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Evaluating students' online work

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Author:
Gino Sangiuliano

In this lesson, you will be introduced to Dr. Pruitt-Mentle's framework for digital citizenship and learn to use a C3 matrix to evaluate the online work of students.

Tutorial

Source: GLOBE, CLKER, http://bit.ly/1CVSonk; STICK FIGURE, PIXABAY, http://bit.ly/1w82EoB; QUESTION MARK, CLKER, http://bit.ly/1KwVAYx; SCORPION, CLKER, http://bit.ly/1ycVRuz

Hi everyone and welcome. I hope you're having a great day. The title of today's lesson is Evaluating Students' Online Work. And we'll be doing this using the C3 Matrix. Let's take a look at what this is all about.

Let's begin by reviewing the 3C's framework. This model was created by Doctor Pruitt-Mentle, a leading researcher in educational technology. It's been adopted by numerous departments of education and endorsed by leading safety curriculum providers. As you can see, the three components are cyber safety, cyber ethics, cyber security. Notice how the three categories overlap, and that's intentional. For example, you may learn how to minimize the risk of your email being compromised, which is cyber safety, but it's also important to understand the reasons that hacking into someone's email is wrong, which would fall under the category cyber ethics.

Let's talk a little bit about the C3 Matrix. The Matrix is used to evaluate students' online work. Concepts can be integrated into existing standards, which means it's not separate and apart from your curriculum, but rather integrated as part of it. The Matrix measures include basic, intermediate, and proficient. And if a student is below basic, it's just referred to as "non-performance." For more information, you can look up the website that's listed at the bottom of this slide.

Just as you would any traditional paper/pencil assignment, you would begin by asking yourself questions like these. Are my goals clear and do my students know exactly what I expect them to know and be able to do? Do I know how I will get them there? How will I know what the students know about the 3C's and are able to do? What will I do if they are not demonstrating the 3C's? What will I do if they have already mastered the knowledge and skills? Over time and with experience, you will begin to internalize these questions and will automatically become part of your daily practice.

I chose the work of a first grade student in order to demonstrate the versatility of the 3C Matrix. It's understood that students at this age are most likely not posting their own work online and that their teachers are doing it for them. However, students should still be instructed on how to prepare the content as if they would be posting it. This particular object was a mini report about scorpions that was to be published in the school's online newspaper. For the purposes of this tutorial, I will demonstrate the scoring of the assignment, looking only at three components of the cyber ethics portion of the matrix.

Standard A, understand and follow acceptable use policies-- school, home, and community-- and understand the personal and societal consequences for inappropriate use. In the case of the scorpion piece, the first grade student has a basic understanding of the acceptable use policies. Although this assignment demonstrates that he is capable of following the policies, he's not yet able to articulate them fully.

Standard C, practicing citing sources of text and digital information and making informed decisions about the most appropriate methods for avoiding plagiarism. This first grade student has obviously not yet been taught the skill of citing the work of others. Therefore, he would be marked as nonperforming. This is not a bad thing, the information is very useful for a teacher to have, and will certainly guide future instruction.

Standard G refers to recognize appropriate time and place to use digital tools. This student has a basic understanding that content posted will be accessible to a wide audience, which would be developmentally appropriate for a six-year-old. But again, this information will go a long way in guiding future lessons and discussions that the teacher will have.

Based on the information acquired from using the C3 Matrix to analyze a piece of student's work, these are some possible extensions that might be used. All of them would be age appropriate, of course. It might be such lessons as note taking, citing images, and citing sources, introducing the concept of digital property, discussing the importance of respecting others property, and finally, demonstrating how wide an audience can be reached.

Let's go ahead and summarize what we learned in today's lesson. We began by an overview of the 3C's framework. Then we looked at information about the C3 Matrix. We did some reflecting using some questions that you might ask yourself after a lesson. We looked at a student work sample, and we talked about using the C3 Matrix. And finally, we listed some possible extensions that would be based on information gathered from using the C3 Matrix.

Here's today's food for thought. Try downloading the entire matrix from the iKeepSafe website and share it with your colleagues. It could generate some great discussion. As you reflect on how this new information can be applied, you may want to explore the additional resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set.

Thanks for watching. Have a great day, we'll see you next time.

(00:00-00:15) Intro

(00:16-00:57) 3 C’s Framework

(00:58-01:26) How to Use The C3 Matrix

(01:27-02:01) Questions to Ask Yourself

(02:02-03:50) Sample of Student Work

(03:51-04:21) Possible Extensions

(04:22-04:52) Summary

(04:53-05:25) Food For Thought