Category Archives: ETL523 – Assessment

Assessment items from ETL523

ETL523 – The final pledge

It is always difficult to reflect on a whole course of work at the end, especially one as diverse as Digital Citizenship. So much of what we covered in ETL523, I personally feel, has been embedded across the whole qualification. Without a solid understanding of Digital Citizenship it is almost impossible to work effectively and ethically within an elearning space.

For my work in the VET sector there are some aspects of this course that drive my work, such as the need for greater understanding of copyright and intellectual property. For instance the department where I work is organises the Training Providers Forum in Perth. Last week I was reviewing presentations when I came across a very visually stunning presentation. I was impressed with the quality of images used, and knowing the presenter is a graphic design lecturer others had let the material go through without any checking. I however felt the need to query the use of the images that had no acknowledgements within the presentation. It was a simple email to clear up the issue and the situation was solved, but it was a situation that could have left out department open for legal ramifications.

Litigation is one copyright infringement away.
Litigation is one copyright infringement away.

To me, we as teachers hide behind the CAL license (for education use) and this is fine. However, as educators I need to set the bar high not only for my students but also for myself and not be tempted to limbo under it.

I feel that Hollandsworth, Dowdy, & Donovan (2011) encapsulated my thoughts best on the need for more understanding and solid application of good digital behaviour. Their discussions on us all forming ‘the village’ for our online youth and implementing a curriculum that upholds the need for good digital citizenship and find the middle ground between the reactionary and proactive environments rang a bell in my conscious. Now I know that in the VET sector with the many upheavals that we have been experiencing that our curriculum is strong, we just need to educate the educators.

I strongly believed coming into this course and only have had my beliefs confirmed that digital citizenship is not just something that we teach in schools and forget once a student leave a K-12 environment but must stay with the individual for the rest of their lives. It is about the lifelong skills from the ‘Enlightened digital citizenship’ model (Lindsay & Davis, 2012) such as privacy, respect, etiquette that need to be reinforced in all walks of life.

Digital citizens are aware.
Digital citizens are aware.

Our students, to be able to learn effectively ultimately need to feel secure and safe in any environment that we construct for them. It also needs to support the curriculum outcomes as well as the needs of an individual (P21, 2016).

Recently I have been training a group of students from around Australia in how to facilitate online classes, both synchronous and asynchronous; I wanted to instil the importance of digital citizenship concepts to them. In my first online class I introduced the concept of a ‘Course Code of Conduct’. Instead of my dictating how I expected the class to behave we brainstormed the idea using the whiteboard, microphone/audio and chat box tools. I drafted a version based on what the class decided. I have referred the students back to the document to remind them of their own ‘class rule set’.

The implementation of a digital learning space needs to be safe and owned by the not only faculty but by the students for their use as well as for learning. That is how strong bonds are built and strong support networks through a personal learning network are forged, just like the ETL523 twitter feed or discussion forums, where we (as students) interact and own the space (Lindsay, 2016) alongside Julie – our amazing lecturer.

In closing I would like to leave you with my version of the Digital Australian Citizenship pledge:

1912 Australian Government Commonwealth crest
1912 Australian Government Commonwealth crest.

From this time forward, I pledge my loyalty to Digital Australia and its digital citizens, whose democratic beliefs I share, whose rights and liberties I respect, and whose laws I will uphold and obey as a good digital citizen.

So I pledge and so shall it be.

 

References

Department of Immigration and Border Protection (2016). Australian Citizenship Ceremonies Code. Retrieved from https://www.border.gov.au/Citizenship/Documents/australian-citizenship-ceremonies-code.pdf

Hollandsworth, R., Dowdy, L., Donovan, J. (2011). Digital citizenship in K-12: It takes a village. TechTrends. 55(4) 37-47

Lindsay, J., & Davis, V. (2010). Navigate the digital rapids. Learning & Leading with Technology, 37(6), 12-15.

Lindsay, J. (2016). Professional learning networks [ETL523 Module 3.4]. https://interact2.csu.edu.au/bbcswebdav/pid-767091-dt-content-rid-1699121_1/courses/S-ETL523_201630_W_D/module3/3_4_Professional_learning_networks.html

P21. (2016). Framework for 21st Century Learning. Retrieved 13 April 2016, from http://www.p21.org/our-work/p21-framework

Digital artefact – the debrief

It is always important when you create something to tell others not only about what you have created, but how you create it. My job in WA is all about sharing how I do things, so that I can upskill the VET sector of WA.

With the recent ETL523 assignment 1 not only did we create a group wiki, but each student were required to create an individual digital artefact that was created in Web 2.0 technology. When I read this I knew that I wanted to create something that not only would work for my assignment but could be used either in part or whole as a support to a training session that I would run later in the year.

Mindmap of all key ideas for the digital artefact are mapped out on this page.
Mindmap of all key ideas for the digital artefact are mapped out on this page.

I brainstormed my initial ideas in hard copy, which is fairly common practice for me to do when I commence a design project as I am a visual person. This storyboard gave me a solid starting point to what I wanted to include in the group wiki and what I wanted to include in my digital artefact. After reviewing my ideas I knew that I wanted to create a video that would be embedded into a Nearpod activity. This meant combining two Web 2.0 tools and a huge amount of film and edit work to make it all happen. The reason behind this choice was simple; my philosophy when creating something that I will be using later for training is that whatever I produce must be done simply without too much high tech so that a VET lecturer can also do this.

This storyboard is the overview level. More in-depth shot storyboards were completed for each section of the artefact.
This storyboard is the overview level. More in-depth shot storyboards were completed for each section of the artefact.

Once I knew what I wanted to do I roughed out a very brief high level storyboard that showed the shot list, still images and screen grabs I needed for the video, rough ideas for the script and the outline for the Nearpod content and how it would all look together. I then created individual storyboard for each of the different sections of the digital artefact so that I knew I would be able to work to a plan. This was critical for me as my personal life was all about dealing with a family death.

I had to be clear what simulation software I wanted to showcase and how as another team member was doing a digital artefact on a similar topic and create a filming schedule so that I could coordinate various people to ‘appear’ in the footage as well as organise access to various businesses and school that were using the simulations. I filmed simply on my mobile phone the video footage I wanted to use incorporating many different shots and angles to give me good editable footage I could cut together. I opted not to use an external mic to capture the sound as I decided early on that I would voice over only and use footage to support the audio script. This decision meant that I would save time on having to edit audio footage and I could ensure good quality audio through the entire video.

This is a screen grad of the final edit screen prior to rendering the video for final publication file.
This is a screen grad of the final edit screen prior to rendering the video for final publication file.

For the voice audio track, and film editing I used Camtasia Studio. This is a low end video editing tool, but many VET organisations have access to this rather than Adobe Premier (which I could have used). Another alternative I could have used was Windows Movie Maker, which was installed on my laptop, but the edit would not have been quite as easy.

I recorded the audio script and saved out 25 audio tracks, which I would later import into my Camtasia Studio edit suite for bringing the final video together. I did start using Audacity for recording the voice audio, however my work computer no longer had the correct codec to save in a cross platform file and I could not get my this laptop back to our ICT department for them to load it for me so Camtasia was my fall-back position.

Once the voice audio tracks were completed and all the film footage was completed, the various screen grabs were taken and still shots were saved to my computer I commenced the film edit. As I knew exactly what shots went with which voice over it was a fairly easy edit to complete, probably only taking roughly 23 hours to complete to final production rendering stage.

I uploaded the final version into YouTube, which I had to set to ‘Public’; otherwise Nearpod would not be able to locate it when I go to link it. What I have not yet completed and it is so very important that I will go back and complete this next week is to upload a transcript for accessibility. This means that I have to create an audio transcript document (usually I do this in Notepad)

This is  an example of an audio transcript.
This is an example of an audio transcript.

It does mean that I have to sit with the YouTube open and set accurate time codes, but it is very important. YouTube now has the feature where you can do some of this in the system, which I will play around with when I am doing the audio transcript. I do have a written script, so this should be a relatively painless process, but time consuming.

After the video was complete and uploaded I could then set about constructing my Nearpod content and activities. Nearpod is brilliant if you have not used it before, so easy and quick. It allows you to upload videos, sounds, images and presentations. I created my content in Microsoft PowerPoint and uploaded, this was so simple and easy. It then meant that I could play about with the content and be able to reorganise the order around the internal Nearpod features of quiz activities and the YouTube video.

If you are interested in screen grabs for any of this process I have created a Sway that showcases this which are found here.

Any further questions about the digital artefact then please do not hesitate to ask!

Nearpod activity access  https://s.nearpod.com/j/CVEJZ

Simulation isn’t futile YouTube link.