Innovation

What they’re saying about the #Digitalfootprint

Sean Leave a comment

I spent the last week talking digital footprint with hundreds of students at my school.  As they develop their digital portfolios, we wanted make sure our students had a conversation about digital footprints, particularly their own.  We asked students to Google themselves, to picture how their footprint is seen by others, and to reflect on some strategies to keep a good digital footprint.

I shared several videos on digital footprints with the students.  This one showed the sheer vastness of information present online about us these days.  From ultrasound pictures to RIP notices, our “digital dossier” grows at an alarming rate and sticks with us throughout our lives.

After sharing this video, I would relate true stories about online interactions that got people into hot water.  A politician who had to step down, an employee who lost her job, all through online behaviour that that they had no clue would come to haunt them. Another video, by Michelle Clark, included an excellent Spoken Word on the digital footprint.  I emphasized this line in it.

“Whether its Youtube, Instagram, Facebook or Twitter, before we upload, download,
type on those keys, press enter; we need to slow down, take time, think, consider; how will this instant information impact our hopes and our dreams, how could this careless communication be interpreted or released?”

 

And I think my students got the message.  Here is a shot of their Padlet response to my presentation.

And while some might look at that and think: Good work Robinson, you got the job done, you got your point across, something inside me said otherwise.  In fact, I think I missed the whole point. What’s missing? What is missing is that yet again I had focused on the “Do Not’s”, the “Watch Out’s”, the “Caution’s”.  Where was the inspiration?  Where was the delight of sharing thoughts with people around the world?  Where was leveraging the portfolio for global good?  Nowhere.  True, the students seemed to get the message of be careful online.  But could I have sent them that message couched in an idea that their portfolio could have amazing potential? As I returned to the classes to follow up, I felt I had to start things off differently.  I first showed this video below by Bethanie Gourley a grade 11 student from Arkansas.

I love the message here.  It wasn’t just that Bethanie got to hear from Casey Neistat, her favourite filmmaker.  It was that she used her portfolio for what she was passionate about.  It showed the power of the digital portfolio.  And her experience was such that she just had to share about it, and make this video.  Showing this video to my students was a great jumping off point to have them consider their passions and how their digital portfolio could be meaningful to them. I showed them my idea of “Random Acts of Commenting” where they could make an encouraging comment on a post that pops up on their reader. I let them develop their portfolio, change the theme, make it their own. I let them to embed a video meaningful them, work on their About Me page, and customize.

Then I let them play.
 
Really, in some ways it’s out of my hands now. I may think I can control my students’ portfolios … but it’s their portfolio.  The more I hand it over to them, the more they’ll manage it with care and attention. And the more I’ll be surprised with where their footprints go. 
 

Flipclass 2.0

Sean Leave a comment

 

In my previous #flipclass post, Four ways to make your flipclass awesome, I shared four ideas that I had at the end of a term of my first class flipping experience.  These were not ideas I had done and tested, but more, thoughts that I had about what I should have done and committed to do in the next term.  In keeping with my Cut the Cool Card philosophy, I was pretty open about the need for much more work done on my videos and better communication with parents.  In fact, I made four claims about how to make the #flippedlearning experience awesome:

1) Make concise engaging videos

2) Start the year with the students creating the videos

3) Create an online culture of questions and learning

4) Make a flipped class parent video

What follows is my work on each of these points since that post:

Make concise engaging videos

I have begun to really hone in on the concept I would like the students to get from the video.  The video that follows is less than 3 minutes long.  I explain the concept I’m teaching, share some visuals and a question, explain the answer, and get out.

An example of my Flipclass videos to date: Referents in Measurement

I am hoping that I can continue keeping the videos short and relevant.

Start the year with the students creating the videos

This next point is really the kicker of this blog.  I carved time out of a busy provincially examable course to have students make their own videos this term.  It was well worth it.

One of the many student videos; this one is on trigonometry
First, seeing these students wrestle with finding screencasting apps and editing video was great.  I watched as students solved issues around recording, editing, and presenting. I loved seeing the variety of apps the students used.  I asked them what resources they used to make their videos and this is what they told me:

But second, as students participate in the video-making process, they become co-creators of the online learning space.  They take more ownership of the class and I am hoping get more involved in watching and commenting on all the videos…including the ones I have made for them.  This to me is Flipclass 2.0.

Create an online culture of questions and learning

The idea around creating a quality online culture is still something that needs some work.  At this point, I use Edmodo to deliver the videos.  I have students watch them and then then make a comment back to me.  I have always hoped that the comments would create conversation among the students.  Unfortunately, the dialogue has only been between the student and myself.  I would love to hear any suggestions as to how other educators foster this.

Make a flipped class parent video

Often my blogs become commitments.  If I share it here, it makes it tough for me not to at least make an attempt.  So I followed my own recommendations and made a parent video.  I thought to have it fulfill a couple of needs, not only explaining what the Flipped Classroom is but also what it looks like at home.  Here it is below:

Parent video on Flipped Learning

I put a QR code on the course outline that I handed out Day 1 to be signed by all the parents.  The code led to this video.  Although I didn’t get much feedback from parents about it right away, I knew that it “got out there” when I was talking to a parent.  “We’ll see how this flipped class goes” was her comment.  To me, regardless of the parent response at this stage, I at least have had a chance to give my side of the story, to set the tone.

So that is where I am at today: my version of Flipclass 2.0.  And I’m excited to see what Flipclass 3.0 is as I keep at it!!!