Welcome to Topic 6! I hope our discussion about Privacy, Safety, & Bullying is informative and helpful. In the second half of our class, we will talk about Flipped Learning, and Lesson plans, the first of which is a research interest of mine.

This topic will introduce you to the key skills you need to know to create an effective lesson plan for Assignment 2.

Learning Objectives

  • Be able to explain the concept of digital footprints, and be able to identify what your current personal digital footprint looks like
  • Identify the key practical issues around online privacy, safety, bullying, and consent as a future K-12 teacher
  • Describe the key still that help people take higher-quality photos with their smartphones
  • Articulate the benefits and drawbacks of a flipped learning curriculum, including the potential pitfalls that need to be identified and prepared for.
  • Create a Lesson Plan including SMART learning objectives, instructional elements, and an active learning activity.
  • Create a Lesson Plan including SMART learning objectives, instructional elements, and an active learning activity.
  • Create a draft lesson plan for Assignment 2

Class Time – Part 1

Watch our guest speaker Jesse Miller’s wonderful video on children, social networks, & media literacy (15 min):

Learn more about your Digital Footprints & Google yourself: 

Watch the Province of BC’s Digital Footprint video (6 min):

  • Open a new table in your web browser and Google yourself!
    • For example, I’d search for: “Rich McCue”, and possibly the city where I live or grew up to the search string if you have popular names: “Rich McCue” Victoria BC
    • If you still can’t find any references to yourself, which often happens if you have a common name, add “UVic” to your search string (E.g.: “Tracy Smith” UVic), and see what comes up.
    • If possible do your search in “Incognito” or the private mode for your web browser so you can see your search in the way someone else would see it.
  • Did you find any web pages or images of yourself?
  • Will the web pages or images be helpful during your job search when recruiters search for your name (possibly along with where you live and/or UVic)?
  • How can you add positive posts or images that will show up when people search for you on the internet?
  • Can web pages or images on the internet be removed?
  • What do you think recruiters would think if searched for you but found nothing?

Read the BC provincial government’s Online safety document. Please make sure to click on the “Expand All” button for each section of the document so that you can see all the tips and suggestions. After you finish reading the document please ask yourself:

  • What can you do as a teacher if you become aware of a student who is being bullied on social media?
  • Why should you avoid interacting with your students on social media unless it’s directly related to school work?
  • How can we help our learners manage their digital footprints?

Hands-on Lab Time – Part 1

Photographs can be extremely useful tools for localizing curriculum resources (when you have time). This workshop will help you learn how to create more attractive photos and hopefully help you tell more compelling stories in the future.

  1. Take Control of your Camera Settings
  2. Move Around and Switch It Up
  3. Optional: Post-Processing your Photos
  4. Optional: Self-Portraits

Class Time – Part 2

Flipped Learning

A few years ago I completed my master’s thesis on flipped learning for information literacy instruction, so I am keenly interested in this topic. That said, while a flipped learning pedagogy, or a blended learning method, can be great tools to use in some circumstances, they are not panaceas and are not the best teaching tools in all situations and at all grade levels. The video below talks about how one elementary school teacher uses a modified Flipped teaching method to differentiate learning for her students to better meet their individual needs.

Please ask yourself the following questions:

  • What are the primary benefits that a well-designed flipped learning experience can provide?
  • What are some of the potential downsides to flipped learning, and how could they be managed?
  • When you think about Blended learning, what comes to mind?

Lesson Planning to Creating Lesson Content

Please listen to Kevin Alexander’s Podcast and take note of the graphic below as Kevin talks about the gradual progression of tasks as you move from lesson planning to creating learning objects to help you achieve the learning objectives for the lesson.

Please make some notes as you listen to Kevin, especially if there are things that he discusses that you aren’t as familiar with. The graphic below highlights the different phases of the planning process that Kevin references in his audio recording.

The Multimedia Design Process for a Lesson Plan – by Kevin Alexander

Now let’s listen to Kevin Alexander interview Kathy Alexander about the important components of lesson planning and some common pitfalls to avoid when you are creating your lesson plans and lesson content (audio only).

SMART Learning Objectives

As you create learning objectives for your topic, make sure you keep your target audience in mind:

  • Who is your audience? What is their age and education level? Do they have experience with the topic you chose, or something closely related?
  • What is the “Big Idea” that will capture their imagination or inspire them to fully engage with the workshop instruction and activities?

Create SMART Learning Objectives – Begin with the end in mind. Learning objectives should each be SMART: Specific, Measurable, Attainable, Relevant, and Time-based (Chatterjee & Corral, 2017).

  • Specific: Exactly what is to be learned – who, what, where, why?
  • Measurable: How will it be determined that the specific learning outcome has been met?
  • Attainable: Ideally challenging learning objectives within the ability of participants to achieve. Not out of reach but not too easy.
  • Relevant: How do the learning objectives relate to the needs and desires of the workshop participants?
  • Time-based: When will the learning outcome be successfully completed? During or at the end of the workshop? At a future workshop or future date?

Here are two examples of SMART learning objectives:

  • “By the end of the class learners will be able to add new shapes and text to the TinkerCad workspace in order to create the object(s) they desire.” 
  • “By the end of this class learners will have submitted a 3D print job for review by the instructor before printing.”

Hands-on Lab Time

Please review the sample project plan below that I created as an example. It gives an idea of the amount of detail you should aim for in creating your own unique lesson plan: Lesson Plan – Example (Google Doc).

Now let’s practice creating a lesson plan for something fairly simple like teaching someone how to use the Saanich Carbon Calculator:

(6 min)

Please make your own project plan to plan out how to teach something that you are interested in (it could even be based on the topic that you used to make your screencasting video last week). Note that you are only making the lesson plan, not the whole lesson!

Please make a copy of this Example lesson plan and then edit it to make your own lesson plan (see the animated GIF below if you’re unsure about how to make a copy of a Google Doc):

Assignment 2A – Lesson Plan 

Today you will Create a lesson plan (and tomorrow, lesson materials) to teach your peers in your learning pod a language revitalization skill using at least one Educational Technology during the lesson. Your lesson plan should include the following:

  • In a sentence or two, create an overarching goal for your lesson. In other words, what should the learner be able to do by the end of the lesson?
  • Learning Objectives: Create two or more SMART learning objectives for your lesson plan. Learning objectives should be: Specific, Measurable, Attainable, Relevant, and Time-based.
  • Instruction: Create instructional materials to introduce the lesson topic to your students using at least one educational technology, and explain the “why” of the topic or skill.
  • Activity: Create or find at least one active learning exercise to use as part of your lesson.
  • Evaluation: Outline how you will determine if the learning objectives you set out for the lesson have been achieved by your learners.
  • Length: the lesson should be no more than 10 minutes long, and can be delivered either in person on the last day of class -or- asynchronously via video or screencast.

You are allowed to use Generative AI tools for AI-assisted editing, as well as idea generation and structuring (see the course Generative AI policy for more details).

Due dates:

  • This Lesson Plan portion of the assignment is due at the end of class on June 12.
  • The Lesson Activities portion of the assignment is due no later than the end of class on June 14.

Please ask Rich for assistance if you need a hand with anything.

Bibliography:

Alexander, K. (2017a). A Design Process: Multimedia Lesson [PNG]. https://coursespaces.uvic.ca/pluginfile.php/2338172/mod_page/content/6/the%20design%20process.png

Alexander, K. (2017b). Lesson Plans – Interview with Kathy Alexander [Mp3]. https://soundcloud.com/user-433569679/lesson-plans-interview-with-kathy-alexander

Alexander, K. (2017c). The Design Process—Multimedia & Interactive Learning [Mp3]. https://soundcloud.com/user-433569679/the-design-process-multimedia-interactive-learning

Bates, T. (2019). Teaching in a Digital Age – Models for media selection. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/9-1-models-for-media-selection/

H. L. (2017). SAMR Model: A Practical Guide for EdTech Integration. Schoology Exchange. https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

McCue, Richard (2021). EDCI 337 – Using the multimedia lesson plan example as a template [MP4]. https://www.youtube.com/watch?v=hlmI_Bp0fVc