ALEX Learning Activity

  

Build Your Own Digital Footprint

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Aimee Bates
System:Cullman City
School:Cullman City Board Of Education
  General Activity Information  
Activity ID: 2015
Title:
Build Your Own Digital Footprint
Digital Tool/Resource:
Sample Digital Portfolios
Web Address – URL:
Overview:

Students will review content that should not be shared online. Students will then create a digital portfolio to be published online so that the student is in control of the information tied to his/her identity.

This activity was created as a result of the DLCS COS Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce a multimedia artifact.
  • review artifacts created by others.
  • revise an artifact based on peer or teacher feedback.
Knowledge:
Students know:
  • feedback is important in a design process.
Skills:
Students are able to:
  • create a multimedia artifact.
  • critique the work of others.
  • revise their work based on feedback received.
Understanding:
Students understand that:
  • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
Learning Objectives:

Students will identify personal information.

Students will review safe online posting procedures.

Students will design an online portfolio site to be used to share student work, goals, and accomplishments.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Students will review vocabulary words such as digital footprint and digital permanence.

If you feel the need to review with students what not to share online, Common Sense Media has a fantastic lesson plan to review this information.

Students will discuss that items posted online under one’s name will result in that person being judged by what is posted.

As a result of this discussion, the teacher will explain that a student can control their online perception by posting information that demonstrates a student’s talents, interests, and education in a positive light.

Students will build a digital portfolio containing interests, hobbies, goals, certifications, skills, sample projects or classwork, and/or samples of creative works.

Use the digital tool to view exemplars to show students.

The student portfolio should include first name and last initial only. Students can link the portfolio to personal sites or blogs used for educational or professional purposes.

By establishing a digital portfolio, students are being proactive about their digital footprint.

Students can use sites such as Google Sites, Weebly, Wix, or other free website building resources.
Assessment Strategies:

A rubric, such as this one from WBL toolbox, can be used to assess student completion of their digital portfolio.
Advanced Preparation:

It is recommended that all students have access to a device to complete this project, however, if devices are not available for all students, students can work in pairs or groups of three. This is a great opportunity for other students to provide feedback on classmates’ portfolios.

 
Variation Tips (optional):

This project could be used in conjunction with another subject-area (such as art, ELA, Science, Social Studies, etc.) so that the portfolio becomes a digital location where artifacts from a variety of subject areas can be displayed.

In addition, teachers could provide the rubric to students and have them rate sample online portfolios. This would allow students to glean what they like about one portfolio over another.

 

 
Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: