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Respect, Educate, and Protect Children

Online and In Schools

We are all citizens and while citizenship within our nations, states, towns, and neighborhoods remain, there is an additional layer of community that has evolved within the information age. Digital citizenship has become a necessary force in our lives that only grows with each passing day.

As technology emerges and evolves, so too are the rights, responsibilities, laws, and practices that will inform habits, regulate use, and define the power and history of this vast information and learning shift. Across the globe, educators, parents, and citizens are attempting to identify, define, and guide online citizens into appropriate digital use. Mike Ribble is one such educator and author who addresses these ideas in his 2015 revised edition of, Digital citizenship in schools: Nine elements all students should know; this book is his attempt to address the issues of digital citizenship through proactive educational theory and practice. If schools are to provide empowering experiences for children to grow into their authentic living situations that will become their futures, digital citizenship cannot be underestimated or undervalued. The shift, albeit challenging and often new, can be founded upon the same values and beliefs that our physical communities are grounded in.

This Padlet page will get you started on some tools for teachers and for students when familiarizing themselves with digital tools.

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♥Digital Citizenship - Learning in progress...

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Respect, Educate, and Protect Children Online and In Schools We are all citizens and while citizenship within our nations, states, towns, and neighborhoods remain, there is an additional layer of community that has evolved within the information age. Digital citizenship has become a necessary force in our lives that only grows with each passing day.

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Federally Owned Material is Public Domain and fair use.

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Federally Owned Material is Public Domain and fair use.

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Nasa.gov

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In order to glean the deepest understanding of this Innovative Idea for Learning, it is wise to read the entire page before linking out.

In late 2016, I began my graduate degree in the Digital Learning and Leading program as a distance student. After evaluating the coursework and learning intentions, I was sold. It connected in so many ways to what I believed needed to happen in learning; acceptance is at the heart of humanity, emotion the heart of learning, and empathy the heart of teaching and communication. I also knew that relationships (with the self and others) are foundational in self-concept and motive; the influence and drive behind the actions. These are the pillars of my method, the reflective insight and understanding of the self, applied to those I am entrusted to teach. Aside from the complete fulfillment I get from my students, it is the greatest learning experience I have had so far, with kind, honest professors and a supportive staff to make sure I am connected to my learning! While I realize that education is changing at a rapid pace, I feel as though my learning has prepared me to educate our children for their singular future. I cannot say enough about how personal this experience has been so far and it gives me hope for our students. This eportfolio is the domain which will house my deeply connected journey. In the words of my beloved Dr. Dwayne Harapnuik "learning is messy" so this site will be messy at times too. Without this format, my learning would not and could not have grown the way it has.

What I did not know prior to entering Lamar University was how to connect all of the things I knew and had learned into a symbiotic measure of practice; a canon of synthesis for truthful learning experiences and environments; authentic productions of growing. I did not know this part because of my lack of experiences, the poor academic mentoring I had received, and my resulting emotional disenchantment with school; I had not had too many authentic learning experiences in school. Therefore, I had not yet learned how to explain the application of authentic learning experiences, even though I have been attempting to do so in my own classroom for years.

Connections are at the heart of learning because the more connections you make, the more perspectives you take. The more perspectives you take, the stronger your senses of ownership and empathy. Ownership and empathy are at the heart of living. The great balancing act of life; the paradox that may be at the heart of this problem, and maybe even many more of them. Today, May 13, 2018 I will graduate Lamar University's Digital Learning and Leading blended learning program. This is what I know right now.

Start with why because authentic learning is personal...

I believe that learning begins with the learner and that learners will learn if they are taught to drive their instruction through interest-driven, authentic, inquisitive and problem-solving-based methods. I believe that today's environment of learning requires a new strategy altogether, one that sometimes flies in the face of what we know and have learned ourselves. I believe we can lead this dramatic educational shift using technology innovations as a catalyst for change.

Connections are KEY because learning is constructive. I believe that everything in life is ultimately connected. Therefore, I also believe that living is about igniting as many of connections as you can. If you do, you will ultimately circle back again and again. This is the beauty of digital learning, allowing the learner to take control of the journey and use those experiences to keep moving ahead. Self-driven learning for self-driven living. Power and freedom to become what we want are grounded in the activity of self-driven learning.

In the end, ownership is the pinnacle of living and therefore, must also be the pinnacle of learning.

How can we reach enough children to impact change?

To me, learning is when one of your interests, passions even, collide with someone else's in such a way as to render the beginning of one and end of the other hard to differentiate. On the other hand, each one of us has a unique learning puzzle. How does it fit? This should always be one question a learner asks. COVA seems to be the closest answer I can think of to solve the riddle of education.

Because learning begins with the learner, and because every learner is unique and cannot be compartmentalized into an equation for teaching, COVA is the beginning. In the behaviorist method of learning, the learner learns the behaviors and patterns that the instructors and administrators and curriculum coordinators, all delivered by our education systems, hands down and deem relevant. What we have today is the quest to balance that with the hype of personalized learning instruction and blended learning approaches. Great idea yes. Indeed. However, we are expecting all of those people to know how to change schools into a new model of learning altogether.

The problem with that ideology is that learning is no longer considered behavioristic. This is because our society is becoming independently wealthy so to speak. Informationally speaking. We can now afford to allow students to drive parts of their learning day toward the end that they deem important, relevant and appropriate for them. We can't imagine how to do that because as we try to hold on to what we want them to know, we are forgetting that we don't yet know that ourselves.

We must accept this to some degree. And decide what is most important. 21c skills are. Character training is. Honesty is. Leadership is. Empathy is. However, while we must address those dramatic shifts, we must also address the dramatic shift in what these words even mean! Ultimately, we must accept learning. We must accept the newest variation of the definition of learning, one in which a person drives their own instruction.

Learning is constructive and personal; built inside of the mind of the learner, knowledge and wisdom are discovered through experiences and attachments to them. Learners must be self-driven; intended outcomes are intimately connected to their personal beliefs and unique strengths, talents, and driving passions. To do this, we must provide an innovative, collaborative learning environment which equips our learners with the necessary tools to effectively bring about change for themselves, for those around them and within their communities. The only way to ensure this process will be iterated by the learner is to instill strong positive emotion into its core; this comes from ideas, topics, and reformations about life that we are most intrigued with, personally. This can only happen when learners are immersed in an environment that is founded upon trust and truth, kindness and empathy. Openness and acceptance is the beginning of any solution or change.

Learning is free in this world; information is at our fingertips. The greatest news of all is that learning is what we do best, and now we can catapult the power of our new tools to incite change. It is my belief that this is because learning can now be shared by the entire group. Collections, large pools of ideas, is always greater than a single person's perspective and personal collection.

Learners will take risks in this type of environment. Furthermore, students within this type of environment are more inclined to reach and strive through challenging situations and moments because and when they are intrinsically motivated to succeed at them. When this happens, ownership of learning has been reached; a new level and engagement within learning will occur. The key to instilling this into the wiring of the brain is iteration, often and purposeful-laced with interest and interest and interest. Choice and choice, and choice. In authentic learning environments.

My experience has taught me that this is one who makes choices about their learning and puts it in a place that others can see if they wish. Exerting authority over who and what we want to become, designing our own digital tattoo so that someday, when we look back at ourselves and our history, we can see the recurring themes of our interests and passions, our dreams. Then, we will only have ourselves to blame for not chasing them as fast as we can. The beauty of COVA is that whether that story is for the self or a broader audience matters very little in the end. It is the self that must be fulfilled in order to move ahead and the self that drives its own progress.

Before one can understand this question, you must first understand that there is a specific culture that must be created prior to understanding why COVA makes any sense. The opposite is true about Significant Learning Environments (SLE) and how to create them. One cannot be achieved without the other. However, you must first learn and live the environment within which learning will take place on its own before you learn how to guide the process of actual learning. 😉

If my mind serves me, it was early in my second class when I realized I had choice, ownership, and voice through my authentic learning experiences. I remember reflecting on the eportfolio and realizing that even though my work might not be what they had expected, or what my peers would like, it

was ok. It was ok because I had done the work for me, and that alone empowered me to focus my energy; it drove me to work even harder to make sure I was doing work that I was proud of, even if others were not impressed. That was a remarkable moment in my life, one that changed my brain and the way I see myself forever. Today, my learning is interest-driven and this works because you like it more. When you like something more, you choose to engage in it.

Implement in Authentic Ways

This plan was written for a large team of collaborative individuals who have a single vision. I have yet to implement this plan in its entirety because I have yet to find that team, or have still been unable to influence them. Furthermore, as all learning is, this too will change and grow as my learning and time supports.

In addition to these weighted factors, pragmatics are not my strength; my impulsive, curious, often bored-too-soon nature led me away from the things I realized-and they were soon forgotten; paper airplanes in the breeze. I love learning new technology and as a result, I struggle to stick with and refine many of them. Cherry blossoms magnificent in April and May, gone if you blink. So riveting and mysterious. Something that was important enough to think about but not always so easily retrieved. It is only when those ideas are relevant to the moment that you MIGHT be able to reach back far enough to grab them.

Many learners have this problem with retrieval, especially when information is as continuous as the tragedies that bestow our news headlines, pinching us in our sleep and waking us with more bad news. Padlet was my way out of this disaster in my own learning.

Digital tools are authentic because our world is digitized. This is why blended learning is gaining popularity at the moment. There are many ways to use digital tools to compile, organize, and synthesize learning. How do we, as constant consumers of information, decide what is important enough to research further, record, and remember? I would argue that when learning occurs in union with interests, passion, and real-world application, they will become important enough to desperately reach back for. And when those experiences are attached to positive human emotion, they will gather an even greater momentum when iterated. This is what I am piecing together at this end to my indulgent journey, one that could not have happened without my eportfolio, my learning space.

I know this is a dramatic story, and it is true that I can be bit emotional, but the truth is I had never done school for me before. My schoolwork was for others; for grades, for glory and recognition, the never-ending quest to prove my worth beyond what the world had decided for me. Unfortunately, those efforts were in fact, in vain. No matter how many A's I received, it did not fill the hole deep down inside. It did not reverse the negative emotion I had attached to learning long ago. The DLL learning experience was different and I am different. My learning now belongs to me. It is now a part of who I am. I am a learner: a digital one, a committed one, and a happy one.
What will we get ?
Self-driven learners are digital learners and leaders who can respectfully and responsibly own their learning and lead their journey when they help to create the environment within which learning lives. Through collaborative and collective, personal and intimate, inquiry-based, guided instruction, learners will plan, implement, and develop a solution to a real-world issue while building the skills necessary to progress in the 21 st century.

My mother had always told me I could be whatever I wanted to be. Mothers will say things like that even when they know what the world can do to a little girl. In fact, the world had different plans for me and many others, and I ignorantly and sadly followed. I think it is time we demand that schools do not make that same mistake in the 21st Century that is upon us. STUPID conformity! Today though, I no longer follow, I lead. I do not lead others. Instead, I lead myself into my own dreams, creating my own reality. If I lack motivation, that too is mine alone. For now, that is enough for me because when I am ready to take my next step, I will do so without fear. I will do so because now I know I can. There is freedom in that. I am free to learn and learning is free.

In the beginning of this journey, I asked myself a really big question.

Instead of a revolution, is this a learning Rennaissance? I am closer to a yes than I was 18 long months ago. Between the 14th and 17th centuries (arguable, sorry not sorry), there happened a Rennaissance. What does this have to do with that? Like then, today's changes are faster than our traditional learning model can account for. This advancement in innovation demands that we reach a higher level of innovation than before. Why else would Bloom have added create to his taxonomy? Therein lies the major shift in today's learning environments. Our learning model creates our society. This is why learning must change in schools too. I look forward to the challenges ahead and facing them with and for our children. Finally, because Lamar Univeristies' digital learning leaders will never ask someone to do what they haven't done themselves, I will implement the action research plan beginning in the 2018-2019 school year. I cannot prove my instincts until I have done so in a way that I am proud of and can explain.
Sources
Harapnuik, D. (2017, October 22). What to expect from the digital learning and leading master's program. Retrieved from https://youtu.be/zqZU2jB3tZI

Harapnuik, D. (2015, May 8). Creating significant learning environments. Retrieved from https://youtu.be/eZ-c7rz7eT4

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Graduating Self-Driven Learners - Learning in progress...

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The ⭕ in Learning In order to glean the deepest understanding of this Innovative Idea for Learning, it is wise to read the entire page before linking out. In late 2016, I began my graduate degree in the Digital Learning and Leading program as a distance student.

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Do you really have a private life online? (social network privacy loss due to friends)

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I cannot say enough about this series. I hope to rise to this level of videography at some point. Golden rule of copyright fair use.

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Copyright, Exceptions, and Fair Use: Crash Course Intellectual Property #3

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Inspiring Stories

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Each year, as part of the Schools of Character program, Character.org recognizes educators in the United States and elsewhere who have implemented unique, specific, and effective character education strategies.

We are not looking for a description of your whole character education program, but rather for a specific practice or aspect of your program that other schools may learn from and even replicate. Promising Practices put one or more of the 11 Principles into action. Learn more by downloading our 11 Principles of Effective Character Education.

See 2017 National and International Promising Practices >>

For more information about Promising Practices, contact David Yeager at david@character.org.

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Each year, as part of the Schools of Character program, Character.org recognizes educators in the United States and elsewhere who have implemented unique, specific, and effective character education strategies. We are not looking for a description of your whole character education program, but rather for a specific practice or aspect of your program that other schools may learn from and even replicate.

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Can you figure out what this means and how it can be applied to your lives and your futures?

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FCC Chair Tom Wheeler on Open Internet Rules (C-SPAN)

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Federal Communications Commission Chair Tom Wheeler statement on Open Internet Rules followed by vote. Watch the complete FCC meeting here: http://cs.pn/1wpuHSX

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Civic Responsiblity

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Beware online "filter bubbles" | Eli Pariser

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invent code into html in gradebook

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https://character.org/

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Great idea to teach copyright law to kids. How can we use this without breaking a law?

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A collection of educational technology curated by Tracy Lynn Pompei

This shelf includes apps that students in learning environments should be using to strengthen their skills and create for themselves, and for school.

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A collection of educational technology curated by Tracy Lynn Pompei This shelf includes apps that students in learning environments should be using to strengthen their skills and create for themselves, and for school.

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Brought to you by Vicki Weng.

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Hello students. I am so glad you are visiting. I hope you find this digital space one that you can trust, one that inspires you to be the best you, and one that empowers you make this world a better place to be.

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www.youthandmedia.org How aware are you of your digital dossier? Watch this time line of Andy's lifespan and find out...

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This site isuseful as a quick reference tool for digital laws and useage rights.

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Eight years ago (nearly to the day), shortly after the launch of the site, I wrote an article entitled " Copyright Infringement, Plagiarism and Fair Use ". However, the age is beginning to show on the article (both literally and figuratively) and I decided to come back to the topic with fresh eyes.

The reason is that this is a site that deals with both plagiarism and copyright issues on the Internet, specifically, the intersection between the two. This site was founded as a resource for detecting plagiarism of copyrighted works and stopping it, generally using copyright law.

However, to complete that mission, it is important to understand the differences and similarities between plagiarism and copyright infringement. This is because, even though the two have a great deal of overlap, they also have key differences that content creators need to be aware of.

So, without any further ado, here's a brief look at copyright infringement, plagiarism, their similarities and their differences.

Defining Copyright Infringement

Copyright infringement is simply any infringement up on the rights of a copyright holder.

Copyright law gives a copyright holder (usually the creator of the work) a set of rights that they and they alone can exploit legally (save for exceptions such as fair use). Those rights include:

The right to reproduce (copy) a work.

The right to create derivative works based upon it.

The right to distribute copies of the work to the public.

The right to publicly display or perform the work.

This means a wide variety of activities can be copyright infringing including performing a copyrighted play without permission, writing an unauthorized sequel to a work or simply making copies of the work.

In short, copyright infringement is a very broad term, rooted in the law, that covers a wide range of unlawful activities that violate the rights (granted by the law) to copyright holders.

Defining Plagiarism

But where copyright infringement is a construct of the law, plagiarism is a construct of ethics.

Most broadly, plagiarism is defined as the taking the original work or works of another and presenting it as your own.

The definition of "work" can include a variety of things including ideas, words, images, etc. Anything that is seen as an unethical and unattributed use of another's original creation can be defined as plagiarism.

However, the definition of plagiarism is not always consistent. Different industries, for example, have different standards. A lawyer, for example, is held to different standards than a poet, which is different than a speechwriter and different from a musician.

Because of this, as with copyright infringement, many cases of plagiarism are divisive as to whether or not a violation was committed.

The Similarities

On the surface, plagiarism and copyright both have a great deal in common. Most things that can be plagiarized could be copyrighted. After all, most plagiarism deals with either creative or academic work and those types of works, typically, qualify for copyright protection when they are new.

More importantly though, many plagiarisms are copyright infringements. Plagiarizing a blog post on a new site, copying an encyclopedia article without attribution for a book report or submitting a photograph someone else took under your name to a magazine are all examples of both plagiarism and copyright infringement.

As such, many plagiarisms are actually addressed through the legal framework provided by copyright law. Plagiarized content posted online is often removed with takedown notices, commercial plagiarisms, for example in advertisements, are often dealt with through lawsuits and so forth.

However, not all plagiarisms are copyright infringements and not all copyright infringements are plagiarisms. Though there's a lot of overlap between them, there's a lot of areas where they diverge.

The Differences

The key difference between plagiarism and copyright infringement is that not all plagiarisms are infringements and not all infringements are plagiarisms.

For one, a person can plagiarize almost anything, including works that are not protected by copyright. If you were to claim to have written "Hamlet", for example, it would be a plagiarism but not a copyright infringement because the play is in the public domain and is not protected by copyright.

Also, plagiarism often covers things that are not covered by copyright. Ideas, facts and general plot elements are all things that can be plagiarized, at least in certain situations, but generally don't qualify for copyright protection.

It's also worth noting that getting permission to use a work makes the use non-infringing thought it might still be a plagiarism. For example, getting permission to submit a purchased essay means that the use is not an infringement, but it is still a plagiarism as the work is not originally yours.

To make matters more confusing, most copyright infringements don't really hinge on whether or not a use attributed. For example, if you passed out copies of a play without permission, it's most likely an infringement whether or not you tried to take credit for it. While plagiarism may have an impact on damages awarded if a lawsuit is filed, attribution generally doesn't make an infringing action legal.

In short, it's possible to infringe a work without plagiarizing it and it's equally possible to plagiarize something without committing copyright infringement.

Bottom Line

Though plagiarism and copyright infringement are often spoken of in the same breath, especially by victims of plagiarism who are seeking justice, it's important to remember that the two are not the same thing.

Another way to think of it is this. While copyright infringement has one victim, the copyright holder(s), plagiarism has two sets of victims, the copyright holder(s) and the people who were lied to about the origin of the work.

The other important way to look at is that plagiarism is an ethical construct and copyright infringement is a legal one. Though they have a lot of overlap, they are not the same and can never really be the same.

So while plagiarism may come up in copyright discussions and vice versa, it's important to know that the two are different in some very important ways.

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The Difference Between Copyright Infringement and Plagiarism - Plagiarism Today

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Eight years ago (nearly to the day), shortly after the launch of the site, I wrote an article entitled " Copyright Infringement, Plagiarism and Fair Use ". However, the age is beginning to show on the article (both literally and figuratively) and I decided to come back to the topic with fresh eyes.

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Digital Passport by Common Sense Media | Digital Passport

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The interactive, fun, and effective way to teach and test the basics of digital citizenship to 3rd-5th grade

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Easy Management Quickly assign ten (or ten thousand) licenses from our admin console, or simply turn on domain-wide access. No matter the size of your school or district, you'll only need to manage one subscription.

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NASA.gov brings you the latest images, videos and news from America's space agency. Get the latest updates on NASA missions, watch NASA TV live, and learn about our quest to reveal the unknown and benefit all humankind.

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NASA.gov brings you the latest images, videos and news from America's space agency. Get the latest updates on NASA missions, watch NASA TV live, and learn about our quest to reveal the unknown and benefit all humankind.

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Find out how strong your vocabulary is and learn new words at Vocabulary.com.

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Vocabulary.com helps you learn new words, play games that improve your vocabulary, and explore language.

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Across the globe, teachers are struggling to keep up with the everchanging environments of learning. It seems that character education is at the heart of this learning curve in the digital age. Students have the content they need at their fingertips. Therefore, what they need now is coaching for life. If educators are going to tackle the issues children are facing, they would be wise to begin with digital citizenship that embodies and starts with character education. Resources are wide and relevant to today's learners. If we use these resources to cultivate strong individuals both personally, and within their varied learning environments, students will begin to intuit the values and skills needed for self-driven learning and communication within 21st-century learning environments.

Sources
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education

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Character comes before technology! - Learning in progress...

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What kind of characters are you building? Across the globe, teachers are struggling to keep up with the everchanging environments of learning. It seems that character education is at the heart of this learning curve in the digital age. Students have the content they need at their fingertips.