21stCenturyProfessionalism

ETEC51066A:FinalDesignProject
August2,2015

Fong,Edwin
Huck,Colleen
Lee,Chris
McMullan,David
Webber,Elizabeth

TableofContents
BACKGROUND

QUICKSTARTGUIDE

10

UNIT1:PRIVACY

16

UNIT2:BRANDING

19

UNIT3:COMMUNICATIONETIQUETTE

21

REFERENCES

23

BACKGROUND
Whatis21stCenturyProfessionalism?

TheCambridgedic onarydenesprofessionalismasthequali esconnectedwithtrainedandskilled

people.Onecannothaveaprofessionalworkplacepresencewithoutconsideringtheironlinereputa on,
percep on,andiden ty.Howdoyoupar cipateandcommunicateinthedigitalworld?Peopleproject
themselvesonlinethroughsocialmediasuchasFacebook,Twi er,LinkedIn,Pinterest,Google+,Tumblr,
Instagram,Snapchat,Flickr,andVine.Itisimportanttobemindfulofwhatyoupostbecauseotherscan
accessyourinforma on.Yourtone,contentandimageryreectyourpersonalbrand.Beprofessional,
consistent,andsmartaboutyourposts.Recruitersandemployersusesocialmediatoscreenpoten al
employeesbecausesocialmediaismorerevealingthanaresume.Youwantotherstointerpretyouas
beingcompetent,inuen alandlikeable(OReilly,2015).Doesyouronlineproleaccuratelyreectyour
facetoface,inpersonprofessionalpresence?

One area of educa on that has signicant relevance to all learners is digital ci zenship. Talbot
Bielefeldt believes digital ci zenship is demonstrated when students understand human, cultural, and
societal issues related to technology, and prac ce legal and ethical behavior (2014). He adds to this
deni on by providing four key indicators; 1) prac cing ofsafe,legalandresponsibleuseofinforma on
and technology, 2) exhibi ng posi ve a tude towards using technology that supports collabora on,
learning and produc vity, 3) demonstra ng the personal responsibility for lifelong learning, and 4)
exhibi ngleadershipindigitalci zenship(Bielefeldt,2014).

The goals of our project: to guide learners to construct knowledge on what professionalism in the 21st
century means, and become selfreec ve on how their ac ons bothonandoineimpactprofessional
presence, are well aligned with larger societal goals, in par cular, globaliza on and accessibility. With
the increasing interconnectedness of economies around the world paired with ubiquitous internet
usage, educa ng learners on the importance of maintaining their digital reputa on has become
impera ve. The skills developed through our technology supported learning environment facilitate the
development of increasingly complex skills required to eec vely par cipate in the global digital
network(Ba ro,2004).

Whataresomeapproachestoteachingprofessionalism?

We intend on crea ng a learning space that supports educators in engaging their learners to become
digital ci zens with a professional presence through the use of situated and blended learning
approaches. Since learners have a variety of learning styles, they require a variety of interac ons to
maintain their level of engagement (Jain, Abhyankar, & Venugopal, 2013). According to Anne a et al.
(2010) engagement is linkedtoone'smo va onallevel,andaectstheamountof mealearnerspends
on an educa onal task. When the course content is relevant to the students' lives, and applicable to
reallife situa ons, engagement should improve (Brewster and Fager, 2000). This supports the situated
learning theory described by Lave and Wenger (1991), which emphasizestheimportanceofthecontext
2

or se ng that learning takes place. Learning to improve digital ci zenship and professional presence
entailsprac cingac vi esthatarerelevanttowhatispresentinonlinecommuni es.
Through using ablendedlearningapproachwithacombina onofsynchronousverbalandasynchronous
wri en communica on, we can create a cohesivecommunityofprac cewhichwillhelpcombatlearner
isola on (Garrison and ClevelandInnes, 2003). Ablendedlearningapproachfacilitatesthedevelopment
of cri cal thinking skills which allows learners both the independence and support needed to become
reec ve constructors of knowledge (Garrison and ClevelandInnes, 2003). Our blendedlearningmodel
will sa sfy learners need for accessibility while providing them with facetoface prac cal experience.
Ul mately, our project aims to provide addi onal opportuni es for students to access con nuing
educa on that will posi on them to be respected and reec ve digital ci zens and professional
workplaceemployees.
Whatisthisguide?

Thisguideismeanttobeusedasreference.Youwillbeprovidedwithageneraloverviewofhowtouse
Moodle,andwillreviewbestprac cesassociatedwithaexibleippedclassroommodelusinga
blendedapproachtolearning.Threeprimarycontentmodules:Privacy,PersonalBranding,and
Communica onE que ehavebeendevelopedasaresourceforyoutomodifyandusewithinyourown
course.Theeduca onalac vi espresentedwithinthesemoduleswilldrawuponlearnersexperiences,
rootedinaprac cal,situatedenvironmentwhilelearninginaconstruc vistcommunity.These
problembasedac vi eswillbedrawnfromprac calworkplacesitua onsu lizingtechnology
commonlyusedbothpersonallyandprofessionallyincludingsocialmediatoolslikeFacebook,Twi er,
andLinkedIn,aswellaspodcasts,YouTubevideos,andvariousonlinemediasources.Learnerswillwork
throughonlineac vi estobelaterdebriefedandprac cedinafacetofacese ng.

Whoisthisguidefor?
Facilitators, teachers, guidance counsellors, human resource advisors, business consultants, and
nonprot employees with a strong interest in technology, teaching and learning, and professional
development will u lize this guide. Ourtargetaudienceisthosewiththedesiretolearnhowtonavigate
the balance between the aordances of digital technology and professional presence in the workplace.
They are selfdirected; mo vated by entry to employment, promo onwithintheworkplaceorachange
in career. Our targeted learners will be in their late teens to early twen es. They have grownupinthe
online world, and can benet and learn from sharing their experiences (Knowles, 1978). This group of
learners favours problembased learning, which is rooted in prac cal applica on (TylerSmith, 2006).
Theyneedtoseewhattheylearnasbeingusefultotheircurrentandfutureprofessionallives.

WhatdoIneedinordertousethisguide?
Inordertousethisguide,andbepreparedtoteachthecourse,youareexpectedtomakesureyouhave
immediateandpredictableaccesstothesametechnologythatisrequiredforstudentsinthecourse.You

shouldbeawareofthepla ormrequirementsforthelearningmanagementsystem,aswellasforother
programsyouareu lizinginthelearningenvironment.
Youwillneedtohavethefollowingresourcesinplace:

Accesstoacomputerwithawebcam,astableinternetconnec onandanemailaccount;
Moodle;
Socialmediaaccounts(Facebook,Twi er,LinkedIn);
Conferencingso ware(Skype,GoogleHangouts,FaceTime);
Smartphone;
Loca onfortraining.

Whatisincludedinthisguide?

Thisguideisorganizedintothefollowingsec ons:

1. Background
2. QuickStartGuide
3. Unit1:Privacy
4. Unit2:Branding
5. Unit3:Communica onE que e
6. References

HowshouldIusethisguide?

Youarewelcometouseormodifyanyofthesuggestedac vi esandassignmentslistedinthisguide.In
aneorttomeettheneedsofyourstudents,andtoaccommodatefordierentlearners,weencourage
youtoincorporatemoreopportuni esfordiscussionandreec onforhigherlevellearners,andask
morespecic,detailedques onsforlearnerswhomaynotbeasadeptatabstractthinking.Wesuggest
thatyouteachtheseunitsoverafourweekperiod.Ifyouareteachingprofessionals,wesuggestyou
u lizeapass/failassessmentmodelthatmeasurestheirlevelofpar cipa on.Wehaveprovidedsome
examplesofpar cipa onrubricsbelowforyourconsidera on.Itisexpectedthatyouwillmodifythese
rubricstoincorporateablendedapproachtolearning.Ifyouprefer,pleasefeelfreetodevelopyourown
rubric.


Source:NorthernArizonaUniversity(2015).Instructorfacilitatedonlinediscussionpar cipa onrubric.
Retrievedfromh
ps://www2.nau.edu/delearn/support/tutorials/discrubrics/disc1.php


Source:TeAchnology(2015).C
lasspar cipa onrubric.Retrievedfrom

h ps://www.winthrop.edu/uploadedFiles/cvpa/THEATREDANCE/library/pdfs/Assessment_Databank/th
eatre/THRA121Par cipa onRubric.pdf


Source:EberlyCentreforTeachingExcellence(2015).T oolsforassessment.Retrievedfrom
h p://www.cmu.edu/teaching/assessment/examples/cfa/tools/par cipa onrubriccfa.pdf

Ifyouareteachinghighschoolstudents,wesuggestyouassessstudentsattheendofeachunit.All
learnersshouldcompleteanevalua onformattheendofthefourweekperiod.Wehaveprovidedan
exampleofanevalua onformbelowforyourconsidera on.Itisexpectedthatyouwillmodifythis
evalua onordevelopyourownevalua on.


Source:StanfordUniversity(2007).C
ourseandsec onevalua on.Retrievedfrom
h ps://studentaairs.stanford.edu/sites/default/les/registrar/les/sample_crse_eval.pdf

Wheredidthisguidecomefrom?

This guide was developed by Edwin Fong, Colleen Huck, Chris Lee, David McMullan and Elizabeth
Webber in August 2015 as part of the Final Design Project for ETEC 510 66A within the Master of
Educa onalTechnologyprogramattheUniversityofBri shColumbia.

QuickStartGuide
Thissec onisdesignedtooeraquickbackgroundandsetupguideforinstructors.Itentailssuggested
bestprac cesforcrea ngablendedippedclassroomlearningenvironmentthatwillaccommodatethe
topicof21stcenturyprofessionalism.TakenotethatthisguideisbasedontheuseofMoodleasthe
pla ormofchoiceforse nguptheonlinelearningcomponent.AsampleMoodlemockupenvironment
hasalreadybeencreatedforyouasaresourcealongwiththisguidetobe erhelpyougetstartedwith
yourown.Pleasenavigatetothelinkbelowtoaccessour21stCenturyProfessionalismcourse.Youmay
loginwithguestaccesshavinglimitedprivilegesusingthefollowing.

LoginInforma on:
ID:guestPassword:P@ssw0rd(0isazero)

MoodleMockupEnvironmentResource.
h p://moodle.met.ubc.ca/course/index.php?categoryid=53

Vision&Planning
Crea ngablendedlearningenvironmentismuchlikecookingforanaudience.Dependingontheir
experiences,preferences,andevenmoodyoucano enprepareamoreengagingmealifone
understandstheirprecogni ons.AccordingtoAnderson(2008)thelackofphysicalagencyinonline
learningandtheinabilitytoreadbody/socialcueso enmakesinterac ondicult.Theresultisthata
blendedonlineinstructormustcarefullydesignincen vebasedopportuni esforpar cipa onboth
onlineandoinethatengagepar cipants.Properadvancedplanningwillensureanappropriatemixof
student,teacher,andcontentinterac on(Anderson,2008).

Step1:WordstolivebyinyourDesign
Asastar ngpointinthissetupguide,itisrecommendedthatyoudevelopasetofguidinggoalsinyour
designprocess.Belowaresomestar nggoalsthatyoumaywanttokeepinmind.

Op onalReading:ForfurtherinsightintothesegoalsyoumaywanttolookatAndersons(2008)two
ar cles Towardsatheoryofonlinelearningand TeachinginanOnlineLearningContext

10

GuidingGoalsForDesignProcess
1.
2.
3.
4.
5.

Increaseandmaintainstudentmo va onthroughoutblendedcourse
Promotestudentengagementwithrelevantsynchronousandasynchronousac vi es
Createacollabora ve&communitybasednetworkatmosphere
Createameaningfulbalanceofstudent,teacher,andcontentinterac on
Maketeacherworkloadandassessmentmanageable

Step2:Se ngupaBlendedEnvironmentthatworksforyou
Anumberofhighleveldecisionsneedtobemadewhenconstruc ngyourblendedlearning
environment.Manyofthesedecisionsrelatetoboththetechnicalandphysicaldesignprocessofyour
course.

PersonalizeYourBrandofBlending
Yourrstconsidera onshouldbethestructureofyourblendedlearningenvironment.Herewesuggest
youincorporateaippedclassroommodelwithregularscheduledfacetofacemee ngs.Byippedwe
arereferencingtheideaofkeepingmostoftheknowledgebasedcontentonlineforselfpacedreview
andu lizingvaluablefacetoface metofocusmoreonsituatedlearningac vi es(ieinterviews,
discussion,guestspeakersetc..).Thebalancebetweenhowfrequentlyyoumeetshouldbebasedon
availability(par cipants,yourself,andphysicalmee ngspace)andtheyourpersonalizedlearning
outcomesforthecourse.

BalanceofAssessmentMethods&Strategies
Beforedivingintotheextensiveac vi esandresourcesprovidedforyouinthisguide,acau onaryword
ofwarningisoeredhereforinstructorstobalancetheirassessmentmethodsandstrategies.Although
learningmanagementsystems,likeMoodle,havethepoten altomakeonlinelearningmoreengaging
andrelevantforlearners,itcanalsoleadtotheoveruseofassessmentandanincreaseinateachers
workload.Thegoalhereistodesignbalancedinterac vi esthatcanbeassessedbothonlineandfaceto
facewhilekeepingateachersworkloadmanageable.Hereweoersugges onsondierenttypes
assessmentmethods/interac vi esthatyoucanpossiblyuseinyourcourseandthereasonswhy.

Op onalReading:FormoreinsightintotheseassessmentmethodsyoucanrefertoBates(2014)
TeachinginaDigitalAgear cles.

Self&PeerBasedAssessmentOnlineandF2F
Thepurposeofthistypeofassessmentwillbetodevelopinformalfeedbackthroughindependentand
collabora vereec on.

CaseDiscussion/Forums
Collabora veWikis
GroupSurveys/Polls
SelfReec onQues ons&Journals
11

ComputerAutomatedAssessmentOnlineonly
AutomatedMoodleformsofassessmentcandras callyreduceaninstructor'sworkloadwhiles llbeing
abletoobjec velyassessknowledgeina melymanner.Thiswillfreeupvaluable meinclasstotodo
moresituatedac vi es.Bestfortarge nglearnersthatneedmorestructureinacquiringknowledge

True/FalseQues ons
Mul pleChoiceQues ons
MatchingQues ons
Limited/ShortKeywordAnswers
Wri enEssay&ShortResponsesOnlineonly
Theseshouldbeusedsparinglytoassesscri calthinkingandadvancedintellectualskills,duetoitslabor
intensivenature.Belowaresomesugges onsastohowyoucandothisforma velyandsumma vely.

Forma ve:WithinRegularlyScheduledAutomatedQuizzesLimitedto12Ques ons

Summa ve:OnlineLargerConcept&FinalProjectReports
ProjectWorkOnlineandF2F
Thenatureofthisformofassessmentwillbetodeveloptheauthen cskillswhichincludethe
applica onofknowledge,management,problemsolving,andcrea vity(Bates,2014).Projectworkis
suggestedtobecollabora velydonebothonlineandfacetoface.Inaccordancewiththeipped
classroommodel,mundanecontentac vi escanbedoneonlinewhilesituatedworkcantakeplaceface
toface.

Step3:TheLogis csofRunningtheCourse
Havingcarefullyconsideredtheprevioussteps,youarenowreadytosetupyourpersonalizedblended
courseenvironmentbothphysicallyandonline.Thefollowingarebasictasksandconsidera onsthat
needtobeaddressedbeforeyourcoursegoeslive.

PhysicalSpace
Findasuitablespacethatwillserveyourneedsforfacetofaceinterac ons.Rememberourgoalisto
reduceseat meandfostermoresituatedlearningac vi esinclass.Thedesignofaphysicalspace
shouldaccommodateforgroupdiscussions,presenta ons,technologyuse(iewi/internet),and
generallyawelcomingenvironmenttolearnin.Thegeographicalloca onofthespaceshouldalsobe
readilyaccessibletopar cipants,whetherthatbebyprivateorpublictransporta on.

OnlineSpace
ThisguidepresumestheuseofMoodleastheLearningManagementSystemofchoice.Havingsaidthat,
ifyouarerunninganalterna veLMSmanyofthesugges onsandresourcescans llapplywithslight
modica ons.

12

HowtogetMoodleupandrunningquick
Yourrstchallengeinse ngupMoodleforonlinecourseuseistodeterminewhereandhowyouwill
hostit.Bydeni onMoodleisanopensourcepieceofserverso warethatcanbedownloadedand
installedforfree.Thelink/sitebelowcontainsarichcollec onofMoodlecommunitybasedresources
rangingfromdownloadpackages,installa onhelp,sandboxdemosandQ&AForums.

MoodleCommunityPage
h ps://moodle.org/

Despitetheextensiveresourceandhelpdocumenta onavailableforMoodle,unlessyouarefamiliar
withserversetups,itisrecommendedthatyouchooseoneofthefollowingop onsgivenyour
circumstances.

Op on1:Organiza onorSchoolalreadysupportsMoodleLMS
GetTechservicestosetupyournewcourseonline.
GetTechservicestosetupyourrelatedteachingaccountwiththecourse
GetTechservicestoaddregistredstudentstothecourse
Alterna veistosetupselfregistra onop onforstudents

Op on2:Organiza onorSchooldoesnotsupportMoodleLMS
SignupforaMoodlestartupsite.Paid&Freeop onsavailable(Seebelow)
SetuparelatedteachingaccountoruseyouroriginalloginasanAdminaccount
Addstudentstocoursesmanuallyorsetupselfregistra on

ExampleMoodleHos ngSites
h p://www.FreeMoodle.org

13

h p://www.lambdasolu ons.net/products/moodlelms/

Step4:OnlineContentcrea on
Nowthatyouhavesuccessfullyfoundasuitablephysicallearningspaceandsetupyourmoodlecourse
shell(coursewithoutcontent).Youcannowstarttheprocessofcontentcrea on.Ifyouareunfamiliar
withMoodlecoursestructureandcontentcrea onpleaserefertothefollowingresources.

Moodle.orgWebsiteDocumenta ononManagingaCourse
h ps://docs.moodle.org/28/en/Managing_a_Moodle_course

VideoTutorialonCourseOutlineandStructure

14

h ps://www.youtube.com/watch?v=L5U0m8WXlTo

Thisguidehasessen allybeendividedintodierentunitsoftopicregardingtheissueof21stcentury
professionalism.Eachunitwillcontainavarietyofwellthoughtoutonlineandinpersonsituatedac ves
thatyoucanruninyourblendedcourse.Itwillalsoincludeprescribedlearningoutcomesthatwehope
yourcoursewillbeabletocommunicatetothepar cipantsbytheendofeachunit.

15

Unit1:Privacy
Background
Whenexamining21stcenturyprofessionalismanddigitalci zenship,itisimpera vetodiscussno onsof
privacyandsecurity.Privacyiso enseenasathingofthepast.Todayssocietyisdigitallydrivenand
highlyinterconnected.Thereisanincreasedconcernforsecurityandinturnincreasedsurveillance.We
sharepersonalinforma onfreelythroughsocialmedia,onlinebanking,surveys,shoppingetc.Ithas
evenbecomecommonprac ceforschoolsandpoten alemployerstosearchapplicantsonlineto
determineiftheyaretherighttfortheirorganiza on.Thismakesitcrucialforstudentsandyoung
professionalstounderstandwhatinforma ontheyaresharingonline,howthisimpactstheirreputa on,
andwhattheycandotocontrolandprotecttheirdigitalfootprints.

LearningObjec ves

Becomeawareofpersonalinforma onaccessibility
Understandtheimplica onsofoversharingonreputa on
Becomefamiliarwithprivacypolicies

Keywords&Concepts

Anonymity
Oversharing
PrivacyPolicies
OnlineSecurity
Cookies
Reputa on

Notes
Studentswillrequireatleast1socialmediaaccountorblog/webpage

Ac vi es

Ac vity#1Informa onAccessibility
Forthisac vity,youwillberandomlyassignedintogroupsofthree.Yourtaskistosearchingyourgroup
membersonlineandndvefactsaboutthemthemoreinteres nganduniquethebe er!Youwill
thenpresentyourndingstoyourgroupmembersanddeterminehowaccuratetheyare.Asaclass,we
willthendebrieftheac vity.

DiscussionPrompts( forfacilitator)
Howdidyoufeelthroughoutthisprocess?
Wereyousurprisedbythefactsyouheard?
Areyoucomfortablewiththatinforma onbeingaccessible?
Showthefollowingvideo:h
ps://www.youtube.com/watch?v=lsFyNV2rXbI

16

Ac vity#2Oversharing&Reputa on
Readthefollowingar cle:
h p://usatoday30.usatoday.com/tech/news/20061010internetdefama oncase_x.htm

Inthediscussionforum:
1. Comeupwithsixques onsthatyoushouldconsiderbeforepos nganythingonlineabout(a)
yourself,(b)anotherperson,(c)anorganiza on.
2. Brainstormpoten alconsequencesofpos ngnega veorhighlypersonalinforma ononline

Readandcommentoneachothersposts.

DiscussionPrompts( forfacilitator)
WouldIfeelcomfortableifsomeonepostedthisaboutme?
Whatarethepossibleconsequencesofsharinginforma onaboutanotherperson?
Whatdoyouthinkpoten alemployerslookforwhensearchingyouonline?

Ac vity#3PrivacyPolicies
Inthediscussionforum,respondtothefollowingques on:w
hatcanyoudotoprotectyourpersonal
informa on?Thenlookuptheprivacypolicyononeofthewebsitesbelowandanswertheques onsin
AppendixA.Bepreparedtodiscussyourndingsinclass.

Websites:Facebook,Twi er,LinkedIn,Tumblr,Pinterest,YouTube,Google,Wikipedia

DiscussionPrompts( forfacilitator)
Whataretheprosandconsoftheprivacypolicies?
Doyouthinktheprivacypolicyyoulookedatwasfair?
Knowingtheprivacypolicyofyoursite,willyouchangehowyouuseit?
Canyouremainanonymousonline?

FinalAssignment
Ingroupsoftwoorthree,createamul mediaprojectaddressingacommonmisconcep onorconcern
pertainingtoonlineprivacyandreputa on.Thisprojectcantakeavarietyofforms:anima on,video,
presenta on,game,module,podcastetc.Useoneofthesamplemisconcep onsorconcernsbelowor
proposeyourowntopictothecourseinstructor.

17

SampleMisconcep ons&Concerns

Onlypeoplewithsomethingtohideshouldbeconcernedabouttheirprivacy
Surveillancemustbesecrettoprotectus
Ifyoudeleteanonlinepostitisgone
Icanbeanonymousontheinternet
Privacycompaniesdonotcollectorsellmydata
Youwillnotgetajobifyoupostcontroversialcomments
Predatorswilltargetyoubasedonyouronlineac vity
Theinternetisunsafeforchildren
Socialmediacausescyberbullying
Digitalna vesalreadyknowhowtobesafeonline
Messagessentfrompersonalemailaccounts,publicIMtools,oranonymousblogpos ngsare
nottrackedbymyworkplace

18

Unit2:Branding
Background

Itusedtobethatweassociatedbrandingwithcorporations,perhapsevenpeopleintheentertainment
andsportsindustries,forexampleMadonnaorMichaelJordan.Nowthisideaofbrandinghasfiltered
downtojustabouteveryonewhohasanonlinepresence.Itusedtobethatwecouldseparateourwork
lifefromourprivatelife.Thisisincreasinglynolongerthecaseascompaniesarenowusingsocialmedia
forrecruitment.Sohowdoessomeoneleveragetheironlinepresencetopromotethemselvesinthe
workplace?Bydevelopingaconsistentbrandthroughoutdifferentpointsofcontactonline,youcanuse
onlinepresenceforselfpromotionintheworkworld.

Readthetranscriptfrom:sellingyourself:TheartofPersonalBrandingonUndertheInfluence,byTerry
OReillyonCBCordownloadthepodcastfromiTunes

LearningObjec ves

Studentswill:
Exploreideasforownpersonalbrand

Developtheirownbrand
Developbrandconsistencywithintheironlinepresence.

Keywords&Concepts

Brand
Touchpoints
Consistent
UniqueSellingProposition
Selfmonitoring

Notes

Studentswillneedtocreateanemailaddress,facebookandorLinkedinaccount.Theywillneedadraft
oftheirresume.Theywillalsoneedtoselectaprofilepicture.

19

Ac vi es

Ac vity#1(online)
ResearchotherpeopleinasimilarfieldonLinkedin.Trytofindsomeonethatexemplifiesthesame
brandthatyouwishtoproject.Takeascreenshotorprovidealinktotheprofileyouwishtoexemplifyand
postittothediscussionboard.Thinkaboutwhatcharacteristicsthispersonsbrandrepresentsandpost
yourideasonthediscussionboard.Trytoidentifyhowtheyhavepresentedthesecharacteristics.Isit
theirprofilepictureorotherimages?Isitthetypeoflanguagetheyuse.Isittheskillsthattheypresent?
Exploretheirpresenceontheinternet,facebook,tumblr,instagram.Isthereaconsistencyamongthe
differentplatforms?
Explorethepostsfromclassmatesonthediscussionboardandprovidecommentsabouttheirbrand
choices.

Ac vity#2(online)
Usingtheideasyoudevelopedfromactivity#1trytopresentyourbrandonline.
Chooseonepartofyourbrandtouchpointonline(OReillyspartoftheshishkabob):emailaddress,
resume,profilepicture,facebookorlinkedinpages.Createorreviseoneportionofyouronlinepresence
thatreflectsyourbrand.Postyourdigitalartifactondiscussionboardtosharewithyourgroupinclass.

Ac vity#3(inclass)
Asaclasswearegoingtoassumetheroleofabrandconsultingfirm.Insmallgroups,eachstudentwill
haveanopportunitytopresenttheirdigitalartifactandjustifytheirchoices.Studentswillreceive
feedbackfromtheirpeersabouttheirchoices.
Discussioncanfocuson:
Whatbrandisthestudenttryingtopresent?
Isthestudentsuccessfulinconveyingtheirbrand?
suggestionsforimprovement
Whatcanmakethebrandstandout.

FinalAssignment(online)
Withtherecommendationsfromtheirpeers,studentswillnowrevisetheironlinetouchpoints(email
address,resume,profilepicture,socialmediapages)toreflectaconsistentbrand.Studentswillpost
theirlinkstothediscussionpageanddoagallerywalkthroughtheirclassmatesposts.Studentswill
chooseastudentpostthattheythinkpresentsaneffectiveandconsistentbrand,explaintheirchoiceand
submitittotheinstructor.

20

Unit3:Communica onE que e

Background
E que eisdescribedbytheMerriamWebsterdic onaryas"therulesindica ngtheproperandpolite
waytobehave".WiththerapidexpansionoftheInternetandsocialmediaspheresoursocietyhasnot
beenabletokeepuptodeveloprulesofwhatisconsideredproperconductonline.Fromyourinclass
ac vityyoushouldbemoreawareofwhate que eentailsandwhereandwhenitapplies.Herewewill
takeacloserlookatonlinee que e.

LearningObjec ves

Denee que eandwhere/whendoesitapply.

Understandwhatisconsideredappropriateandinappropriatebehavior/language(bothinthe
workplaceandonline)

Beabletocompareandcontrastsimilari es/dierencesinacceptablebehaviorwheninaF2F
se ngversusOnlinese ng.

Becomemoreselfawareofone'sbehaviorsonandoineandbeabletoadjustaccordingly

Keywords

DigitalE que e

Appropriateness

Inten ons

Tone

Notes
Studentsmustcreateusernamesthatuseincludetheirrstandlastname.Usingusernamesthatare
notiden ablebytheteacherisnotpermi ed.

Ac vi es
Groupdiscussion(onlineorinclass)
a)Whatis"e que e"?
b)Whereandwhendoesitapply?
c)Arestandardsofacceptablebehaviordierentdependingonthese ng?(socialversusprofessional,
inpersonvs.email)

21

Ac vity#1(inclass)
Breakupintosmallgroupsandcomeupwithascenariothatyouhaveencounteredthatdemonstrates
appropriate/inappropriatebehaviorinyourdailylife.Inyourgroupsyoumustactoutthescenariofor
yourclassmatesforthemtoguessthebehavior.
Theclasswillbeaskedexplainwhytheyfeelitisappropriateornot.

Ac vity#2(online)
Searchonlineforanexamplethatdemonstratesappropriatebehaviorandoneexamplethat
demonstratesinappropriatebehavior.Takeascreenshotofit.Postitonthediscussionboard.Explain
whyyoubelievethattheexampleyouhaveprovidedisinappropriateandoerasugges onastohow
youwouldchangethepoststomakeitmoreappropriate.Readyourclassmatespostsandoer
sugges ons/feedback.Keepinmindwhatyouhavelearnedintheinclassdiscussion.

Ac vity#3(online)
Readanar clewri enonapersonalblogandprovideacommenttotheauthorortakepartinanonline
discussionforumonatopicthatisofinteresttoyou.Takeascreenshotofyourpostsanduploadittothe
coursesite.

Considerwhetheryouwouldhavewri ensomethingdierentifyouthoughtnobodywould
see/readit?

Ifyoumettheauthororpersoninthediscussionforuminclasstomorrowwouldyouhavesaid
thesamethingyoutothem?

FinalAssignment(Online)
Comeupwithasetofgeneralrules/guidelinestoconsiderwhenyouarewri ngorpos ngsomething
onlinethatdemonstrateswhatyouhavelearnedfromtheac vi esinthismodule.

22

References

Anderson,T.(2008a).TeachinginanOnlineLearningContext.InT.Anderson&F.Elloumi(Eds.),Theory
andprac ceofonlinelearning.EdmontonAB:AthabascaUniversity.Retrievedfrom
h p://www.aupress.ca/books/120146/ebook/14_Anderson_2008Theory_and_Prac ce_of_Onl
ine_Learning.pdf

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AppendixA

PrivacyPolicyChecklist

Checkothetermsyoundonyoursite,andanswerthefollowingques ons.

Website:_ ___________________________________________

PersonallyIden ableInforma on:Thisincludesinforma onthatrevealswhoyouareintheoine

world,includingyourrealname,address,emailaddress,phonenumber,age,orschool.

Doesyoursitecollectpersonallyiden ableinforma on?Y es_____No_____

Ifso,whatkinds?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Cookies:Cookiesaresmallcomputertextlesplacedinyourcomputerbythesitesyouvisit.Theseles
containnumberstoiden fyyourcomputer.Cookiescanalsoiden fyyoubyanypersonallyiden able
informa onyoumayhavegiventothesite.Acookierecordsthedateand meyouvisitedthesiteand
howlongyoustayed.Italsorecordswhichwebpagesandadsyouviewed.Thenext meyoureturn,the
sitecanpresentcontentandadsdesignedjustforyou.Manyprivacypoliciesincludeinforma onabout
thesitescookies.

Doesyoursiteusecookies?Y es_____No_____Itdoesntsay_____

ThirdParty:Thewordpartyisalegaltermforanindividualoracompany.You(thevisitor)aretherst
party.Thesiteowneristhesecondparty.Anyotherpersonorcompanyisthethirdparty.Mostpeople
dontmindsharinginforma onaboutthemselveswithsiteownerstogetbe erservice.However,many
peopleDONOTwanttheirinforma onpassedtoathirdpartywithouttheirknowledge.Asitesprivacy
policyshouldtellyouiftheownersharesyourinforma onwiththirdpar es.

Doesyoursiteshareinforma onwiththirdpar es?

Yes_____No_____Itdoesntsay_____

PrivacyOp ons:Manysitesgiveyouchoicesaboutwhattheydowiththeinforma ontheycollectabout

you.Forexample,youcantellthesitetheyarenotallowedtosharetheirinforma onwithathirdparty.

Doesyoursiteoerprivacyop ons?Y es_____No_____

Ifyes,whatarethey?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Source:w
ww.commonsensemedia.org

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