Retrieved from http://www.tumblr.com/docs/en/ignoring.
Twitter.  (n.d.).  Security & privacy.  Retrieved from https://support.twitter.com/groups/51-me#topic_267.

Sunday, March 2, 2014

Web-Based Video in the Science Classroom

Hypermedia is usually refers to web-based video.  Whether using a video posted to YouTube or making one of your own, it can be an incredibly powerfully tool in the classroom.  In the video below, I discuss some of the relative advantages of video in a science classroom.  All the videos I refer to are linked in the references section at the bottom of this post.



After learning a bit about hypermedia in education, I put together a video library and a hypermedia lesson plan on waves for high school students.

References

Argonne National Laboratory.  (2012, September 12).  Acoustic levitation.  Retrieved from http://www.youtube.com/watch?v=669AcEBpdsY.
Cox, T.  (2012, January 3).  Glass harmonica.  Retrieved from http://www.youtube.com/watch?v=iak1VuJyyoM.
Everhart, J.  (2009).  Youtube in the science classroom.  Retrieved from http://671grassrootsvideo.wikispaces.com/file/view/YouTube+In+The+Science+Classroom.pdf.
Muller, D.  (2014, February 18).  Can silence actually drive you crazy?  Veritasium.  Retrieved from http://www.youtube.com/watch?v=mXVGIb3bzHI.
Muller, D.  (2011, March 17).  Khan academy and the effectiveness of science videos. Veritasium.  Retrieved from http://www.youtube.com/watch?v=eVtCO84MDj8.
Musallam, R.  (2012, April 11).  Sub videos.  Cycles of learning.  Retrieved from http://www.cyclesoflearning.com/9/post/2012/04/sub-videos.html.
Reich, H.  (2011, October 23).  The speed of light in glass.  MinutePhysics.  Retrieved from http://www.youtube.com/watch?v=FAivtXJOsiI.
Roblyer, M.D., & Doering, A.H.  (2013).  Integrating educational technology into teaching.  Boston: Pearson/Allyn and Bacon Publishers.
rtists.  (2011, July 14).  Iphone4 inside a guitar oscillation!  Retrieved from http://www.youtube.com/watch?v=INqfM1kdfUc.
Stoeckel, M.  (2013, September 12).  Pegs example from waves problems.  Retrieved from http://www.youtube.com/watch?v=Gjv8vjDgYOs.