Final Plan for Module

By the end of this course, I would like to complete my  module for the Introduction of Cybersecurity (one more lesson needs to be added).  I plan on using the entire module during the 3rd quarter of the year, as the beginning to our unit on cybersecurity.   Feedback from classmates and Monty would be appreciated – it always helps to have other people look over your work!  I always encourage my students to test each others’ programs and help each other debug their work.  Sometimes when you are too close to the work, it can be difficult to see problems!

Final TPACK

Final TPACK

Lesson Description:

This lesson is the first part of a module introducing high school students (10th through 12th grades) to cybersecurity.  This lesson will explore students’ prior knowledge and opinions of cybersecurity and how it impacts them personally.  After discussing their prior knowledge and opinions, they will then be given material to start their formal study of the topic.

  1. The main Content (C) of this lesson is to explore the meaning of the term cybersecurity and how it impacts their lives.
  2. The main Pedagogy (P) of this lesson is the use of group discussions to exchange ideas and prior knowledge – think of this as the first part of a group KWL exercise.
  3. The main Technology (T) of this lesson is the use of the discussion feature of the Schoology LMS. Students will work on an internet-enabled computer to answer questions and respond to other posts. Schoology also provides a means for first responses to be unique – student cannot see other posts until he/she posts his/her initial response.

Pedagogical Content Knowledge (PCK)

Describe: Online group discussion will allow students to share their ideas on cybersecurity and how/if it effects them.  In addition, it will help form bonds as a learning community. Since they also get to report on their personal feelings on the subject, it should help the students relate more to the content. By having a virtual discussion via the discussion board (and requiring each student to respond without seeing others’ responses), no one student will be able to dominate the discussion as they would in a face-to-face classroom.

Support:

Technological Content Knowledge (TCK)

Describe: The online discussion board will allow students to work at their own pace, giving students ample time to form their answers. Also, by working online, my “quiet kids” will actually have a “voice” in the discussions. Those who do not normally contribute will have to respondIn addition, the technology behind the online boards can be used as a teaching tool to illustrate some of the principles of cybersecurity.

Support:

Technological Pedagogical Knowledge (TPK)

Describe: The usage of the Schoology discussion feature that hides responses until the user creates their first post helps alleviate the problem of students simply copying each other. Unlike a standard discussion in a classroom, responses to the initial posts can happen asynchronously, hopefully resulting in many more ideas being shared.

Support:

Technological Pedagogical Content Knowledge (TPACK)

Describe: By using an online discussion format, students can work together to share their current knowledge of cybersecurity, and learn from one another.  The technology also allows members of the class who normally do not contribute as readily during a normal class discussion to have an equal voice.

Support:

 

Self-Regulated Learners

As I was reading through this week’s material, I couldn’t help but wish that all of my students were self-regulated learners.  What would it be like to not have to constantly remind certain students about deadlines?

I do not plan to actively address self-regulated learning in my online module.  The module is composed of several distinct lessons that are structured to lead the students through discovery, research, and acquisition of data. Students will be required to perform the lessons in sequence, and will be time-bound (1st response due by x -date, follow-up to responses due by y-date, etc.).  Timing is being determined for them, not by them (with the exception of the determination of whether they will do the assignment or not).  The final assignment of the module will introduce an element of the self-regulated learning cycle – I am asking them to reflect on what they have learned during the module.  It will be very interesting to see how this plays out, since they have not had to do anything like this previously in the class.

I do have one question about this topic – what is the right age to expect students to be able to handle this?  Those students moving on to college will be expected to have mastered this, for if they have not, they will not succeed.  But when do we remove the structure and let them try it on their own?

TPACK #2 – Shadrach

TPACK Attempt #2

Lesson Description:

This lesson is the first part of a module introducing high school students (10th through 12th grades) to cybersecurity.  This lesson will explore students’ prior knowledge and opinions of cybersecurity and how it impacts them personally.  After discussing their prior knowledge and opinions, they will then be given material to start their formal study of the topic.

  1. The main Content (C) of this lesson is to explore the meaning of the term cybersecurity and how it impacts their lives.
  2. The main Pedagogy (P) of this lesson is the use of group discussions to exchange ideas and prior knowledge – think of this as the first part of a group KWL exercise.
  3. The main Technology (T) of this lesson is the use of the discussion feature of the Schoology LMS. Students will work on an internet-enabled computer to answer questions and respond to other posts. Schoology also provides a means for first responses to be unique – student cannot see other posts until he/she posts his/her initial response.

Pedagogical Content Knowledge (PCK)

Describe: Online group discussion will allow students to share their ideas on cybersecurity and how/if it effects them.  In addition, it will help form bonds as a learning community. Since they also get to report on their personal feelings on the subject, it should help the students relate more to the content. By having a virtual discussion via the discussion board (and requiring each student to respond without seeing others’ responses), no one student will be able to dominate the discussion as they would in a face-to-face classroom.

Support:

Technological Content Knowledge (TCK)

Describe: The online discussion board will allow students to work at their own pace, giving students ample time to form their answers. Also, by working online, my “quiet kids” will actually have a “voice” in the discussions. Those who do not normally contribute will have to respond.  In addition, the technology behind the online boards can be used as a teaching tool to illustrate some of the principles of cybersecurity.

Support:

Technological Pedagogical Knowledge (TPK)

Describe: The usage of the Schoology discussion feature that hides responses until the user creates their first post helps alleviate the problem of students simply copying each other. Unlike a standard discussion in a classroom, responses to the initial posts can happen asynchronously, hopefully resulting in many more ideas being shared.

Support:

Technological Pedagogical Content Knowledge (TPACK)

Describe: By using an online discussion format, students can work together to share their current knowledge of cybersecurity, and learn from one another.  The technology also allows members of the class who normally do not contribute as readily during a normal class discussion to have an equal voice.

Support:

Activities

I will definitely use  a few of the activities from the article:

Conversation – the discussion feature in Schoology will be used to for asynchronous conversation among the students.  Clear expectations on participation will be posted, as well as timeframes in which the activity needs to be completed.  The first item in the module (to state their definition of cybersecurity & how it impacts them personally) will be done as an online conversation.

Reflective Activities – the last assignment of my module will require the students to reflect on what they have learned, to see if their definitions and opinions have changed from the beginning of the module.

Skill Building – for many of the students in the class, this will be their first experience with an “online” activity where they will have to actually interact with each other, posting their responses where  all the students can see them.  I am hoping this will help build their comfort level with this type of online learning, and prepare them for future online classes in college.

Potential – Social Bookmarking (with  Diigo) – I am intrigued by this technology.  For one lesson in my module, students will need to research various topics (chosen randomly from a given list) and provide links and articles in a class forum.   Diigo may be an effective way to share this information.

Instructor Roles

This week’s reading discussed the many roles an online teacher will play in their courses.  Many of these roles are played in both traditional and online classes.  I found that I will play several of them in my online module.

In the Pedagogical dimension, I will take on the roles of Course designer (creating and organizing the module materials), Profession-inspirer (one of the lessons will be an interactive exploration of the various jobs available in cybersecurity and the organizations that provide training and employment), Feedback-giver (responding during the online discussions) and Interaction-facilitator (monitoring and ensuring that students are responding to each other).

The Managerial dimension will include two more roles – Conference-manager (giving the rules for discussion at the beginning of the course and using the Discussion feature in Schoology that will require the students to put in their original response without being able to see the other responses – all start on an equal footing) and Organizer & Planner (utilizing the structure of Schoology).

In the Technical dimension, I see myself continuing my role of technical coordinator (my classroom is a computer lab – I am always dealing with tech support issues) and taking on the role of technology integrator (combining various technologies – discussions in the LMS, interactive web experiences and internet research).

I do not see myself being the Social rapport builder for this module, simply because the group I am working with already know each other and have set up their own “community”, and I will not be assigning teams in this module.   I also will not be a Media designer  (from the Technical dimension) – I will not be creating any multi-media tools with this module.

Shadrach – TPACK lesson

Disclaimer – I am so far out of my comfort zone I’m in the next state. Thanks for providing the framework – forgive my ineptitude.

Lesson Description:

This lesson is the first part of a module introducing high school students (10th through 12th grades) to cybersecurity.  This lesson will explore students’ prior knowledge and opinions of cybersecurity and how it impacts them personally.  After discussing their prior knowledge and opinions, they will then be given material to start their formal study of the topic.

  1. The main Content (C) of this lesson is to explore the meaning of the term cybersecurity and how it impacts their lives.
  2. The main Pedagogy (P) of this lesson is the use of group discussions to exchange ideas and prior knowledge – think of this as the first part of a group KWL exercise.
  3. The main Technology (T) of this lesson is the use of the discussion feature of the Schoology LMS. Students will work on an internet-enabled computer to answer questions and respond to other posts. Schoology also provides a means for first responses to be unique – student cannot see other posts until he/she posts his/her initial response.

Pedagogical Content Knowledge (PCK)

Describe: Online group discussion will allow students to share their ideas on cybersecurity and how/if it effects them.  In addition, it will help form bonds as a learning community. Since they also get to report on their personal feelings on the subject, it should help the students relate more to the content.

Support:

Technological Content Knowledge (TCK)

Describe: The online discussion board will allow students to work at their own pace, giving students ample time to form their answers. Also, by working online, my “quiet kids” will actually have a “voice” in the discussions. Those who do not normally contribute will have to respond.

Support:

Technological Pedagogical Knowledge (TPK)

Describe: The usage of the Schoology discussion feature that hides responses until the user creates their first post helps alleviate the problem of students simply copying each other. Unlike a standard discussion in a classroom, responses to the initial posts can happen asynchronously, hopefully resulting in many more ideas being shared.

Support:

Technological Pedagogical Content Knowledge (TPACK)

Describe: By using an online discussion format, students can work together to share their current knowledge of cybersecurity, and learn from one another.  The technology also allows members of the class who normally do not contribute as readily during a normal class discussion to have an equal voice.

Support: