A digital portfolio or webpage needs to be a living document to be effective. It will not be successful as a feedback and constructive learning tool if it is viewed as a final polished product.
The emphasis in this activity is on students uploading their ‘work in progress’ and getting feedback from their peers in order to improve. English, and developing literacy skills, are suitable curriculum areas to fully embrace the power of online collaboration and feedback. If students upload their drafts of their writing, they can receive feedback and assessment for learning to allow them to refine and improve their work.
You can use different tools to fulfil this need:
Online conduct should be explicitly outlined in the school’s ICT agreement. If you haven’t already unpacked your ICT agreement with your students, then that might be a good place to start before undertaking this work. Agreeing to an ICT agreement is a learning sequence about supporting student ownership of an ICT agreement.
Prior to the lesson, create a list of up to six age-appropriate websites where students can investigate design elements. By creating this list yourself you can ensure that the web content is relevant to any other class work. Prior to this lesson, students need to have a rough draft of a piece of writing. This lesson is about feedback, and using online tools to collaborate. Students will be giving feedback on one another’s writing.
Model the basic functionality of the selected web design platform with the students, demonstrating some basic elements of making a web page. Cover the following:
Ask students to record and describe the functionality.
To assist with this process view tutorial videos with the students or allow them to work through the tutorials provided by the web design platforms at their own pace.
The next step is to have clear and specific protocols that students need to follow around their writing and the website itself. By the end of each week each student needs to upload a draft of their work. Then their homework is to leave a comment on three other students’ work that constructively criticises it, and provides that student with support to make improvements to their writing. Students are then given time to read the comments on their work and develop a plan of what to do next to move forward with their work.
If students have grasped the basics of web design, the next step can be to investigate what makes a good website. Create a ‘rank and reason’ list of the different features. This is where students list the features in order from 1 to 10 (or 1 to 5), with 1 being the most important feature. They then write a short paragraph for each ranking, explaining clearly why that feature is more, or less, important than the ones above and below it.
Programmers use iterations or loops to save time, repeat steps and simplify algorithms.
In the Australian Curriculum, digital citizenship is defined as an acceptance and upholding of the norms of appropriate, responsible behaviour with regard to digital technologies. This involves using digital technologies effectively and not misusing them to disadvantage others.
A digital citizen is a person with the knowledge and skills to effectively use digital technologies to communicate with others, participate in society and create and consume digital content. A key understanding underpinning digital citizenship is the permanency of online information. When we post anything online it is important to understand the ownership implications of this information, and how difficult it can be to take something back once it is in an online space. It is important for students to understand the interconnected nature of the internet.
This activity will give students the opportunity to authentically develop understandings of digital citizenship, and in particular digital and information literacy, cyberbullying, relationships, etiquette and communication.
One of the key concepts within the Digital Technologies curriculum is interactions and impacts. This concept relates to all aspects of human interaction with and through information systems, and the enormous potential for positive and negative economic, environmental and social impacts enabled by these systems. It involves appreciating the transformative potential of digital systems in people’s lives. It also involves consideration of the relationship between information systems and society and in particular the ethical and legal obligations of individuals and organisations regarding ownership and privacy of data and information.