{"id":2278,"date":"2026-09-03T10:29:05","date_gmt":"2026-09-03T17:29:05","guid":{"rendered":"https:\/\/edtechuvic.ca\/edci338\/?page_id=2278"},"modified":"2026-09-04T09:47:54","modified_gmt":"2026-09-04T16:47:54","slug":"community-contributions","status":"publish","type":"page","link":"https:\/\/edtechuvic.ca\/edci338\/community-contributions\/","title":{"rendered":"Community Contributions"},"content":{"rendered":"\n

Throughout this class, we are not just learning about personal learning networks, we are immersing ourselves within one. This involves active participation in our classroom community and our learning pods through blog posts, commenting on classmates posts, asynchronous discussions, and self-directed synchronous discussions. <\/p>\n\n\n\n

You will take up ideas presented in the courses, integrate them into your thinking and the contexts in which you work, and create new meaning. This involves continuously reflecting on key readings, videos, activities, working samples, blog posts, and presentations throughout EDCI 338 by (re)examining them in depth and asking questions about how the approach(es) influence your beliefs, practices, and conceptualization of learning, both for yourself professionally and personally, and the impact of personalization and\/or social media in networked publics.<\/p>\n\n\n\n

Each week, it is expected that you will create and share blog posts on the readings as well as review and provide comments on the three of your peer’s blog posts. Your posts may vary in length and quantity (e.g., series of shorter posts, fewer yet more lengthy posts, a combination of the two). You will be expected to select and polish one of your blog posts for review during the first half of the term and develop a one page self-evaluation of your community contributions, with hyperlinks to your work over the term, at the end of the course. <\/p>\n\n\n\n

A variety of media (text, audio and\/or video clips) and hyperlinks, to outside articles and other sources and people, should be incorporated into how you present your ideas in the blog posts. The purpose of your blogging is to curate information and resources and to document your progress advancing from general research topics to a specific interest. Creativity is encouraged however, and given the ability that technology provides to connect us with the broader research culture, learners are encouraged to curate resources via communication participation.<\/p>\n\n\n\n

You will be assessed on five key aspects:<\/p>\n\n\n\n

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  1. active participation in weekly activities, blogs, community commenting and feedback,<\/li>\n\n\n\n
  2. your understanding of the relevant theories,<\/li>\n\n\n\n
  3. the depth of your personal reflection and connection to the material,<\/li>\n\n\n\n
  4. the opportunity you provide for social interaction and engagement, and<\/li>\n\n\n\n
  5. the thoughtful use of multimedia to support and enhance your contributions. <\/li>\n<\/ol>\n\n\n\n
    <\/div>\n\n\n\n

    Post Topics <\/h2>\n\n\n\n

    Each week, the course update will introduce the topic and provide prompts to guide your discussion and reflection. Use these prompts as a starting point, while allowing your post to develop in ways that are relevant to your own experiences, questions, and interests.<\/p>\n\n\n\n

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    Assessment Rubric<\/h2>\n\n\n\n
    <\/td>0 \u2013 2 (Needs Additional Work)<\/strong><\/td>3 (Marginally Meets Expectations)<\/strong><\/td>4 (Fully Meets Expectations)<\/strong><\/td>5 (Exceeds Expectations)<\/strong><\/td><\/tr>
    Theoretical Understanding<\/strong><\/td>Post is missing or off-topic; shows little or no understanding of theory.<\/td>Post demonstrates basic understanding of theory but is underdeveloped.<\/td>Post demonstrates clear understanding of theory and applies it appropriately.<\/td>Post demonstrates deep theoretical understanding, critically engages with concepts, and may extend ideas beyond expectations.<\/td><\/tr>
    Personal Connection<\/strong><\/strong><\/td>Minimal or no reflection; does not connect ideas to personal learning or experience.<\/td>Some reflection; limited connection to personal learning or experience.<\/td>Reflection is thoughtful and connects ideas to personal learning and experience.<\/td>Reflection is insightful, richly connects theory to personal learning, and demonstrates critical thinking.<\/td><\/tr>
    Social Opportunity<\/strong><\/td>Provides few opportunities for others to engage, contribute, or connect with the ideas presented.<\/td>Provides some opportunities for others to engage, contribute, or reflect, with limited connections to others.<\/td>Provides meaningful opportunities for others to engage, contribute, reflect, and connect with relevant individuals, groups, or ideas.<\/td>Provides rich opportunities for dialogue, reflection, and connection, linking ideas to relevant individuals, groups, communities, or broader perspectives.<\/td><\/tr>

    Use of Multimedia \/ Resources<\/strong><\/strong><\/td>    		No multimedia or external resources used, or irrelevant to content.<\/td>Some use of multimedia or resources, but integration is minimal or superficial.<\/td>Multimedia and resources are relevant, integrated, and support the discussion effectively.<\/td>Multimedia and resources are thoughtfully selected, well-integrated, and enhance understanding or engagement.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    Generative AI Guideline<\/h2>\n\n\n
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    Image by Alexandra_Koch from Pixabay<\/em><\/figcaption><\/figure>\n<\/div>\n\n\n

    This assignment allows for structured and defined support from AI tools at the planning and post-draft stages. You may use AI to deepen your understand of theory and, after drafting, for tasks such as clarifying your approach or engaging in meaningful revision, while preserving the integrity of the core writing process.<\/p>\n\n\n\n

    If you have any questions about permitted AI use, please contact me before you use the AI tools. <\/p>\n\n\n\n

    <\/div>\n\n\n\n
    Stage<\/strong><\/td>Permitted AI Use<\/strong><\/td>Not Permitted<\/strong><\/td><\/tr>
    Before drafting<\/td>Understanding of theory, clarifying concepts, and exploring different perspectives<\/td>Generating thesis statements, arguments, outlining, paraphrasing, or full paragraphs<\/td><\/tr>
    Multimedia development<\/td>Thoughtful prompting to create individual assets with a preconceived vision (e.g., images, videos), often with multiple iterations to refine the output. You must cite AI and comment on the biases (more below)<\/strong><\/td>Using the assignment description or full paragraphs to ‘auto-generate’ a final product and meaning-making through multimedia<\/td><\/tr>
    After complete draft<\/td>Receiving feedback on structure, coherence, and alignment with the rubric<\/td>Rewriting content via AI suggestions<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n
    <\/div>\n\n\n\n

    Disclosing \/ Citing AI<\/strong><\/p>\n\n\n\n

    When using AI, you must cite it’s use. This is necessary to be transparent on which tools were used and why. Learn more on specific citation requirements here: Scholarly use of GenAI tools<\/a><\/p>\n\n\n\n

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    An acknowledgement statement<\/strong> provides a general overview of what GenAI tools you used, what prompts you used, and how you used the tool’s output. <\/p>\n\n\n\n

    Sample statement<\/strong>: I acknowledge the use of [insert genAI tool name(s) and link(s)] to [specific use of genAI tool]. The prompts used include [list of prompts]. The output from these prompts was used to [explain use]. <\/p>\n\n\n\n

    Example<\/strong>: I acknowledge the use of ChatGPT (https:\/\/chat.openai.com\/<\/a>) to generate materials for background research and self-study in the drafting of this assessment. I entered the following prompts on [insert date]: [insert prompt(s)]. <\/p>\nUVic, Scholarly use of GenAI tools<\/a><\/cite><\/blockquote>\n\n\n\n

    Biases<\/strong><\/p>\n\n\n\n

    One of the biggest issues with AI is the way in which it perpetuates biases. Generative AI is based on statistical probability, that is it draws from all its training data and creates the most common patterns. This is often what is popular, not the quiet nor marginalized voices. If you are using AI to create images or videos you must comment on the biases that occur (ex., are the generated images only depicting White individuals?)<\/p>\n\n\n\n

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    Here are sample prompts you can use with an LLM of your choice (e.g., Gemini, ChatGPT) to get the most out of AI while adhering to permitted AI use.<\/p>\n\n\n\n

    Before drafting<\/strong><\/p>\n\n\n\n

    I am a student in an undergraduate-level Educational Technology course. I want to understand [INSERT THEORY NAME HERE]<\/mark> deeply enough to write a critical reflection. Please use professional but accessible language. \n\nYour Role: Act as an expert academic mentor in Educational Technology.\n\nPlease provide the following:\n - Core Essence: A clear, concise explanation of the theory's main argument.\n - Clarifying Nuances: What are 2\u20133 specific concepts within this theory that are often misunderstood? Explain them simply but accurately.\n - Diverse Perspectives: How might different educators or researchers view this differently? Provide one \"pro\" (supportive) perspective and one \"critical\" (skeptical) perspective.\n - Practical Tension: What is one way this theory is difficult to apply in a real-world classroom or digital environment?<\/code><\/pre>\n\n\n\n
    Tips for Theory-Based AI Engagemen<\/strong>t<\/p>\n\n\n\n