Source: Digital Access Key Image; Morgue File; http://mrg.bz/xJqkIW; Matrix Image; iKeepSafe; http://bit.ly/1FQHbBl; Student Work Images; Mrs. Johnson's Creative Writing Class; Students Granted Permission for Images
Hello, ladies and gentlemen. I hope you are having a fabulous day today. Today, we're going to look at that C3 Matrix, specifically in how we are able to use it on specific evaluations of student online work. I've chosen a quote today by Winston Churchill, which states "true genius resides in the capacity for evaluation." And I believe that this is true.
Both we as teachers as well as our students need to not only know how to evaluate work but also to understand the importance of that evaluation so that we're able to really move forward and see that progress throughout the course. So let's look at what our objectives will be today. There really is one major overarching objective today, and that is that by the end of the lesson, you should be able to illustrate how to evaluate students work using the C3 Matrix. Before we begin with looking at how to evaluate students work, let's recap what that C3 Matrix is.
So what is the C3 Matrix? Well, specifically the C3 Matrix is made and created by iKeepSafe, but it's a development based on the 3C's Framework by Dr. Pruitt-Mentle.
And what it focuses on are those three major areas of those 3C's, cyber ethics, cyber safety, and cyber security. You can find that C3 Matrix by iKeepSafe online. There is a PDF of it, and you'll see a link to that PDF later on in the presentation. It's really important that we as teachers when we use digital elements in the classroom look at this C3 Matrix and how we can use it to evaluate students online work in the areas of cyber safety, security, and cyber ethics. Note that this can be used to evaluate students work with elements that are online, such as any blogs, or social media work that students do, as well as any media creation or postings that they might do of their work online.
Now the important thing to know about the matrix is that it really focuses in on whether students are meeting these criteria at a basic level, an intermediate level, or a proficient level. There is not a level below basic. Most often this is called non-performance, meaning the student is not meeting that element at all and, therefore, needs to go back and redo the assignment or that element of it.
All right, let's go ahead and look now at how we can use that C3 Matrix in order to evaluate a student's work. For today's lesson, I am going to use an actual student's online work that was completed for one of my creative writing courses. This was a final project that a student did that involved creating a blog about the experiences that student had leading up to their senior year.
Now, first and foremost, when you're using the C3 Matrix for evaluation, there are really a number of large areas and questions that you are going to want to look at and ask yourself before you delve into each individual part of the matrix. Here are the questions that you are going to want to look at. First, you need to ask yourself are my goals clear? Do I understand clearly where I want the students to get, and more importantly, do the students understand where I want them to be?
The main way that I ensure this is that I hand out along with the assignment some clear objectives as to what I will be looking for when the assignment is turned in. Oftentimes, this can be referred to as a rubric. You're welcome to also just bullet point the elements out just so long as you are being clear with what you want your students to be turning in.
The second major question to ask is do I know how I will get them there? And do the students know how they will get there? I often, especially with large maybe more complicated projects, will lay out sort of the steps involved bit by bit. This helps to avoid those frustrating moments when you have a large class and all students are at different places in their assignment and they're coming to you saying, what do I do now?
What do I do now? What do I do now? Having it out on paper forces you as the teacher to understand where you want them to go, and it helps the student see what are the next steps that I should be taking.
The third major question to ask yourself is do I know what the students know about 3C's. Where are these specific students in your class in terms of their knowledge on the 3C's element. It's a little unfair to judge a student on their ability to meet those 3C's if you haven't already taught it to them. So make sure that if you're going to use this as a method to judge a student or evaluate a student that you know they have learned it first.
Next, you will look at and ask yourself what will I do if they aren't demonstrating the 3C's? What are the areas that I can go back to? What are the tools and resources I can give them if there is a specific area that I'm noticing formatively as we're going through that they aren't meeting a certain element? Or if on the summative end I notice that they are not even at a basic level of one of these 3C's, what can I give them to help them reach at least that basic understanding?
The final question you're going to want to ask yourself is what will I do if they already mastered this knowledge and skills? What element of differentiation can I put in there so that I'm still challenging and pushing all of my students? Once you have established that you can answer these overarching questions, then you're going to want to look a little more in depth at evaluating through the C3 Matrix. For today to save time, we're just going to look at the element of cyber safety.
The first area of cyber safety on the matrix says that students are able to recognize online risks, make informed decisions, and take appropriate actions to protect while using various technology systems and resources. This student as you can see created a blog on Blogger. Now I have chosen to highlight and sub-out that student's name.
What I can see here is that on one sense the student has made a very good choice about using Blogger as opposed to some less reliable blogging sources online. However, they have made a pretty inappropriate choice to use their first and last name as a part of their tag on Blogger. This is not necessarily the best choice because it does open up a lot of your personal information out there online. I would probably give the student a basic on this area because it's clear to me that they understand it, but they're not always able to put it to practice.
The second major area of cyber safety states that students make informed decisions about appropriate protection methods and safe practices. You notice here in a little part that I've picked out of their blog that the student talks about that road to senior year. As they're discussing this, you will notice that they don't give a lot of other specific indicators as to who they are, or where they come from, or any of that really personal information that we want to make sure we keep offline or if we're putting it online that we're doing it safely. This shows me that that student has made an informed decision about protecting their identity.
The final element of cyber safety on the C3 Matrix is that students can demonstrate and advocate for safe behaviors among peers, family, and community. In addition to creating this blog, the students then put together what they called their creative writing digital magazine and shared that with their family and friends. This was a wonderful way for that student to show their peers, their family, and the greater community the kind of online work that they were doing and to show off some of those safety measures. A greater way for me to be able to evaluate the students ability to advocate for those safe behaviors would be to talk about or have them perhaps write a reflection on what they showed the people in their community about their online work and ways in which they suggested people could do the same while still maintaining safe procedures.
Now that we're done with today's lesson, let's go ahead and review. By the end of the lesson, you should now have a better idea of how to evaluate students' work using that C3 Matrix. Now I would like to take just a moment for reflection. As you reflect back over all that you have learned about evaluating using the C3 Matrix, what would be the first step that you might take to begin implementing this evaluation system in your classroom?
It's your turn now to apply what you've learned in this video. The additional resources section could be super helpful to you. This section is designed to help you discover useful ways to apply what you've learned here, and each link includes a brief description so that you can easily target the resources that you want.
(00:00-00:40) Intro
(00:41-01:06) Objectives
(01:07-02:44) C3 Matrix Review
(02:45-06:22) C3 Matrix Evaluation Questions
(06:23-07:27) C3 Matrix Cyber Safety Evaluation, Element A
(07:28-08:12) C3 Matrix Cyber Safety Evaluation, Element B
(08:13-09:05) C3 Matrix Cyber Safety Evaluation, Element C
(09:05-09:15) Review
(09:16-10:04) Reflection
Evaluation of Evidence-Based Practices in Online Learning
This report from the US Department of Education presents research of the literature with findings and recommendations for the implementation of online learning framed by best practices. This report includes important information for educators who are making decisions about blended and online learning in the K-12 setting. Educators can benefit from knowing the effect size of each strategy studied and the implications for improving student achievement.
https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Evaluating Multimodal Work, Revisited
Professor Christine Mattern discusses how she evaluates multi-modal student work with some useful suggestions for teachers pulling from research and best practices from leaders in the field. Scroll down the page to find guiding questions to ask yourself as you evaluate multimodal student work according to the following key areas: content and concept; concept/content driven design and techniques; transparent collaboration development and documentation; academic integrity and openness; and review and critique. Mattern also provides additional resources at the end of the post if you are interested in learning more about evaluating student work that is collaborative and/or multimodal in nature.
http://journalofdigitalhumanities.org/1-4/evaluating-multimodal-work-revisited-by-shannon-mattern/