Source: Digital Access Key Image; Morgue File; http://mrg.bz/xJqkIW; Matrix Image; iKeepSafe; http://bit.ly/1FQHbBl
Today, we're going to look at the concept of the C3 matrix rubric. By the end of the lesson today, the major objectives will be to describe the C3 matrix and to explain the different aspects of the C3 matrix, specifically cyber ethics, cyber safety, and cybersecurity.
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 three C's framework by Dr. Pruitt-Mentle. And what it focuses on are those three major areas of those three C's-- cyber ethics, cyber safety, and cybersecurity. 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 re-complete the assignment or that element of it.
So let's look a little bit closer at the parts of the C3 matrix. If you take a look at the C3 matrix, you'll notice that they start off with a general introduction, kind of talking you through what all is covered in the C3 matrix, and why it's laid out the way that it is. You'll notice that as you go through, it really hones in on major elements of the cyber safety, cybersecurity, and cyber ethics that are covered.
However, the really good stuff comes in when you get to take a look at the actual matrix that's set up. This is what we call a proficiency scale. And you'll notice that for the C3 matrix, it covers both cyber safety, cybersecurity, and a couple of pages on cyber ethics. The cyber ethics element is the largest of the main areas. But what I'm going to do is go back and talk you through the major elements in this proficiency scale.
You'll notice that first cyber safety, this really looks at the elements of Bloom's taxonomy. So you notice the physical and psychological well-being up at the top. You'll notice that for cybersecurity, we look at that as elements of digital security, really focusing in on those elements. And then finally, the legal and ethical issues that are at play.
You'll also notice that when we look at these three major elements, within the proficiency scale, it's broken down into the major areas that we want to cover. And then those are assessed on a level that is either basic, intermediate, or proficient. I want to hone in on just one, so you can really see the major elements here.
If you look at that very first section, section A, to understand and follow acceptable use policies and understand the personal and societal consequences of inappropriate use, you can really see how elements of proficiency are added as we move from basic to intermediate to proficient. For example, in basic, it aligns that you understand and follow acceptable use policies and are able to discuss basic issues related to responsible use. But then when we move to intermediate, it's not just discuss those basic issues, but demonstrate responsible use technology and technology systems, and then describe and analyze personal and societal consequences of inappropriate use, rather than just describe. So we've upped the ante here.
Then, moving from intermediate to proficient, we're not only able to demonstrate those various elements, but we've also added on the students' ability to make informed choices about acceptable use of technology, technology systems, and digital media.
So you'll notice that it gets a little more intense and a little more in-depth as we go from basic to intermediate to proficient. You'll notice that there is nothing below the basic element. This is what we would call unproficient. And for most schools and most teachers, that would be an area where the student really needs to up the ante.
If we look more through cyber ethics, you'll notice that there's also an emphasis on being able to demonstrate and advocate for ethical and legal behavior. Here, we skip basic and intermediate, and we establish that a student just needs to be proficient. There is one level here. You really can't be less than proficient and still meet this major element.
There's also practice with citing sources and texts of information. Element D covers making ethical and legal decisions, especially when confronted with various elements. You'll notice that here, students take quite a big jump as they go from basic to intermediate, and even more so when they go from intermediate to proficient.
And then being able to exhibit responsibility and netiquette, or etiquette when on the net. If we hone in on the elements that are covered in cybersecurity, you'll notice that the first one is really the most evident, where we get the ability to recognize security risks, make informed decisions, and take appropriate actions to protect themselves. That has secure practices at both the basic, intermediate, and proficient level. As we go down through cybersecurity, we get even more in depth, to the point where students just need to be able to meet it or not meet it, in order to be proficient or not, where students are making informed decisions about appropriate protection methods, where they're demonstrating a commitment to stay current on security issues, and finally, where they're focusing on advocating for secure practices.
Finally, you'll notice that there is an emphasis on cyber safety. And that looks very similar to cybersecurity. But this time, we're looking more at and responsible practices, as opposed to secure practices. So we're looking at recognizing those online risks and making informed decisions to take those appropriate actions. We're looking at making informed decisions when it comes to protection methods and secure practices. And finally, the students' ability to demonstrate and advocate for safe behaviors among their peers.
I highly encourage you to take a look at the C3 matrix and see some of those nuanced differences as students move from basic to intermediate to proficient throughout each of these elements.
Now that we're done with today's lesson, let's go ahead and review. But at the end of the lesson, you should now be able to describe what the C3 matrix is and why it's used. You should also be able to explain the various different aspects of the C3 matrix, specifically those encountered in cyber ethics, cyber safety, and cybersecurity.
Now I would like to take a moment for reflection. Now that you have learned about all of the elements covered in the C3 matrix, what do you believe will be the first step that you begin to take as you implement these elements into your classroom? As you reflect on how this new information can be applied, you might want to explore the additional resources section that accompanies this video presentation. This is where you'll find links to resources chosen to really help you deepen your learning and explore ways to apply your newly acquired skill set.
That's all we have for right now. I hope you have a wonderful rest of your day.
(00:00-00:07) Intro
(00:08-00:23) Objectives
(00:24-03:30) C3 Matrix Overview
(03:31-05:54) C3 Matrix: Cyber Ethics
(05:55-06:25) C3 Matrix: Cyber Security
(06:26-07:03) C3 Matrix: Cyber Safety
(07:04-07:28) Review
(07:29-08:10) Reflection
National C3 Baseline Study: State of Cyberethics, Safety and Security Awareness in US Schools
This resources highlights and data from the study on the state of the 3 Cs in Education with findings and recommendations. Educators can use this research project to establish their own baseline in their district. From the local results, educators can create an action plan to increase student competency with the 3 Cs.
http://www.edtechpolicy.org/etpro/Documents/2011/CISSE/baseline_study_highlights_V2.pdf