Transcription
Okay, sorry. I didn't mean to make everybody seasick there as I scrolled through. Um, this is our class meetup for module 6, uh, the week of May 28th through June 3rd. And um, you need to make sure that you take the module quiz by midnight tomorrow night uh to make sure you get those points. Once again, just setting that alarm or that reminder or whatever you need uh to make sure you get those points. And then um, you have your module six reading and perusal annotations. You all are still doing a really good job. And this is your last week for those perusal readings. So, just be aware of that. I didn't hear a whoop anywhere.
>> I I actually really like it. I enjoy it. So, >> okay. So, uh, introduction to our module. So, we're going to be learning about digital citizenship, ADA compliance, and copyright and fair use this week. Um, your objectives are: I can identify and understand the elements of digital citizenship as they impact students in the school community. I can create ADA compliant documents. I can check websites and associated documents for ADA compliance. And I can follow copyright and fair use guidelines in my final project. You have one thing that will be your assessment this week, of course, in addition to the perusal reading and the quiz. And that's your digital driver's license upload.
So, um, in 199, I want to make sure I get this right. I think '93 is when the Kentucky Education Reform Act, uh, came into being. And a part of that Kentucky Education um, reform act involved technology and making sure that all of our schools were connected with broadband internet. So in 1995, we were the first state, Kentucky, to have all of our public schools uh, connected through broadband internet. So hard to believe, but that's true. But along with that came the idea that we needed to make sure that we were teaching students digital citizenship and um, Ribble had Ribble and Bailey created or had written a book called digital citizenship and schools and it was a performance-based experience and um, a couple of people from the state of Kentucky decided to take that book and create a performance-based um, digital driver's license for our students and for staff. And um, that was Marty Park and Dr. Steve Swan. Uh, Dr. Swan is with the University of Kentucky. And currently, virtually every district in Kentucky has used this and it's in all 50 states and in several countries. So uh, we need to make sure that this conversation uh, involves all of our users. So, faculty, staff, students, leaders, everybody. And um, they had in Ribbles, let's see, I'm trying to a chapter three of his third edition of the book, he included um, a piece about KY's digital driver's license. So I ask that you read this article. It's from Edgtopia or no, it used to be on edgetopia, they changed it. So um, you can just read through this and they've just taken respect and gone through that anacron um, and just gone through that. So, I want you to read that and let's see.
Then I want you to navigate to idrivedigital.com and you need to sign in. Your district may already have you set up where you've had to do this for your district. I've had uh, quite a few candidates in the past who have already completed the entire thing. Um, but if you don't have an account, you need just to click on the get started button and sign into your T uh, for a teacher account, not a student account, and then connect with your district. Now, if you don't have a district that you're currently um, associated with, uh, Dr. Swan just created the Swan School District so that you would have a place to uh, belong in that community. So, let me take you to that because every single term I have issues because when this first started, uh, the Kentucky digital driver's license was the only thing on this link. Now, there are many things and invariably I have somebody that completes the wrong uh, assignment because they've navigated to the wrong thing. So, let me show you what that looks like. See right now, for something that started out just being the digital driver's license, you could see that we've added quite a few things in. And there is the legacy digital citizenship. But what you'll be doing is the new digital citizenship here. So as we click on that, you can see that um, we have several modules three through five as far as grades are modules 1 through 4. And then for grades 6 through 8, modules 5 through 8 and 9 through 12 are modules 9 through 12. Now it does uh, indicate a sensitive topic at module 9. If you decide to use this with your students, uh, just look through it. I really don't think that there's uh, a major issue. They just like to let you know that there's a little bit of sensitive information there. and I would like for you to complete one module in your grade band. Uh, I would love for you to do the whole thing. Many districts make you do the whole thing as an educator. Uh, but time is of the essence. We're counting down on this course and I just want to give you some exposure. So if you'll select a particular module to complete then as you go through I'm trying to think if I've got anything that's set up. It will take you through that module and in the module there are what they call practice sets of questions. So in the module you'll go through the practice questions and in the practice questions it will tell you immediately what you got wrong and what the correct answer is. But when you move on through to the set of questions called the prove its on the pro its then they don't tell you what the correct answers are and I do ask that you complete the prove it. If you don't want to do the practice questions that's fine but complete the prove it for that particular module and then um, you can take it as many times as you need to to pass it. It's an 80% on the uh, passing percentage. And then uh, want you to um, take the screen that tells you either that you've got the certificate or that you have successfully completed that module and complete a screenshot of that. So if I scroll down to number six. So you can just take a screenshot uh, to show your successful completion. Make sure it has your name on it and then um, you know what that you successfully completed it or your score. And if you're not sure about how to take a screenshot, then I've included a link here. So like I said, the practices assessments give you feedback, but that's not required. The prove it is the part that I'm looking for. Um, so we have over a 100,000 students from a thousand school districts uh, who are in the digital driver's license um, setup and over 2 million successful proit and that was those were numbers from three years ago when I talked to Dr. Park. I need to get some uh, more current numbers but you can see that it's widely popular. So it just gives students and educators an opportunity to go through this um, experience-based uh, session.
So I also have other digital citizen resources listed here. Uh, you may or may not be familiar with Google's be awesome. It's very good uh, curriculum and it's almost like a a video game. It has that feel to it. And then the second link is common sense media and then they have digital literacy and citizenship here and they have a free curriculum with lesson plans um, here and it's set up. Need to start that. Sorry. So you have K2 and then it's even broken down by grade level. Then we have fourth, fifth, sixth and on up. So some of them are unplugged activities. In other words, they don't need their devices. Um, some um, you do have to have the devices and honestly the um, cyber bullying and online harms is something that most districts that require this are doing because that's part of um, the superintendent has to sign off every year that the district has taught cyber bullying to students to get um, your funding through the FDIC. Um, so there's a pot of money basically that revolves around that. So quite a few districts are using um, the cyber bullying either in the digital driver's license or in one of these. Okay. But just to be clear, I don't expect you to go through the modules in the complete grade band. Just one module in whichever grade band you fall into. Okay. Any questions about that? All right. This is where you'll upload your screenshot of your prove it.
And then I wanted to make sure we spent a little bit of time on Americans with Disabilities Act or ADA compliance. Um, several years ago, uh, there were over 400 lawsuits that were filed against state departments of education and, uh, schools. And it was basically about their websites not being ADA compliant. And it wasn't so much about students as maybe parents of students or anybody else coming in uh, or looking at the websites. And that lawsuit was not about money. They just basically wanted to make sure that these school districts were were having their websites uh, ADA compliant. Uh, the state of Kentucky was one of those um, and several schools in the state of Kentucky were involved in that. So now almost all of the approved website companies have set it up or it's set up in such a way that the websites are ADA compliant. But you may know what your student um, disabilities might be, but you may not be aware of everyone in the home that might be reading or trying to access information what their disabilities might be. So, we have an ADA uh, compliant website checker and that's helpful uh, if you're referring parents to websites or even students to websites. And you can click here. I have uh, the description and then I actually have the wave uh, web aame.org the link there. So you can just check to see how compliant a website is that you might be wanting students or parents or guardians to use. And then there's a a cool tool called Grale for Docs. And it's uh, it's not just Google Docs. That's kind of how it started. And what it does is it scans uh, for any accessibility issues and it might be uh, Google Slides, it might be Google Docs, um, any of the Google Suite basically and it will let you know if there are any issues. Uh, basically what all this is around is uh, VI or vision impairments. So, it will tell you what those issues might be when uh, their computer is trying to read a website or certain things to you and that is free, but it doesn't tell you how to fix it. Whereas if you have the uh, subscription to it, it will tell you exactly what you need to do to fix that so that it is compliant. And um, it's not very much. I'm trying to think cuz I don't want to lie. I'm thinking Oldm County had about 13,000 students when I purchased this for all our teachers, especially during COVID because we had so many parents that were involved in um, the education of their students and it was only like $300 for our whole district. So, it's a very minimal amount when you look at the scale. uh, and all of our teachers had access to that to make sure that what they were sending out for students and for parents was going to be ADA compliant.
Then we have copyrights right and fair use. Um, the big question is what can you and your students use freely for presentations or websites uh, newsletters, reports, whatever uh, they might be creating. And I will honestly say that copyright is one of the most frustrating and confusing things that teachers and students encounter. Um, our laws have not kept up even though, uh, the Millennial Act did help with that. Um, I do want to make sure that you understand copyright, but also a copyright and fair use, but also that your students understand what is legal for them to do and what is not. So, I have a couple of websites. I have the educators guide to copyright and fair use. And then I have another website uh, copyright and fair use for educators. And then the last resource that I have is the fairy use tale. Uh, this is very popular. Um, uh, Eric McFaden from Bucknell University created uh, this parody to explain copyright law. Um, it's funny uh, but it does give you a lot of really good uh, principles uh, for about copyright. But what he has done is taken the most ardent protector of their copyright which is Disney uh, to use little bitty clips like just a few seconds and of these characters that go through and tell you about copyright law. Um, which is perfectly legal because it is a parody and so he's kind of sticking it to Disney about this. But um, basically it is a very fun way to teach your students about copyright and fair use. I will say that it will take two or three viewings for them to really get it because the first time that they watch it, they're trying to identify that character and which movie they were in and those kinds of things and then after they watch it a second time, uh, they start focusing more on the content. Uh, but it's really popular and I always like to include that. So bottom line, just make sure that you follow copyright law and fair use guidelines in your final project. There is a section which we'll be looking at in just a moment about that on the rubric and you need to explain how you stayed within copyright and fair use guidelines. Um, and just remember that uh, copyright is law. Fair use guidel guidelines are just a a defense if um, it's a legally defensible position. So you'll be asked to do that for your students as well as yourself. So you'll be explaining how you stayed within copyright and then how you informed your students about that. For whatever reason, that's the student piece is often left out and cost people uh, points on their final rubric. So, please um, make sure you include that. This video is a quick way to include that if that's something that you'd like to do.
Um, our course evaluations will open up on June 3rd. So, if you go there tonight or tomorrow, it's not going to be available. Uh, so they open on the 3rd and they close on the 12th. Um, all the evaluations are online and they're completely anonymous. I do receive information on the number of people in the course completing the evaluations. I will say that um, in the past I have offered five additional points on your final grade to if for every if 100% of the people in the course completed the evaluation because I can't see them until after the course is completed. Uh, but it I feel very strongly about evaluation. I've modified and changed this course um, numerous times based on that feedback and Georgetown feels that it's important as well. Um, I'm going to try something different this time. Um, if 100% of you do complete the evaluation, sure, everybody will get those five extra points. Invariably, we have one person that's like, "Oh, I don't need those points." uh, so they don't bother to fill out the evaluation and it really hinders someone else that could probably use those points. So if you as long as you feel comfortable just emailing me once you complete that evaluation and I will be able to tell whether or not you know, if five people say that they've completed it and the Georgetown thing is too, I know something's not right. Uh, but if you feel comfortable just telling me that you've completed the evaluation, which I cannot see, um, then I can go ahead and give you those five extra points and you not be penalized because somebody decides that they're not going to complete it. Okay.
Um, the other thing that I wanted to talk to you about has to do with your assignments uh, and your grades. I'm asking that you please go in and look at my comments. Uh, es not only but especially in this section this week where you were to add your content, your formative and summitive assessments. Um, some of you I went ahead and gave you the points, but you need to make some adjustments. And if you don't make those adjustments, then you're not going to get the points in the final uh, project. Um, when you add the uh, multimedia project or any other content that needs to be linked in your unit in the procedures section. Basically your lesson plan within that unit should be something that somebody can walk in and complete that lesson without you being there. So, it needs to have the completed um, formative and summitive assessments linked in that formative and summitive assessment section. It also needs to have those and any content in the procedures so that the person that could possibly be there in your classroom could complete that lesson. Does that make sense? That seems to be uh, the biggest issue where uh, people have added those things, but it's more like an appendix or it's in the materials, which is fine if it's in the materials, but that's not the only place it would need to be. The main place it needs to be is in the procedures. Um, so, please make sure you do that. Um, that was a biggie on your multimedia projects. Please, I'm begging you, please go in and look at the rubric and also the feedback that I provided at the bottom. Uh, that's going to be really important. And just check all cont um, comments. If you don't have a score for something at this point that should have been completed or have you may possibly have a zero because I have a question that I've asked you in the comments and you have not replied to that question and u, many times well the system is set up where after a certain period of time it's just going to put a zero in there. That's a setting that I put in. Um, but that doesn't mean that you don't have the opportunity to try to uh, explain whatever the question is that I provided in in that particular assignment. So, I'm just asking you please use this time um, to make sure that you've gone through and you're getting all the possible points that you can get. Um, I think I've said it before. This isn't about a gotcha. It's about you got it. Um, so I'm trying to help everybody along, but I need for you to read that feedback and read those comments.
So this week, um, you're basically, if we go back and look at it, of course, you're going to do your, u, module quiz and the perusal readings. You're going to learn about digital citizenship and the digital citizenship um, driver's license or digital driver's license and upload that screenshot once you've completed that prove it. And then you're going to read through the Americans with Disabilities Act compliance and copyright and fair use guidelines so that you can make sure that anything that you're creating for your final project meets those uh, criteria. And then as soon as our um, course evaluations open up, uh, please complete that and then email me to let me know that you've completed it so I can mark that for an additional five points on your final grade.
Let me jump over to our final project progress. And you'll notice this week we're focusing on copyright and fair use. And I have that highlighted here. So, exceptional description of how copyrighted materials you used in your unit or lessons fall within fair use guidelines of copyrighted materials and how you have communicated copyright and fair use to your students. I'm not sure what it is about that wording, but that seems to be something that uh, candidates leave out uh, very frequently. And then of course, an exceptional description of accessibility and accommodations based on the assignment and class readings.
Another thing that I wanted to point out that I did see in um, several submissions for um, content and formative assummitive assessments. I want to make sure that you all get this. So, technology content more than one of example of technology to deliver content. Remember this isn't a projector or a computer. It's not hardware. It's digital content. So whether that's an additional video or an audio book or a slide deck that you might have put together. Um, so and then you created or success uh, significantly modified at least one technology-based content. That's where your multimedia project comes in. And that's why I wanted you to add that into your unit. Once again, make sure it's in the procedures, not just in your materials. Then under technology formative assessment it says more than one technology used in summitive assessment. I didn't create this rubric rubric but just understand more than one meaning two or more um, used in summitive assessment. The student needs to touch the technology in some way and you have to actually create it and and include that link in your unit. Um, and if it's uh, something that's a project, maybe um, you don't have an assessment as such, then it you need to make sure that that rubric is included. Most of your formative assessment uh, is going to uh, be a link, but there's always the option to do something different and it needs to be two different tools. So, let's just say you use Google Forms in a lesson. Google Forms in in lesson one and then Google Forms in lesson four. It's not two different tools. So, make sure that you're switching up those tools. So, I need at least two for you to get full credit. Two different tools and two different uh, lessons. And then in your technology summitive assessment, it says more than one example. I don't like this wording. I can't change the rubric. This is Georgetown's rubric. So, more than one example. So, two or more examples of technology used in a summitative assessment. The student touches the technology in some way. You must create the summit of assessment and pro uh, provide a link or rubric. You might be familiar with just having a single summit of assessment that the students do at the end. And the whole point that Georgetown is trying to put out here is just that students need to have more than one way to show you what you what they know. Maybe, you know, you decided to do a summit of assessment with Google Forms and that's not what's uh, helpful to them. I I can do a an essay test much better than I can do a multiple choice because I can always justify an answer in multiple choice. So, just make sure that you're providing more than one way for students to show what they have learned in your unit. Okay, that seemed to be the biggest thing that I saw this week. Do we have any questions? I'm seeing shaking of heads. Okay.
>> Pretty straightforward, >> right? Until you start trying to do it, then then it's more difficult. >> Well, yeah. Easier said seven done.