Course requirements

How you take this course determines your course requirements. The welcome page explains in detail the three approaches to taking this course: 1) as a 600 level graduate course for a traditional grade and for full tuition, 2) as a 500-level professional development course for a pass/fail grade and for reduced tuition, and 3) as a MOOC, for no grade and no tuition. Go to the section of the welcome page to learn more about these.

As you move through the course, requirements are clearly identified for ED 693 and ED 593 students. Basically, the breakdown of the course requirements, and needs to complete them, looks like this:

ED 673
ED 593
Create ePortfolio, send URL to me so I can link you on the course websiteN/A, but welcomed
Weekly ePortfolio postingsN/A, but welcomed
Weekly conversations in Google+ CommunityN/A, but you are welcome to join us
2 Projects; project description appears below N/A N/A, but feel free to create and post these

Two projects for ED 673
Again, project requirements are described clearly in the course material. Both assignments have the same requirements and consist of the following components:

  1. A scholarly paper. In 4 double spaced pages (5 at the most), you will develop an idea that explores your theoretical and practical understanding of a key concept addressed in the preceding weeks.
  2. A brand. In no more than 10 words, preferably far fewer than that, you will capture the essence of your paper in a brand.
  3. A tweet. In no more than 140 characters (the maximum allowable by Twitter), you will capture the essence of your paper.
  4. A presentation. Using Keynote, PowerPoint, Prezi, or whatever you like, you will create a presentation of 3-6 slides that captures the essential points you developed in your paper. Think in terms of presenting this to an audience. Graphically speaking, this does not need to be fancy.

Most grading systems assume students start with a zero. Their grades then build incrementally based on the quality of the work they produce. I assume that given you have been accepted into a Master’s level program that you are capable of A work. You can lose the A by not fulfilling the requirements of the course. So, do the following, and you will be fine:

  • Prepare. Prepare each week by reading/viewing/visting web materials required for that week.
  • Create a great ePortfolio. Maintain a thoughtful, articulate, navigable and visually sensible ePortfolio.
  • Participate. Add thoughtfully and articulately to the Google+ Community conversations as you meet the participation requirements (a minimum of one major post and three responses to colleagues’ postings each week).
  • Create great projects. Create thoughtful and articulate projects that apply what you are learning to your professional practice.

We will have an on-going conversation about the quality (and quantity of your work). My goal is provide comments that allow you to raise the quality of your work, rather than judge you for doing work that we both know could be improved.


Weekly flow of activities

Directions are included with every week’s information. But generally speaking, there is a flow to most weeks that looks like this:

Read/view/visitSaturday thru WednesdayRead required readings, view and visit online materials
DiscussAnytime during the week, but focusing on Wednesday through SaturdayDiscussion begins with the questions I have identified, and progresses from there
ePortfolio postingAnytime before Monday1 page using the thesis, development, conclusion format below

Minimum posting requirements each week:

  1. One substantive post that directly addresses the week’s primary question. Please reference the materials. Suggested length- 1-3 paragraphs. APA referencing not required.
  2. Three responses to your colleagues’ posts.

You are free to raise other issues, but please do your best to relate them to the question of the week.


Semester Course Schedule

This is the week by week schedule for the course for the semester:

Wk #
11/15 - 1/21Course Overview, Starting the conversation
21/22 - 1/28Part I: The Big Picture
History of Digital Citizenship
31/29 - 2/4Part I: The Big Picture:
School Boards, Policy Development, and Character Education for a Digital Lifestyle
42/5 - 2/11Part I: The Big Picture:
Digital Footprints, and Digital Citizenship Beyond School
52/12 - 2/18Catch up, reflection week
No assignments
62/19 - 2/25Part II: Tools, Skills, Resources
Elements of Digital Citizenship
72/26 - 3/4Part II: Tools, Skills, Resources
Digital Citizenship Program Tools
83/5 - 3/11Part II: Tools, Skills, Resources
CommonSense Media Resources
93/12 - 3/18Spring Break - No Class
103/19 - 3/25Part III: Focus Topic
Cyberbullying, Positive Cyber Behavior
113/26 - 4/1Part III: Topics in Digital Citizenship
Topic 2: Media Literacy
124/2 - 4/8Part III: Topics in Digital Citizenship
Topic 2: Model programs, student activities, other topics
134/9 - 4/15600 level students only:
Student project
Development begins
144/16 - 4/22600 level students only:
Student project
Development continues
154/22 - 4/29600 level students only:
Project presentations via Google Hangout

Citations, credits

World, in header [Photoshop created image]. (2011). Created by Larry Addington for Corwin Press. It is a modified version of the cover of my book Digital Community, Digital Citizen. Thousand Oaks, CA: Corwin Press.