Camelia web quest-module on social networking and cyberbullying
39
Student Page Top KEEP IT PRIVATE! A WebQuest for 7th Grade Social Networking and Cyberbullying Designed by: Păgilă Camelia-coordinator ([email protected] ) Valerie Dolan Roxana-Claudia Cocoş Laura Roşu Ilona Scarlat Nicoleta Niculae
Transcript of Camelia web quest-module on social networking and cyberbullying
Student Page
TopKEEP IT PRIVATE!
A WebQuest for 7th Grade
Social Networking and Cyberbullying
Designed by:
Păgilă Camelia-coordinator ([email protected])
Valerie Dolan
Roxana-Claudia Cocoş
Laura Roşu
Ilona Scarlat
Nicoleta Niculae
Introduction
This is your first step in a comprehensive research exercise regarding Cyberbullying.
“The last couple of years have seen a rapid expansion in the number of websites that allow users to publish their own home page or ‘profile’. They are popular with children and young people both as a means of self-expression and as a way to forge links with friends– an activity that some call ‘online social networking’.The growth of these sites has been a phenomenon. For example, since its launch in 2004, Facebook has accumulated over 130 million worldwide users,it is the 4th most trafficked website in the world and is the No1 photo sharing site.”*( In 2010 Facebook has reached 500 million users)
"Cyberbullying, also known as electronic bullying or online social cruelty, is defined as bullying through email, instant messaging, in a chat room, on a website or gaming site, or through digital messages or images sent to a cellular phone. While sharing certain common features with traditional bullying, cyberbullying represents a unique phenomenon that has only recently begun to receive attention in both the popular press and in academic circles. Cyberbullying not only looks and feels a bit different than traditional bullying, it also presents some unique challenges in dealing with it." (Kowalski, Limber and Agatston, 2007)
Most of you have joined Facebook, MySpace, Flickr, Twitter or other social networking sites. You have online profiles. So does Becky .She had not thought for a second though that her huge list of online friends would soon make her feel alone and …in danger.
TaskA real friend is one who walks in when the rest of the world walks out, says a proverb. You will begin your journey into Becky’s world and eventually, you will write her a friendly letter trying to comfort and advise her .Your letters will be displayed for Becky and the world on a WallWisher page on the Internet.
Process
Step 1 First, you will be assigned to a team of 4 students.
Then, you will choose an acronym as the name of your group (initials or parts of your first names).The chosen acronym will be your work’s ID.Next, you will think about the role that you can take in your group : - Observer - While your group is working, you are responsible for paying attention to how your group members interact. It is your job to discuss any issues and offer suggestions for how you can work more cooperatively. - Checker- You must ensure through questioning that each member has sufficiently assimilated the goals of the activity. If you find that one or more of your group members cannot explain the material, it is your job to ensure that your group comes together to help them learn.- Manager- You will make sure that all members of the group keep working until the task is completed. The task is not done until you say so. You are responsible for organizing the final product and overseeing that all members contribute and that the work gets done.-Relater- You are responsible for getting the whole group to articulate how the current tasks and topics relate to content previously studied. This is an ongoing responsibility. Your whole job focuses on how connections can be made between this assignment and anything else that relates—work in other classes, work in this class, movies, TV, home life experiences, shopping, whatever.Once you have picked a role to play, it means that you are ready for the task.
Step 2
Objective: After receiving the questions below, students will write their answers in the table.
Most of you have profiles on Facebook, Twitter, My Space or other social networks. In your group, think about these questions :
1. How do you decide what information and images to post online?
2. What information and images are OK to post? What is not Ok to post?
3. Who can see the things you post online?4. Is there any way to guarantee complete privacy when you post
online?5. How might things you post online affect your future?
Draw a table like this on a flipchart page and keep it next to you :
Student’s name
Step 1 Step 2 Step 3 Step 4 Step 5
Write down your group responses in the second column of the table, near your name.
Alternative 1 : Objective:After receiving examples of mind-maps, students will write their answers in a group mind map
To respond to the question “What information do you post on your social account?”, you can draw a mind-map as a group.
Examples of how to create a mind-map are available at http://www.mindmapart.com/
Alternative 2 :Objective: Students will arrange their group answers in the fishbone diagram according to four main factors, each being supported by 3 sub-factors..
To answer the question “What information do you post on your social account ?”, you can use http://classtools.net/education-games-php/fishbone/
Step 3
Objective : Students will read /listen about safety tips from at least one of the following links.
Read/ listen to the safety tips on social networking sites, clicking at least on one of the links below.Go to the Federal Trade Commission website at http://www.ftc.gov/bcp/edu/pubs/consumer/tech/tec14.shtm Or to OnGuard Online at http://www.onguardonline.gov/topics/safety-tips-tweens-teens.aspxOr maybe Microsoft Online Safety at http://www.microsoft.com/protect/parents/social/socialnet.aspxDo not forget to rate the article after reading it; and you can also go to the page on Safer Social Networking at http://go.microsoft.com/?linkid=9681792You would maybe like to listen to : http://www.youtube.com/safetycentervideos#p/u/9/DQ5zJvA0NYY Or maybe you would like to read page 30 from the guide provided at http://www1.orange.co.uk/safety/images/guide_for_parents.pdf Another resourceful link is http://blogs.myspace.com/index.cfm?fuseaction=blog.view&friendId=285934328&blogId=341542161 Or maybe this one about your reputation online : http://www.microsoft.com/protect/parents/cyberethics/reputation.aspx
Step 4
Objective: Having read the safety tips, students will transfer the new information to a written recording about what changes should be made to their profiles.
Think about your own Internet profile(s) and re-read the pieces of advice, if necessary .You may want to make some changes to your profiles.Write down in the table from step 1 what you would like to change on your own profile after reading the articles or listening to the You Tube video.Discuss these changes with your group and see what the others have written in the column “Step 2 “.
Step 5Objective: Having read all the classmates’ notes, students will summarize the changes needed using the Priority Chart Template.
Plan the changes you have decided to make using http://classtools.net/education-games-php/priority_chart/. When doing this, ask yourself the key question: “What should I change on my profile? “
Step 6Objective: Once their priority plan is ready, students will record their spoken plan using Voki and embed the messages in the class blog as well as send it to their own mail-boxes.
Follow the link to Voki at http://www.voki.com/Voki is a free service that allows you to create personalized speaking avatars and use them on your blog, profile, and in email messages. Select a character from one of the many styles: Classic, Animals, Oddballs and more! Change the look, clothing and accessories. Add your own voice via phone, microphone, and text to speech or upload a file. Choose a background from their library or upload your own.
Copy and paste the embedded code into the class / your personal blog and send the Voki to your e-mail box as a reminder.
Step 7 Objective : After finding out about the “ Friend Finder “ online game , students will apply the safety tips from step 2 in order to earn a spot on the Buddy Builder All-Stars list.
“Friend Finder” online game -compete for a spot on the Friend Finder All-Star List. Earn your spot by showing you're savvy when it comes to making friends online.Here is the game : http://www.onguardonline.gov/games/friend-finder.aspxAfter playing it, identify what new information you have learned and write it down under the “Step 3” column of your table.
Step 8
Objective : On the basis of the video clip, students will assess the situation answering at least 4 out of 5 questions.
Watch an assembly from CEOP Thinkuknow education programme at http://www.youtube.com/watch?v=_o8auwnJtqE&feature=related
Together with your group, think about the answers to these questions:1. What mistake did Becky make?
2. What were the consequences of her mistake? 3. What did she do when she realized the problem?4. Was she safe eventually?5. What else would you have done if you had been in her shoes?
Write your answers down under the “Step 4 “column of your table.
Step 9
Objective : Students will answer the same questions again writing their answers in the column under Step 5.
Answer these questions again and write down your answers under the “ Step 5” column :
1. How do you decide what information and images to post online?2. What information and images are OK to post? What is not Ok to post?3. Who can see the things you post online?4. Is there any way to guarantee complete privacy when you post online?5. How might things you post online affect your future?
Step 10
Objective: On the basis of their answers in step 1 and in step 5, students will appraise how successful their learning has been through comparing their 2 sets of answers.
Compare your answers given in step 1to those written in step 5. Are they the same?How are they different? Why are they different? Discuss with your partners.
Step 11
Objective: Students will transfer their newly-acquired knowledge to a friendly letter to Becky, taking into account the rubrics in the Evaluation section.
Now it is the right time to write to Becky. Keep the summary table at hand because it contains the information that you have to use in this informal letter.Click on this link to guide you in writing the letter: http://englishplus.com/grammar/00000143.htm See also the layout of a friendly letter at the bottom of the page.IMPORTANT ! “The return address” will be the address of our school, not your personal address!Make sure you refer to the rubric posted on the “Evaluation “page.
Step 12
Objective 1: Students will post their friendly letter to Becky by double-clicking on the Wall Wisher page.
Post your friendly letter by double–clicking on the WallWisher at http://www.wallwisher.com/wall/fwXx8de5xB
Alternative 1:You can write the letter on the class blog.Alternative 2 :You can hand-write your letter, scan it and upload it on the class blog.
Resources
Guide for Parents : http://www1.orange.co.uk/safety/images/guide_for_parents.pdf
Article “ Cooperative Working “:
http://www.mspinnyc.org/archive/clgrouproles07.pdf
Mind Map Art : http://www.mindmapart.com/
Class Tools at http://classtools.net/
Federal Trade Commission website at http://www.ftc.gov/bcp/edu/pubs/consumer/tech/tec14.shtm
OnGuard Online : http://www.onguardonline.gov/topics/safety-tips-tweens-teens.aspx
Microsoft Online Safety at http://www.microsoft.com/protect/parents/social/socialnet.aspx
Safer Social Networking at http://go.microsoft.com/?linkid=9681792
Playing and Staying Safe online : http://www.youtube.com/safetycentervideos#p/u/9/DQ5zJvA0NYY
Internet Safety Tips for kids, teens & parents at http://blogs.myspace.com/index.cfm?fuseaction=blog.view&friendId=285934328&blogId=341542161
Take charge of your online reputation at http://www.microsoft.com/protect/parents/cyberethics/reputation.aspx
Voki at http://www.voki.com/
OnGuard Online- Games- “ Friend Finder “ :http://www.onguardonline.gov/games/friend-finder.aspx
CEOP Thinkuknow: http://www.youtube.com/watch?v=_o8auwnJtqE&feature=related
Letter Writing Contents: http://englishplus.com/grammar/00000143.htm
WallWisher : http://www.wallwisher.com/wall/fwXx8de5xB
Insafe page, E-safety Kit : http://www.esafetykit.net/index2.html
Steering clear of cyber tricks : http://www.youtube.com/safetycentervideos#p/u/7/MrG061_Rm7E Controlling your privacy settings on Facebook at http://www.youtube.com/connectsafely#p/u/0/YxIdtOHs2YE
Standards extracted from : http://cybersmartcurriculum.org/assets/files/NETS_Stud_Corr_13.pdf
Final quotation from : http://clarkduncan.savemoney-tips.com/2010/08/14/ensure-your-child-obey-the-internet-safety-rules-if-you-want-to-keep-them-safe-online/
Evaluation
STUDENT NAME……………………………………….
Beginning
1
Developing
2
Qualified3
Exemplary
4
Score
Self-Evaluation
Peer Evaluation
TeacherEvaluation
Average Score
COOPERATIVE LEARNING RUBRICContribution to group goals
-works toward group goals only when prompted
-low level of involvement within the group- acceptable level of engagement with task
-partly fulfils individual role within group -acceptable level of involvement within the group- acceptable level of engagement with task
-totally fulfils individual role within group -high level of involvement within the group- high level of engagement with task- responsibility towards fulfilling the tasks
Consid -needs -little - -
eration of others
constant reminders to be sensitive to the feelings of others
evidence of capacity to listen to the others’ opinion - problematic reaction to feedback/criticism
evidence of capacity to listen to the others’ opinion -positive reaction to feedback/criticism- attentive to learning needs of others;
evidence of capacity to listen to the others’ opinion - positive reaction to feedback/criticism -attentive to learning needs of others- encourages the group members’ contribution
Working and sharing with others
-participates when prompted and encouraged- always or often relies on others to do
-participates with occasional prompting- often needs reminders to do the assigned work
- often participates -usually does the assigned work
-always participates -always does the assigned work without having to be reminded
the work
INFORMAL LETTER POSTED ON WALLWISHER PAGEThe Heading
-includes the return address, line by line
-includes the return address, line by line-the last line is the date
-includes the return address, line by line-the last line is the date-there is a skipped line between the return address and the date
-includes the return address, line by line-the last line is the date-there is a skipped line between the return address and the date -it is right-aligned
The Greeting
-capitalizes the first word greeting
-capitalizes the first word greeting -capitalizes the name
-capitalizes the first word greeting -capitalizes the name -greeting ends with a comma
-capitalizes the first word greeting -capitalizes the name -greeting ends with a comma-it is left-aligned
The body
-there is a block style (no intended paragraphs)
-there are only 2 paragraphs-each new paragraph is indented-there is no skipped line between the paragraphs
-there are only 2 paragraphs-each new paragraph is indented-there is a skipped line between paragraphs
-there are 3 paragraphs-each new paragraph is indented-there is a skipped line between paragraphs
The complimentary close
-short expression /a few words on a single line
-short expression /a few words on a single line- begins with a capital letter
-short expression /a few words on a single line- begins with a capital letter- ends in a comma
-short expression /a few words on a single line- begins with a capital letter- ends in a comma-indented to the same column as the heading.
The signature
-no signature
-typed name-
-typed name-
-typed name-
line line capitalized name
capitalized name -the left edge of the signature line begins in the centre, at the same column as the heading
capitalized name -the left edge of the signature line begins in the centre, at the same column as the heading-skipped two spaces between the close and the signature line
Mechanics of content
-more than 6 grammaticaland spelling errors
-between 4 and 6 grammatical and spelling errors
-between 2 and 4 grammatical and spelling errors
free of grammatical and spelling errors
Vocabulary
- poor- related to issue - uses inappropriate words -compo
- relatively rich- related to issue - uses appropriate words -
- rich - related to issue -uses appropriate words -composes some
- rich - related to issue -uses appropriate words -composes
ses simple sentences
composes some complex sentences
complex sentences
complex sentences
Conclusion
. You have just completed your first e research exercise regarding Cyberbullying. You may want to go a little further and prepare for our next journey.Search more about Internet safety at Insafe page, E-safety Kit : http://www.esafetykit.net/index2.html Steering clear of cyber tricks : http://www.youtube.com/safetycentervideos#p/u/7/MrG061_Rm7E Controlling your privacy settings on Facebook at http://www.youtube.com/connectsafely#p/u/0/YxIdtOHs2YE
Teacher’s Page
TopKEEP IT PRIVATE!
A WebQuest for 7th Grade
Social Networking and Cyberbullying
Designed by:
Păgilă Camelia-coordinator ([email protected])
Valerie Dolan
Roxana-Claudia Cocoş
Laura Roşu
Ilona Scarlat
Nicoleta Niculae
Introduction
“Most social networking sites include privacy settings which can be used to control who can view the content that people post on their profile and their blogs. Teenagers – a large proportion of users of these sites – don’t always grasp that if their settings are public, the content can be seen by anyone in the world.Particular care should be taken when uploading photos as background details can give away where people live or go to school.As a magnet for teens, such sites are also popular with all sorts of people that parents would prefer their children not to encounter. These include: pedophiles, recruiters for extremist groups and those promoting dysfunctional conditions like self harm, suicide obsession or eating disorders.”
Within a period of 6 hours, this WebQuest will give students the opportunity to:-name what information and images they think can be posted online-read a set of safety tips on social networking sites-clarify what information and images that they have posted online is not safe -consolidate their newly-acquired knowledge by playing a related game -extract from the game new information about profile safety -investigate the consequences of not keeping personal data private by watching a video-assimilate the new information in answering again the initial questions about what information and images they think can be posted online-evaluate their newly-acquired information by comparing their initial answers with their final ones-put their conclusions together and incorporate them at the end of the task in their informal letter to Becky-post their final piece of writing on a created WallWisher page
Learners
This project is anchored in sixth or seventh grade English language class, Computer Studies and involves Social Studies to a lesser extent.
It can also be used with other graders as well, according to their English level (at least pre-intermediate).
Students need to have reached an intermediate level of computer literacy.
Standards
1.Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
-apply existing knowledge to generate new ideas, products, or processes -create original works as a means of personal or group expression.-use models and simulations to explore issues.2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. Students:- interact, collaborate, and publish media material together with peers -communicate information and ideas effectively to multiple audiences using a variety of media3. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practise legal and ethical behaviour. Students:-advocate and practise safe, legal, and responsible use of information and technology.4.Technology Operations and ConceptsStudents demonstrate understanding of technology concepts, systems and operations.
Process
This project-based learning will be carried out over 6 hours, in periods of 2 hours weekly.
It is an interdisciplinary approach because it combines English language with Information Technology and Social Studies.
Students will be divided into 4 groups of 4 pupils.As a warm-up, each group will create an acronym as the name of the team (initials or parts of their first names).The chosen acronym will be their work’s ID.After that, each child from each group will think about the role that they can take in their group : - Observer - While your group is working, you are responsible for paying attention to how your group members interact. It is your job to discuss any issues and offer suggestions for how you can work more cooperatively. - Checker- You must ensure through questioning that each member has sufficiently assimilated the goals of the activity. If you find that one or more of your group members cannot explain the material, it is your job to ensure that your group comes together to help them learn.- Manager- You will make sure that all members of the group keep working until the task is completed. The task is not done until you say so. You are responsible for organizing the final product and overseeing that all members contribute and that the work gets done.-Relater- You are responsible for getting the whole group to articulate how the current tasks and topics relate to content previously studied. This is an
ongoing responsibility. Your whole job focuses on how connections can be made between this assignment and anything else that relates—work in other classes, work in this class, movies, TV, home life experiences, shopping, whatever.Once you have picked a role to play, it means that you are ready for the task.
The setting of this 6-hour project will be any classroom which is equipped with enough Internet-connected computers for all your groups .
Additional Notes :
Step 2 :Alternative 2 :
The fishbone template is a planning tool. The fishbone approach involves selecting four main factors, then providing three key sub-factors for each. Students could be asked to produce and print off a fishbone diagram for the key question under consideration, which they could then use for reference. Each student could save their completed template onto the school network so that they can all be compared and contrasted. Which fishbones are the most similar? Which one is the most original? Which one appears to have broken the topic down most appropriately?
Step 5 : The Priority Chart Template allows students to brainstorm factors which help to answer the key question, and these can then be dragged and dropped into an order of priority and colour coded as required. Give them a few minutes to come up with a list of factors to help answer the question.These are then added to the diagram (up to 8 factors can be added).Finally, once a consensus has been reached, each student should write up the class verdict and explain the choice they made in as much detail as possible.
Timing : 6 hours Step 1 and 2 – 1 hour Step 3 and 4 – 1 hour Step 5 and 6– 1 hour Step 7 and 8 – 1 hour Step 9 and 10 – 1 hour Step 11 and 12 – 1 hour
Evaluation
The cooperation level within the group and the final informal letter are to be evaluated according to the criteria in the rubric below.
The individual score for cooperative learning will be the average of the
grades given by the teacher, group peers and self-evaluation.
The letter evaluation will be done at the group level: self-evaluation will be done by each group of 4, peer review will be done by another group and the teacher will also evaluate the letter.
This way, the score will be as objective as possible.
Beginnin
g1
Developing
2
Qualified3
Exemplary4
Score
Self-Evaluation
Peer Evaluation
TeacherEvaluation
Average Score
COOPERATIVE LEARNING RUBRICContribution to group goals
-works toward group goals only when prompted
-low level of involvement within the group- acceptable level of engagement with task
-partly fulfils individual role within group -acceptable level of involvement within the group- acceptable level of engagement with task
-totally fulfils individual role within group -high level of involvement within the group- high level of engagement with task- responsibility towards fulfilling the tasks
Consid - -little - -
eration of others
needs constant reminders to be sensitive to the feelings of others
evidence of capacity to listen to the others’ opinion - problematic reaction to feedback/criticism
evidence of capacity to listen to the others’ opinion -positive reaction to feedback/criticism- attentive to learning needs of others;
evidence of capacity to listen to the others’ opinion - positive reaction to feedback/criticism -attentive to learning needs of others- encourages the group members’ contribution
Working and sharing with others
-participates when prompted and encouraged- always or often relies on others to
-participates with occasional prompting- often needs reminders to do the assigned work
- often participates -usually does the assigned work
-always participates -always does the assigned work without having to be reminded
do the work
INFORMAL LETTER POSTED ON WALLWISHER PAGEThe Heading
-includes the return address, line by line
-includes the return address, line by line-the last line is the date
-includes the return address, line by line-the last line is the date-there is a skipped line between the return address and the date
-includes the return address, line by line-the last line is the date-there is a skipped line between the return address and the date -it is right-aligned
The Greeting
-capitalizes the first word greeting
-capitalizes the first word greeting -capitalizes the name
-capitalizes the first word greeting -capitalizes the name -greeting ends with a comma
-capitalizes the first word greeting -capitalizes the name -greeting ends with a comma-it is left-aligned
The body
-there is a block style (no intended paragraphs)
-there are only 2 paragraphs-each new paragraph is indented-there is no skipped line between the paragraphs
-there are only 2 paragraphs-each new paragraph is indented-there is a skipped line between paragraphs
-there are 3 paragraphs-each new paragraph is indented-there is a skipped line between paragraphs
The complimentary close
-short expression /a few words on a single line
-short expression /a few words on a single line- begins with a capital letter
-short expression /a few words on a single line- begins with a capital letter- ends in a comma
-short expression /a few words on a single line- begins with a capital letter- ends in a comma-indented to the same column as the heading.
The signat
-no signat
-typed name
-typed name
-typed name
ure line
ure line
-capitalized name
-capitalized name -the left edge of the signature line begins in the centre, at the same column as the heading
-capitalized name -the left edge of the signature line begins in the centre, at the same column as the heading-skipped two spaces between the close and the signature line
Mechanics of content
-more than 6 grammatical, and spelling errors
-between 4 and 6 grammatical, and spelling errors
-between 2 and 4 grammatical, and spelling errors
free of grammatical, and spelling errors
Vocabulary
- poor- related to issue - uses inappropria
- relatively rich- related to issue - uses appropriate words
- rich - related to issue -uses appropriate words -compos
- rich - related to issue -uses appropriate words -compos
te words -composes simple sentences
-composes some complex sentences
es some complex sentences
es complex sentences
Conclusion
“We love our children so much that we would do anything and everything to ensure their safety and security. When it comes to our kids’ safety on the internet, we would do exactly the same! So far, till a short time ago, the risks were limited to the real world but they have now expanded to the online world too, with the existence of internet predators now anytime and anywhere. There have been stories in the news of kids committing suicide due to cyberbullying. Children are naturally more inquisitive and they usually do not hesitate posting personal information online. Although children cannot be denied the use of computers and of the internet, they can still be made aware of the risks involved and of the need to follow internet safety rules. Hence the requirement for setting internet safety rules. We need to work towards bringing closeness in our relationship with our children so that our advice and instructions, especially what comes to Internet safety rules, are taken and followed most seriously.”
Credits
Thanks to Google Images at http://www.google.ro/imghp?hl=ro
PermissionsWe all benefit by being generous with our work. Permission is granted for others to use and modify this WebQuest for educational, non-commercial purposes as long as the original authorship is credited. The modified WebQuest may be shared only under the same conditions. See the
CC rights - CC sharealike v3
