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Pat Leitch:: I also found the workshop helpful, interesting, informative, and confirmative. I have never been comfortable with the concept and reality of social media and do not engage in it, nor do I think it is a good idea (for legal reasons) to record lectures, which is a shame given how much potential exists for recorded lectures being helpful to students. Recording or not recording ends up becoming a personal judgement call for faculty. Also, once recorded, the faculty member it not in control of what happens to the content thereafter. It can be used and misused in ways that are hard for most people to imagine. An eye-opening book on the subject that some of you might enjoy is I Know Who You Are and I Saw What You Did by Lori Andrews. Andrews was a presenter some years ago at MDC on this topic. Diversity and Inclusion are implicit in the subject matter of the courses that I teach (English and Literature). Students have a variety of ways to respond and contribute, including the normal Blackboard modalities of discussion boards, chat, breakout rooms, and just open your mic and say something. Of course, students will use external apps (WhatsApp and others of different types) as they see fit. Some of these include paraphrasing apps that can take completely plagiarized content, paraphrase it so that it is well enough laundered to fool Turnitin. An even more rudimentary technique is to simply search-and-replace all of the spaces in your plagiarized document with a white-colored character (it must be white so the professor can’t see the character when reading the assignment)—this fools Turnitin too. By the way, I particularly liked Sarah Garman’s Diversity and Inclusion statement that she shared in her post in this thread.

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We are facing a great change in online interaction, becoming now the new reality wile causing multiple artificial and unsustainable reality, derailing the students and all people from the importance of knowledge, applicable decisions, and problem solving – especially when dose led to some one psychological instability and or death. If I sound harsh it is because in the medical field our decision if not made in proper time and efficiently, they do have severe repercussions on the physical human and its psychic.

Communication: open ness, prerecord- syllabus section focus on recording policy and interaction of the class.

Currently:

·       LMS: Bb

·       Multiple topic discussions per module

·       Q/A room: use for student interaction

·       Groups: one leader + interns, the more they participate and reach deadlines they receive extra points.

·       Syllabus:

o   Plagiarism: Policy is added under Examples of Behavior Expectations for Online Courses

•         You are expected to do your own work. Cheating, plagiarism, and any other form of academic dishonesty will not be tolerated and will result in (include consequences).

•         Meaningful and constructive dialogue is encouraged in this course and requires a willingness to listen, tolerance for different points of view, and mutual respect from all participants.

•         Recording class activities

•         As described by (“FERPA”)  and subject to state privacy law (§ 1002.225, 1006.52, Fla. Stat.,) Class lectures may be recorded and made available to students enrolled in the same class. Students who do not wish to be recorded, please contact the class instructor (me) in the first week of class to discuss alternative arrangements.

•         Student recordings of classroom lectures or other presentations must be for the student’s use and not for financial gain. Any other uses must be agreed to by the College and the class instructor.

o   Civility section in the syllabus:

o   While somewhat dated, the linked article makes useful points regarding Understanding Incivility in Online Teaching.

•         YouTube videos on the topic of civility and incivility in the classroom or workplace that may be useful to share in a class or with a group follow:

•         How incivility shuts down our brains at work | Christine Porath, Georgetown University

•        Civility: Tedx Talk

Apps: less is better

Zoom: Video and office hours

WhatsApp:  no longer promote – I told them to proceed with caution and remind them of the incident when I had a memorable security issue and harassment to multiple members of the class that the situation elevated to Campus and Police department.

Policy:

As far as I know there are no official written policies adopted by MDC with respect to online behavior

General online behavior policy – is added to the syllabus with examples and related articles

Academic dishonesty policy – is added to the syllabus with examples and related articles

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The course I teach (LIS2004) deals with information literacy, which includes the ethical aspects of the use of information (i.e., several of the issues we touched upon today - plagiarism, censorship, privacy, disinformation, the algorithmic delivery of online content, etc.). So I get to talk to students about topics such as the irony of getting caught plagiarizing a homework assignment on the subject of plagiarism! :) Seriously, though, I echo Kim Coffman's idea of encouraging students to develop their own set of discussion guidelines at the beginning of the term. I have done this in the past with positive results, because it allows the students to own the ground rules and to express them in a way that is meaningful to them. The overarching guidelines are contained in the MDC Student Rights and Responsibilities.

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Thanks for Posting.  remember to put your name in the post too.

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Thanks for Posting.  remember to put your name in the post too.

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I think my main takeaway from today is that these issues are can be very controversial and can cause both students and educators to become guarded, scared and defensive, and that's sad. Learning will always be chaotic and messy, and to further complicate it with fear gets in the way. I still feel like I have a lot to learn about all these subjects, including the pros and cons of classroom recordings and the usage of social media as an extension of the classroom, but thanks for the opportunity to dig a little deeper and hear opinions!

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I think that the most important idea is to frame that their data, likes, interests, etc. in short is what is being sold.  In short THEY are the product that is being sold for free technologies to connect.

I will include a syllabus link to Student Handout with new language on outside social sites as needing to follow Student Handout guidelines.

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Kim Coffman  -  I intend to continue including a diversity and inclusion statement in my Syllabus and leading a first-week class charter exercise during which we discuss - and students create - a charter about how we proceed through this course. This provides a "ante-" approach to addressing some of the concerns we raised today. I will also continue to value student voice and choice and academic freedom.

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Kim Coffman  -  I intend to continue including a diversity and inclusion statement in my Syllabus and leading a first-week class charter exercise during which we discuss - and students create - a charter about how we proceed through this course. This provides a "ante-" approach to addressing some of the concerns we raised today. I will also continue to value student voice and choice and academic freedom.

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I will continue to rely on a student-centered discussion approach to teaching. I will also include a statement in my syllabus about the formation of a WhatsApp group. In the statement I will outline some guidelines and recommendations around how to effectively and productively use such a forum to support learning and build community.

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I've been doing MDC Live classes & recorded the lectures in case any student was absent. I always announce that I'm recording before I start.
But after today's discussion I think, I will stop recording the lectures.

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After listening to both discussions today, I can see how this may feel rough time in education. These new laws affect the K-20 system, and we cannot ignore how we are all connected. On a practical level, after today's discussion, I plan on including the "recorded lecture" statement in the syllabus. I will also continue to state that "this lecture is being recorded" and remind them to hold personal comments until after class or when I turn off the recording. I want to learn more about how course hero affects our records, exams, etc. This particular website infringes on our academic lessons.

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Some strategies that I plan to incorporate after today's discussions are related to class recordings. I like the idea of separating my class into a lecture session and then a discussion session. My plan is to record the former but not the latter. I also plan to enable the Collaborate feature that makes the chat anonymous in case students have questions that I can respond to and archive in the recording. I also want to focus on assessing students with more open-ended assignments to avoid plagiarism and the use of AI. I wanted to thank everyone for such a rich discussion.

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This workshop has been extremely informative. I'm quite concerned now about the chilling effect of these new FL laws and the possibility of self-censorship within the faculty. I generally record my classes to help students go back and review material. This workshop will lead me to be much more strategic about the class recordings. On the other hand, students can record us at any time. The concept of "being on stage" and of nothing you say being private, and it being potentially used as evidence in a trial is very disturbing. I don't lecture without discussion and student participation. In fact, I do everything I can to give points and group quizzes during class to encourage participation. I will continue to use these strategies, but the effect of these laws is potentially quite unfortunate and I am not sure how we can protect academic freedom and free speech for professors. We have to keep talking about this and raising these issues.

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I include a Diversity and Inclusion statement in my syllabus that I developed with Dr. Coffman. In it, I define my role as a facilitator of learning and state, ".... I will share multiple, inter-disciplinary perspectives, theories, and hypotheses with you regarding our course material, and I will facilitate course awareness, discussion, discourse, application, critique, and synthesis of this material. I do not teach agendas and/or absolute “truths.” I do not advocate that you adopt my perspectives, agendas and/ or ideas. I advocate choice. I am committed to fostering an environment of equity and inclusion; one where students are engaged and empowered." I think stating this upfront helps set the stage for honest dialogue in a nonthreatening environment.
I have a pretty extensive netiquette policy that covers behavior online, as well as all online written communications. I will make sure to include Whats App in this netiquette section and not just in my Academic Honesty policies.
One last thought - If we are going to teach our students to speak truth to power, we can't be afraid to do it ourselves.

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Kate NoonanDuring the pandemic, I've been recording my MDC Live classes so that students can view the recordings later if they miss a class or their audio/video connection drops out, and students have told me they appreciate the flexibility in that; every time I hit record, I announce to the students that the class is being recorded; however, I'm worried now about repercussions for student privacy re: their opinions or thoughts in class, so I'll make a deliberate attempt now to separate the discussion portion from the lecture. I also use collaborative group activities where students are paraphrasing a reading's paragraph together in their group, and I'm wondering now how to make students more comfortable posting their answers to that. I use Google Docs, which lets them post anonymously, so while I'm sure there's some way to check the metadata and see which student posted what, it at least apparently, during our class, lets them posts their thoughts/interpretations without having to have their name attached.

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Kate NoonanDuring the pandemic, I've been recording my MDC Live classes so that students can view the recordings later if they miss a class or their audio/video connection drops out, and students have told me they appreciate the flexibility in that; every time I hit record, I announce to the students that the class is being recorded; however, I'm worried now about repercussions for student privacy re: their opinions or thoughts in class, so I'll make a deliberate attempt now to separate the discussion portion from the lecture. I also use collaborative group activities where students are paraphrasing a reading's paragraph together in their group, and I'm wondering now how to make students more comfortable posting their answers to that. I use Google Docs, which lets them post anonymously, so while I'm sure there's some way to check the metadata and see which student posted what, it at least apparently, during our class, lets them posts their thoughts/interpretations without having to have their name attached.

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Sorry, forgot to include my name in the post

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I will include information in my syllabi re: recording lectures emphasizing that publishing these lectures without the instructor's consent is a violation of the law. I will also include information on student class chats, chat "etiquette" and emphasize plagiarism. I will not record my lessons - sometimes they are very interactive and I cannot always tell when they will be.

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Elena Perez  One strategy that I find particularly useful is to record instructions for assignments because students sometimes are so confused about what to do, where to submit, where the rubric is, etc. So, by posting a recording with the instructions and taking them to places in the course where they can find information, I save a lot of class time on questions of that sort. Like all of us, I use Google Docs, Jamboard, Padlet, Flipgrid, etc for engaging students in a variety of class activities. 

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Elena Perez  One strategy that I find particularly useful is to record instructions for assignments because students sometimes are so confused about what to do, where to submit, where the rubric is, etc. So, by posting a recording with the instructions and taking them to places in the course where they can find information, I save a lot of class time on questions of that sort. Like all of us, I use Google Docs, Jamboard, Padlet, Flipgrid, etc for engaging students in a variety of class activities. 

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Making a clear distinction between "lecture" and "classroom discussion" time seems to be key to protecting privacy rights of students and faculty. I will be sure to do that during my classes where recording may or may not take place.

Also, from the morning session, it seems important to try to find more authentic ways to assess students so that the reliance on technology for plagiarism and cheating is minimized--student presentations on low scale. Not sure how to upscale this idea for large classes--perhaps group project-based learning types of assessments.

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Recordings of classroom activities should be rare and used very intentionally. I don't ever record an entire meeting in the online classroom (or a meeting with colleagues, for that matter.) I will record a student presentation or a guest speaker with their consent, and I occasionally make a short instructional video to post in Bb.

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I have included in both my syllabus and initial lecture a discussion about the expected behavior in class to set clear rules and expectations that promote civility, the basis of a welcoming learning environment. Undoubtedly, a more extensive discussion of the expectations, including an invitation to the students to express their expectations about the course AND the professor, should be developed and included, and this must always convey our institution requirements we may need to include.

The basic rules I currently describe in my syllabus are reduced to always keep the mike muted, only activate it when the professor ask for it, ask the questions directly on the chat box, and be always polite and courteous when talking to the professor and to each other. It is important that students participate in the design and be active in the day-to-day implementation of the agreed rules. The collective creation of community norms invites their respect, and much it is gained from this point. Also of importance is to frame them as professional expectations to be found throughout their professional life.  And the professor should be the behavior standard against which the students can self-assess their performance. Is the professor always in time? Are there surprises in the course not previously scheduled? Is the professor always properly dressed and available?

When faced with a minor interruption, including posting off-topic comments, writing in all caps, using sarcasm, addressing other students mid-class, etc.,  we should keep in mind that most probably this behavior is unintentional, but we should react and make clear that we are following the class and the interactions among them and with us, and that our main goal is to keep a welcoming and inclusive learning environment.  Our response should address the offending statement but being careful to discuss the issue (both in content and form) while inviting, via private message, the responsible student for a meeting after class to assure that s/he will remain engaged.

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I'm doing MDC Live classes & what I've done is use BB discussion board & I follow the chat. Also, during class time I make groups have live discussions.

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Nancy Yi  Including discussions about this topic in my courses can bring about more of an awareness of the issues that can arise with privacy and ethical behavior in these online environments. Coming up with student-generated lists of do's and don'ts in online environments can help encourage more self-responsibility in these unregulated spaces. Even though students will connect outside of class using different apps, I only use the discussion boards in the learning management system and breakout rooms in Zoom where I can serve as a mediator and facilitator. I am always open to researching new ideas and applications that can be used to promote discussions in an educationally and ethically sound manner.  Nancy Yi

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Nancy Yi  Including discussions about this topic in my courses can bring about more of an awareness of the issues that can arise with privacy and ethical behavior in these online environments. Coming up with student-generated lists of do's and don'ts in online environments can help encourage more self-responsibility in these unregulated spaces. Even though students will connect outside of class using different apps, I only use the discussion boards in the learning management system and breakout rooms in Zoom where I can serve as a mediator and facilitator. I am always open to researching new ideas and applications that can be used to promote discussions in an educationally and ethically sound manner.  Nancy Yi

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It seems that once you sign on to a computer all laws are null and void. We have plenty of laws to govern our behavior except when you are online. Anyway, I think the way to teach students to deal with this risky atmosphere is to begin with ethics and morals.
In order to teach them right from wrong they need to sort out their beliefs and the reasons they do the things they do and feel alright with them is that they have already established a set of behaviors that they are comfortable with. Now they need to do the self-reflection so that they will know why they do the things and what lay beneath these behaviors.
If a student is comfortable with their behaviors then there is less of a chance that they will do things that are wrong and that includes online. I really feel like the answer here is to look at ethics and have students understand their own set of morals and ethics.
I might add that there are also plenty of programs to get students to do the work but if they are determined not to do the work and cheating is a solution in their mind, then there is probably little you can do except have them write for everything including assignments, tests, quizzes. It is just too easy to cheat with a multiple choice exam. These exams are the way of the past and now we need to work harder at establishing valid assessment modalities.

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I am attempting to use more technology and applications in my courses.  The one that I have found most helpful so far has been Packback, a student led inquiry and response program.  This application uses AI to look for word sets, helps students become better writers through coaching, and promotes student engagement by allowing students to formulate questions based on their interests in the course content.  I must say that I have to read the fine print when it comes to privacy issues and ownership of content.  I have not done my due diligence!

I am incorporating more OER materials into my classes and   am curious about PlayPosit, but need to take a training course on it.  After watching the video about QuillBot, I have to critically think about if this tool is a benefit or not.  I will be sharing the video with my colleagues in the social sciences.

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Please Put YOUR NAME here (so we can give you credit for your post) This area is bulletin board for faculty to post their strategies to support student learning and protect speech & privacy.

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Please Put YOUR NAME here (so we can give you credit for your post) This area is bulletin board for faculty to post their strategies to support student learning and protect speech & privacy.

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Just use the plus sign to create your own title (and put your name up there) and add your text and we can all share our strategies, ideas, concerns.  Thank you.

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In my classroom practices I use technology in a variety of ways:

Communication with Professor and access to content:
I use the Blackboard LMS to host discussion boards and content material for the course. I also really love using the course announcements.  On my blackboard I intentionally use the "course messages" for students to write to me directly.Each week is created into folders posted on the menu bar and students can access course material for each week.

Communication for students with one another:
I also create a course discussion board for the students to communicate with one another.  Students are placed into study groups based on learning prefences and at the beginning of the semester are assigned an assignment in which they create shared agreements about how they will communicate and interact with on another.  Each small group, then shares their agreements with the class.

Pedagogical tools:
In my classroom I often use the following tools in many different ways:
Microsoft Creative Cloud Apps: Used to help students desing presentations and course materials.
Padlet: Collaborative thinking
Kahoot: Class assessments
Jamboard: Collaborative thinking
Google slides: Collaborative creating slides to review course content
Goodle Docs: Shared writing tool
Microsoft Sway: Online publishing tool
Edpuzzle: I record myself on zoom explaining concepts and then upload to edpuzzle and then create quiding questions to be answered during student engagement.
Youtube unlisted:
Flipgrid: Create prompts for students to respond to using videos
Google scholar: Model using google scholar to find relevant articles
OERS and Webinars: use this to support student access to content
Library Commons Digital Materials: great resource for books and digital tools!
Zoom: Class meetings online
- use of breakout rooms
-  use of whiteboard
- use of polls
- use of share screen option

Overall, I enjoy supporting students with considering how to use techinology and a teaching and learning tool.  I would like the students to continue to have access to the creative cloud options.

Additional resources I have used in classroom:
Restorative Justice Circle
https://xqsuperschool.org/rethinktogether/restorative-justice-circles/

Classroom Agreements:
https://www.schoolreforminitiative.org/download/community-agreements/

Adobe Creative Cloud for students:
https://faq.mdc.edu/knowledgebase/is-adobe-creative-cloud-available-for-free-to-students/

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Restorative Justice in Oakland Schools: Tier One. Community Building Circle

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All of the classes that I am instructor has prescribed technology platform to be used be it LMS plus content/platform from major publishers.

I am slowly incorporating OER materials.

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I would like for my students to be more  conscious with what they say in the discussion forums and with threaded replies Online courses.
Some students do not realize that what they write  in the forum cannot be taken back.
I have experienced where students used the BB discussion forum as  a platform for their social media i.., protest for  Black lives matter. This was the first incident for me. I thought  it will be ignore by others. In the next few minutes  students were chiming in. So quickly, I chimed in the threaded replies and instructed them to see my email in the Internal BB messaging. What i wrote in the BB messaging was " the forum is not the right  venue for this type of conversations. The instruction was to post your initial reply to the  question or topic for conversation. theyn respond to two other's postings.

I left it  there. The next thing I knew was I was called into the Dept. Chair's Office.
My reply to him was that students do  have  right to speech or freedom of speech, but with a cause and purpose.
I explained to him that the student who first responded in the threaded replies did nothing but bash another  faculty in my virtual classroom platform and bad mouth the MDC. That is the part that the chair did hear from the student. Luckily I did a print screen of the message and showed it to the Chair.
Since then, I always explain or to studnets the purpose of the discussion board.

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I will use the technology strategy in my courses.
I will continue to use the team approach in assignments which seems to work for student self-regulation.