DAY 1 – Thursday 2/3/11

CPLs
Co-configured Expertise

NMLs
Negotiation + Collective Intelligence

SELs
Self-awareness + Self-management

Ethics and Mapping
Participation + Space
Ethical thinking skills highlighted in this lesson:
● Perspective-Taking—striving to understand the motives and goals of multiple stakeholders in online communities
● Reflecting on one’s roles and responsibilities within a community

Learning Objectives
Recognize the importance of creating norms and guidelines to facilitate responsible participation in the communities you are a part of.

Materials needed:
● name tags
● skills/terms for the day pre-grouped on a central wall
● markers
● dry-erase board + markers + eraser
● folders and notebooks
● Tumblr and Twitter set-up handouts
● projector, speakers and laptop with internet
● phones or computers with internet access for each student


3:35-3:45 – Sign-in - EduCare forms fill-out, look at info on contact sheets and correct info (Can continue this during snack time)

3:45-3:55 Introductions to Staff, Program and Space and Word Wall[[#_msocom_1|[1]]]

3:55-4:10 – Icebreaker

Name game (15 minutes)
- Have each person prepare a name tag. Take 10 steps and stop. Who is closest to you? Find out 3 things about that person (such as: Do they have a nickname they prefer? What languages do they speak? What’s something they did today they are proud of? Who is their favorite musician and why? If they could invent something totally new, what would it be? etc.)
- Find another pair and share what you’ve learned about each other
- Take volunteers to share with the group in a circle
[[#_msocom_2|[2]]]
4:10-4:20 – DJ Snack [[#_msocom_3|[3]]] Time
Manny delivers snacks - send student to office to pick-up. Students take turns DJing iPod during snack-time.

[[#_msocom_4|[4]]]

4:20-4:50 – Main activity (30 minutes[[#_msocom_5|[5]]] )

ORID for creating a safe space
O -What are the spaces you participate in? (e.g. what communities)
-What does that participation look like?

R -What kinds of behavior help you feel like you are in a safe space?
-What kinds of things (e.g. behavior by others) turns you off/makes you not want to
participate?
I -When it comes to space, what is the relationship between ownership and participation?
-What needs to happen in this space in order for you to feel like you own it?
-What kinds of behavior do you need others to demonstrate (e.g. respect)

D -What actions can we take (what can we do) to make sure this is a safe space?
-How do we ensure everyone’s voice is heard?
-Are there other behaviors or actions we can take to support a participatory space...
What can we do to promote self-expression in this space?


Respectful Participation
Using the Activity #2: Ombudsman Take it Away! from the Ethics Casebook lesson Our Space, Our Guidelines - a student led process to create a consensus related to the rules for creating a “safe space”. The goal of this activity is to choose one of your students to be an ombudsman and, using the new media literacy skill of collective intelligence, establish a set of norms and guidelines for your group’s learning environment. [[#_msocom_6|[6]]] (use facilitator handout)

For our purposes, as we negotiate between the online world and the classroom, it is important to establish some guidelines which all participants have agreed upon which will allow us to talk about controversial and complex issues while respecting the privacy and dignity of all participants. We need to be able to appeal to these shared principles in order to arbitrate conflicts or ideally to prevent antisocial conduct.

Facilitator notes:
http://bit.ly/dMHjv8

It’s important to realize that norms and guidelines work together.
Norms are defined through implicit understandings, representing shared assumptions about desirable and appropriate ways of interacting. Norms help to guide, control, or regulate proper and acceptable behavior within any given community.
Guidelines are explicitly defined as an indication or outline of policy or conduct. Those policies may be expressed top-down, as in many of the rules which teachers and students have to follow in the school context, or emerge bottom-up, as in the kinds of guidelines we hope will emerge through this activity.
[[#_msocom_7|[7]]]
5:00-5:30 Spontaneous student-started activity
Kevin (student) asked if we could sit in a circle and each pose something about ourselves that makes us unique from one another. We used an invisible “ball” as the cue to pass to another person.
[[#_msocom_8|[8]]]
4:50-5:20 – Blog Activity

Tumblr (15 min)
- Create Tumblr for program (use projector and laptop and collaborate as a group). Explore design choices and writing for your audience.
- Handout Tubmlr.pdf and have students create usernames, passwords and blog names. Write down your audience, public or private, what you want to share and the rules/norms you will set for your blog (At home: work on setting-up Tumblr and write an introduction about yourself. Set-up as a private space for now)

Twitter (10 min)
- Twitter.pdf. Create Twitter account.

Video (5 min)
- Watch http://www.youtube.com/watch?v=nrlSkU0TFLs - video about norms idea of “oversharing/TMI” on Facebook. (5 min)


5:20-5:30 – Reflection/Closing activity


ORID for Closing
O -What do you remember from what we talked about today?
-What words or conversations stood out for you? (ownership, authorship, safe spaces)

[[#_msocom_9|[9]]] -What words on the word wall do you think applied to today’s workshop? How so?
R -How do you feel about ownership?
-What’s your relationship to this space? How can you own it?
-In your experience do you have different identities in different settings? If so
how does that make you feel?

I -Why do we present ourselves differently in various settings?
-What insights related to identity and safe spaces do I need to remember?

D -What considerations do we need to make when moving through various spaces?
-Can I apply anything I’ve learned today about identity or safe spaces into other areas of
my life? (on-and off-line)

[[#_msocom_10|[10]]]
Tweet final thoughts to the hashtag #rfkplay one thing you liked about today’s session.

Next Session - Introduce Friday’s theme: Identity Play + Performance



Laurel led —vvartabedian

Change of snack time. EduCare will not deliver snacks before 4pm = flow change -–> Icebreaker first, then snack. —vvartabedian

Change DJ time to sign-in time - and keep discussion flowing through snack. —vvartabedian

Vanessa led —vvartabedian

“Collective Intelligence” and “Negotiation” terms brought to the whiteboards where students led discussion around norms and these skills were practiced and student-defined in the moment very successfully —vvartabedian

Used “voting” part of activity, but in retrospect we (facilitators) did not like it b/c it excludes voices. Will revisit tomorrow to finalize and discuss how the “voting” process made everyone feel and use all suggestions that people have posed for creating and finalizing norms for space and participation. —vvartabedian

Highly successful and engaging for almost everyone. Participants were give the opportunity to “pass”, but no one did.

We then looked at Word Wall and students pulled terms they thought were touched on and explained.

During course of today’s session, the terms (NMLs, SELs, CPLs, Mapping and Ethics categories) were used and discussed organically and often. Students seemed to have no problem identifying with them. —vvartabedian

Kirsten will lead next session —vvartabedian

We did not have time for this as a result of previous activity- but will do tomorrow. Students were given Twitter and Tumblr instructional handouts to take home and try to set-up accounts before tomorrow. Almost all said this was possible. Only one girl had both set-up already and was a regular user of each. —vvartabedian

Main point of focus for final reflection —vvartabedian

Tweet twice tomorrow - include this one in initial activity. —vvartabedian