Contents:
Lesson 1: What is Web 2.0?
Lesson 2: Navigating This New World
Lesson 3: Our Cyber Footprints: Part 1
Lesson 4: Our Cyber Footprints: Part 2
Lesson 5: Digital Content Creation Part 1
Lesson 6: Digital Content Creation Part 2
Lesson 7: Digital Content Creation Part 3
Lesson 8: Digital Content Creation Part 4
Lesson 9: Giving us a Voice
Lesson 10: What am I About?
Lesson 1: What is Web 2.0?
Resources:
Projector
Intranet space
Introduction Questions (IQ):
-Has anybody heard the term "Web 2.0"?
-What new abilities does this allow the average person access to?
-Given this definition of "Web 2.0", what technologies would you consider part of this new wave of communication?
Plan:
Class Discussion (IQ)
Activity: Tag Cloud:
-Students must research "tag clouds" as part of their Web 2.0 discovery, then they must find another Web 2.0 application and create a tag cloud relating to their chosen application. Students must then submit their tag cloud, or a link to it in the class folder.
Class Discussion:
-Go through several student's tag clouds with the class (on the projector), getting the students to highlight why each application is a Web 2.0 application
-Who uses [application]? What for? How often?
Extension work:
-Include with your tag cloud, several examples of how this application can be used socially, professionally, etc. List exaples. Can you find any cases where using this technology has backfired for the user?
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Lesson 2: Navigating This New World
Introduction Questions:
-What new kinds of communities have been created by Web 2.0?
-How are these different from pre-internet, interest-based social groups?
-What benefits are there for community members? What threats/hindrances are there?
Plan:
Class Discussion (IQ)
Activity: Communities in Cyberspace:
-Students must identify and describe:
---3 different types of online communities (1 they are involved with, or is based around an activity they participate in, and 1 that started online and 1 that could only happen online)
-In their descriptions they must identify the following components of the community:
---The rules, entry requirements, facilitating technology, the social aspects, the business aspects and the leadership models.
-Students must the meet in groups of 3 to discuss the components of their communities (specifically the 1 they identified pertaining to their own interest area), paying particular attention the the Web 2.0 applications used.
-Students may present their work in any format they choose.
Class Discussion:
-Looking at this list of online communities, how many facilitate real-world activities?
-What makes this community safer/less safe than if it was conducted entirely offline?
-What makes a successful online community?
-Can you think of online communities in the past few years that have flourished, then fallen apart? Why did they fall apart? (Superseded? Controversy?)
Extension work:
Students can create an advertisement pertaining to a fictitious online community.
-How do most people find out about online communities?
-What does advertising look like for communities you know of?
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Lesson 3: Our Cyber Footprints: Part 1
Resources:
Projector
Plan:
Go through the following flash-based activity concerning chat rooms, getting the class to input appropriate responses (boys should offer an entertaining pathway through the possible responses) :CyberNetrix: Cyber Safety Activity
Class Discussion:
-I know that was a bit silly, and some of it seems like common sense, but what real-life dangers are you likely to meet online?
-When you go onto sites like Facebook and Twitter, who do you want to see what you've written?
-Who CAN see what you've written?
-What kind of information do you have online?
-What problems do you see with all this information online?
Whole Class Activity: Cyber Guide
-Students must identify good rules for staying (physically, socially and financially) safe online, as a class (use the white board/projector).
-Ask the students to make a list of different Web 2.0 applications that they use, identifying what would constitute safe use of the service, and what would constitute unsafe use.
-Are students taking their own advice- how can they rectify that situation?
Activity: Cyber Guide Pamphlet:
-Get the students to create a digital pamphlet based on the rules we created as a class.
-Get students to select rules about the online functions they themselves use, with their final submission to include good rules for cyber safety relating to at least 3 different online applications.
Extension work:
Students must find out what rules are currently suggested/enforced in reality within the cyber communities/online applications they currently use, identifying areas they perhaps hadn't thought of.
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Lesson 4: Our Cyber Footprints: Part 2
Resources:
Worksheets (see links below)
[Photograph DVD]
Introduction Questions:
-What are the differences between socialising online and in real life?
-What are the differences between being bullied online compared with real life?
Plan:
Class Discussion (IQ)
Group Work:
-In 4 groups, the students must come up with answers for each of the 4 cyber bullying activity sheets:
---Cyber Bullying: Not a Pretty Picture
---Cyber Bullying: Who, Me? Why Should I Care?
---Cyber Bullying: Crossing the Line
---Dealing with Cyber Bullying
Class Discussion:
-Each group must elect a student to explain the scenario and why they selected their answers.
-What other response could you offer?
-Why do you think that would be effective? Would it be a good idea to get a parent/teacher involved?
-Is this a school issue do you think?
-Explain the resources available to students if they feel they are being bullied.
-As we identified earlier, cyber bullying is a lot like bullying has always been, right?
-[cyber bullying is analogous with school yard bullying because it can involve personal intimidation, public humiliation, exclusion, etc.]
-What techniques do we have for dealing with bullying? What's this school's policy on bullying?
-How can we apply those techniques with their virtual equivalent?
Extension work:
Depending on the group of students, it may be appropriate to discuss "sexting". This 15 minute video (Photograph) may be of use for class discussion. This can also be used for an entirely separate class, of appropriate.
If purchasing the film is outside school budget, this COEP production, "Exposed" is also good for stimulating class discussion.
NB: It is important to list numbers to call or people within the school to approach if a student feels they need assistance with cyber bullying, as this topic may bring real and current issues to the surface.
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Lesson 5: Digital Content Creation Part 1
Resources:
Temporary Twitter/Facebook/Google/Youtube accounts
Introduction Questions:
-What forms of social media have you used?
-What is social media?
-What social media services have you heard of?
Plan:
Get students to engage with this presentation:
-Is that what you think twitter is for?
-Had you heard of Twitter?
-Before the Reasons to Use Twitter slide, ask: What ideas can you give me for uses outside just chatting and news-gathering?
Activity: The next Big Thing
Students should submit their reports (or a link to it) into an intranet submissions folder.
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Lesson 6: Digital Content Creation Part 2
Resources:
Student's Resources: Blogs
Introduction Questions:
-How many of you have read a blog?
-What is a blog?
-Do any of you have blogs?
Plan:
Class Discussion (QI)
Get students to read the activity on blogs.
Get them to answer the questions at the end.
Extension work:
Start working on a design for a blog.
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Lesson 7: Digital Content Creation Part 3
Resources:
As above.
Plan:
Class Discussion:
-What's a wiki?
-What's a forum? Do any of you contribute to forums?
Students will work on a Wiki ABOUT Wikis.
-Set up a wiki at http://www.wikia.com/ and, using the Blog info page as a model, get the class to create sections of a wiki ABOUT wikis, then communally contribute to it, in groups of 3 students working in sections.
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Lesson 8: Digital Content Creation Part 4
Plan:
Continue work on Wiki from previous lesson.
Extension work:
Get students to contribute to a wiki based on their own interests.
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Lesson 9: Giving us a Voice
Introduction Questions:
-How many different communication tools have we looked at?
-How has that helped communication? What part of communication does that facilitate?
Plan:
Class Discussion (IQ)
Students must use a presentation tool of their choice: Wiki, Blog, Prezi, etc. to present ideas on the benefits of Web 2.0 and the problems they create. Students must incorporate facility for peer review (comments section). Students must include an introduction (explanation of the issues), at least 4 points for each part of the presentation (benefits and challenges) and a conclusion establishing where they believe the future of communications technology is heading.
Extension work:
Students incorporate a discussion on the future on security technologies concerning communications technologies.
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Lesson 10: What am I about?
Resources:
Video camera*
Video editing suite*
Flash editor*
Sound recorder*
Scanner*
*The availability of these resources may limit students' creative possibilities for project- whichever of these the school already has access to should suffice.
Introduction Questions:
-What reasons do we know for having a blog?
-A wiki?
-Forum discussions?
-How is a news blog different from TV?
-How is an online newspaper different from its printed cousin?
Plan:
Class Discussion (IQ)
Final Project: What am I about?
-Students must create content using a Web 2.0 application based around themselves and their interests.
-Students must create digital content for their page/blog in the form of at least 2 different types of media outside text and images (e.g. video, Prezi, music, podcast, embedded flash, etc.)
-As part of their production they must describe their vision for the future of communications technology, and advice to their peers concerning what issues could arise from their imagined technology.
Extension work:
-Students must finish this project for homework- the project must be submitted after 2 weeks classwork (4 x 70 minute sessions)
-Students who finish early must review their peers' presentations based on criteria for design, content, usability and variety.
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