Discussion Prompt
Courses designed with strong social learning overtones will optimize and diversify peer communication and collaboration. Structured discussions, groupwork, peer review, and background “watercooler chat” combine to create a rich and holistic social learning experience. Physical learning spaces are flexible enough to support social learning workflows naturally. By comparison, many online learning spaces seem limited, unfamiliar, and awkwardly compartmentalized. Please share ideas you have to create social networks in online settings that mirror strong social learning overtones in face to face settings. If I wanted to create a strong online setting that gave students the opportunity to socially network like in the classroom I would do a few things: GETTING TO KNOW YOU: 1. Make sure that students were given the opportunity to get to know their classmates in short morning meetings at the beginning and end of class. At the beginning I would do some question games like “This or That” or “Would you Rather,” or “All my friends who…” These would allow us to get to know each other better. Then I would end the class with one of those or with student reflections about their learning, questions they still have, and things they learned. WHO CAN I GO TO? 2. I would create a page they could access to share examples of work, ask for help, offer help, and ask questions, somewhat like a parking lot in the regular classroom. I FEEL SO ALONE…. 3. When working on projects, I would give time during online class for students to collaborate in breakout rooms to solve and answer questions or to work on projects. Online learning can feel so alone and this would give them time to work through issues. Learning Resources
Respond to the Assignment prompt with a 3 minute (max) video or podcast using a recording tool, or any tool to create a no more than a one page digital poster, interactive images, or any type of engaging presentation identifying how you have demonstrated competency in empowering students to recognize and appropriately respond to inappropriate or dangerous online interactions. -ASSIGNMENT Link 1: "Tools for Keeping Children Safe Online" (schools.nyc.gov) The link provides information on various applications and platforms used in digital learning to ensure the safety of children online. The focus is on empowering students to recognize and appropriately respond to inappropriate or dangerous online interactions. The tools and resources mentioned aim to create a safe online environment for students and provide support in dealing with potential online risks. While the specific tools are not mentioned in the summary, they likely include web filters, monitoring systems, and educational resources on digital citizenship and internet safety. Link 2: "Jumpstart Lesson 4 Day 1 - Safe Online Talk" (louisianabelieves.com) The document appears to be part of a lesson plan series called "Jumpstart" with a particular lesson focused on safe online communication. The lesson aims to teach students about appropriate online interactions, including recognizing and responding to unsafe situations. It likely includes discussions on identifying warning signs of dangerous online behavior, understanding the importance of privacy, and strategies for staying safe while communicating online. Empowering students to recognize and appropriately respond to inappropriate or dangerous online interactions: Both links share a common goal of promoting online safety for students and empowering them to navigate digital spaces responsibly. By providing tools, resources, and lessons, educators and schools can help students develop the necessary skills to protect themselves while using the internet. Here's how they achieve this:
Regenerate response
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