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Final Reflection on Personal Learning Path:

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Final Reflection on Personal Learning Path:

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Goals:
When I was thinking about the goals for this course, I did not know much about the content yet. As Module 2 was very interesting already, I was glad I can join the course. Additionally I was eager to join a course in English language, so I can get used to reading and writing in English.

Topics:
In the beginning of this online course there were many of the topics I did not research about before. So for me most of the topics were new learning fields. I was glad there were sources prepared for us to use.
Some of the topics I did not feel very close to yet, as I did not need those in the working context before, some other topics I had some practical experience before.

Group work:
When it came to the online discussions and the group work I
realized my working schedule and the online course were not easy to fit. So for me it was hard to find a group. I was glad, most of the tasks could also be worked on alone.

Work done:
As usual I feel I could dive much deeper into the different topics, as most of them I feel really interested in. And as usual, I could only do my best to read and work as much as
possible in the given time in daily life.

e-portfolio:
For the e-portfolio i chose the online application "padlet", as it is easy to use and  has nice layout, and can be made accessible to everybody, and there is a free version available. I am glad I now have an e-portfolio, in which my
learning progress and outcome is collected. I now again realize e-portfolio really is a helpful tool to summarize for myself.

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Developing learners' digital competencies in content creation or communication

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Students should learn
- how to distinguish positive from negative messages
- how to handle messages received
- how to post positive messages.
Students should realize, the digital online world is not a separated "parallel" universe, but instead is always interwoven with the real world and real persons.

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Group of students, age from 12 to 25 (within one role play group needs to be about the same age !).
Teacher should be able to handle upcoming social and communication problems, otherwise choose only Step 4 to Step 6.

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Students receive "anonymous" accounts in learning environment for different roles (each student can have accounts for "bad", "neutral" and "good" person, but from the account name you cannot tell which student and whether good/bad/neutral.

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Online risks are not necessarily completely different from "real life" risks. And most online risks do have an effect for real life (for example online bullying does compromise kids in their real life behaviour and self-confidence).

There are different safeguarding areas, where kids can be at risk in online environments, but also in real life.
There are safeguarding areas, everyone should be aware of, such as sexual exploitation, sexting, online bullying and also radicalisation.
Not to forget about the negative effect which result from exposure to detrimental contents, like for example violence, drug advertising.

So I think adults' and teachers' duty it is not only to try to teach online safety skills, but also to teach the kids, what behaviour and content in real life is and where the border lines are not to be harmed. If the kids know what is good for them, and what is inappropriate, the kids then naturally can use these skills in online environments.

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What is Cyber-Bullying - How to stay safe online. 

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What is Cyber-Bullying - How to stay safe online. 

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unicef: Cyberbullying: What is it and how to stop it:

https://www.unicef.org/end-violence/how-to-stop-cyberbullying#1

The Klicksafe Project:
https://www.klicksafe.de/ueber-klicksafe/die-initiative/project-information-en/

EU Kids Online seeks to enhance knowledge of European children's online opportunities, risks and safety:
https://www.lse.ac.uk/media-and-communications/research/research-projects/eu-kids-online

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As it is up to the schools to care for the students safety, the schools also need to take e-safety into consideration, so the students also stay save when working online.

I also see the gap between my and other teachers' online experience and the students' daily "natural" usage of internet applications. So most teachers will not be able to catch up to the students' level of internet skills, and might not even know where the students are in danger.

But at least teachers can try to make students more sensitive what kind of online behaviour is safe, and where there might be dangers and safety problems.

On one side students use internet applications all day long for private use, but more and more often students also use learning environments online.

If students learn how to behave safely in online learning environments, then students can also profit from this knowledge for their private internet application behaviour.

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https://youtu.be/1ronp6Iue9w

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Media and Information Literacy Sample Video

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Media and Information Literacy Sample Video

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Seminole State Library:
5 Components of Information Literacy
https://youtu.be/1ronp6Iue9w

In this Video there is explained:
There are five components of Information Literacy:
Identify, Find, Evaluate, Apply, Acknowledge

Identifying primary resources and secondary information.

Finding relevant information.

Evaluate the information critically.

Apply information effectively to accomplish a specific purpose.

Acknowledge the sources of information used.

Seminole State Library belongs to a State College in Florida.
As a State College the domain is credible, the website is well-designed and linguistically professional.
Author is listed: there is contact information added to the video.

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Effective feedback answers three questions:

Where am I going? Feed Up

How am I going? Feed Back

Where to next? Feed Forward.

These three questions integrated make feedback a powerful tool to close the gap between where learners are now and what goals they are aiming to.

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And feedback needs to work on four levels:

1. Task level (how task is performed),

2. Process level (process to perform tasks),

3. Self-regulation level (self-monitoring),

4. Self level (positive influence on the learner).

(Hattie, J. & Timperley, H. (2007), p.7ff.)

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Helpful feedback given from teachers to students should not mainly contain the deficits, but foremost contain "cues or reinforcement to learners", so the learner receives help how to do the work better and more effectively. Additionally feedback should be helpful for self-esteem instead of threatening, as threatening circumstances do not allow to pay attention to the feedback content and the goals the student is aiming to.  "Those studies showing the highest effect sizes involved students receiving information feedback about a task and how to do it more effectively. Lower effect sizes were related to praise, rewards, and punishment." (Hattie, J. & Timperley, H. (2007), p.84ff.)

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Regarding the content variables, it is possible to state that, as a general rule, feedback is more effective when it focuses on the task, the process and / or self-regulation (it is usually ineffective when it focuses on the person), it privileges the comparison with criteria of evaluation or rubrics, seeks to describe more than judging and takes on a positive character (describes what has been done well and provides suggestions on what can be improved).

We often use the term feedback to designate a complex set of components that relate to different procedures whose presence and complementarity become indispensable to achieve a real effect in improving students' learning. To implement a feedback system, it is necessary to consider at least three distinct components: feed up, feed back and feed forward.

To be coherent, the feed back implies that the teacher is available to create new learning and disclosure possibilities; otherwise, its main purpose would be seriously compromised. When a teacher gives feedback to the student, the student trusts and has the legitimate hope that, in his learning path, there will be other
opportunities to apply the information you received. In this sense, a feed back focused only on the mechanical correction of errors becomes very poor and, eventually, useless; it is important, to be effective, that it focuses mainly on the process inherent to the task and on the strategies for self-regulation of learning, as well as on the ways and strategies of teaching, only in this way will we have a good feed back.

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There is a forum where students post anonymous within their roles.
Roles need to be played like this:
- "good" roles post good things about others.
- "bad" roles post negative things about others.
- "neutral" roles do only receive, not send messages.
It needs to be explained, how every role player receives (good and bad) messages, for example everyone is sending to each person one good and one bad role message (depending on group size).
For starting with groups, only few messages. There should be sentences prepared by teachers, which students can use in this role play, depending on the group of students.

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After posting students tell each one after another, which messages they were -> receiving, and how it felt receiving those (even though it was not them to receive these messages, but they try to identify with the anonymous role).
And also tell how it felt like -> sending the positive or negative messages.

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The students try to categorize the messages together with the teacher, which posts are
- really bad, should not be posted again
- very good, feels good to receive
- other categories like: seems not honest because..., may be misunderstood because..., should sound like a joke might be not a joke... etc.
Teacher should also discuss with the students, how students can react one which kind of message, for example: tell parents, ignore/delete, etc.

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Presentation of a Rubric

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this is Stephanie from Offenburg, Germany

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- more evaluative characteristic
- standardised tests, usually under controlled conditions, usually highly valued.
- cumulative test after a defined period, e.g. end of term exams
- grades to define the students level comparing to predefined standards

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- learn how to create interesting and educating content in digital environment

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- should additionally prepare students for their future learning needs
- can help to fill the gap between assessment and learning
- helps students to learn self-regulation and to build capacity for students to judge their own work and their own learning

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- get to know different tools to create digital learning content

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- more diagnostic characteristic
- for students to know their level of understanding the content
- often in more inofficial context, e.g. quizzing in comparison to their fellow students
- helps teachers to modify future lessons based on students' needs.

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- learn how to facilitate students to feel safe in the digital learning environment,
-> so they know whether they meet the learning goals,
-> and to help students not to get lost in the learning environment.

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- all assessment activities are enabled by technology
- as advantages flexibility, interaction, collaboration can be supported
- consistent accurate results, easier for teachers to get overview
- four dimensions: authenticity, consistency, practicability, transparancy

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a) Messages of Step 4 have to be all deleted from forum.
b) The students start again sending messages and now only the messages categorized as good and very good messages are allowed.

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Messages and roles need to be deleted after this role play, so students do not identify any longer with this role. Students should delete those on their own, or at least be involved to be ensured the roles are gone.