OLTD 506 - Social Media
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Sept/Oct 2017
Evidence of Learning: Social Media Tool Resource Package
Learning Outcomes Demonstrated:
- Scaffold digital citizenship from K-12 to professional level of educators
- Consider responsibility, accountability and civility in online environment
- Critically assess and evaluate resources for best practice in online learning
- Become familiar with common terms, definitions and elements related to online environments
- Develop knowledge of key terms & concepts
- Develop understanding of social media & networking, functional contexts & constraints, employment considerations, professional ethics,
privacy tensions, BC legal context, school policies/procedure
- Analyze the BC educational context for social media
- Develop emergent expertise with at least one social media tool for educational purposes
- Plan 2-3 developmentally appropriate activities for tool
- Develop permission form for tool use in BC public institution
- Create content for addressing tool use & management of risks
- Create a selected resource for the tool from electives
- Scaffold digital citizenship from K-12 to professional level of educators
- Consider responsibility, accountability and civility in online environment
- Critically assess and evaluate resources for best practice in online learning
- Become familiar with common terms, definitions and elements related to online environments
- Develop knowledge of key terms & concepts
- Develop understanding of social media & networking, functional contexts & constraints, employment considerations, professional ethics,
privacy tensions, BC legal context, school policies/procedure
- Analyze the BC educational context for social media
- Develop emergent expertise with at least one social media tool for educational purposes
- Plan 2-3 developmentally appropriate activities for tool
- Develop permission form for tool use in BC public institution
- Create content for addressing tool use & management of risks
- Create a selected resource for the tool from electives
Note: If you would like to view my resource package in more detail, files are available here.
Reflection to Support Evidence: OLTD 506 Course Reflection (Final Assignment)
Siemens (2005) states that “the capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our new knowledge economy.” Arguably, reflective assignments give us the opportunity to form these connections and forge new understandings of content we have covered. I also feel energized to move forward with my learning and implement more use of social media in my teaching, while staying within the regulations and rules of the BC educational context. Using Hengstler’s (2013) Five Pillars of Risk (knowledge, skills and training, practice and experience, guidelines and policy, and confidence) is a helpful way to orient my reflection.
Before 506: Like many so-called savvy tech users, I was familiar with privacy settings on my favourite social media sites, and I had some understanding of ownership of content and the danger of sharing questionable or inappropriate content. I also had willfully ignored the actual content in the user agreements, blindly signing them and trusting that things would be fine. As part of teaching Planning 10, I had discussed digital footprints with my students, though only one’s active digital footprint, as described by Hengstler (2012). I tended to think of social media as social networking, and did not differentiate between the two.
Now: I have greatly expanded my understanding of social media and cloud computing. I now know that social networking sites are primarily focused on the connections between users and resulting communities (Hengstler, 2016b), while social media can encompass these sites as well as those committed to sharing content and opinions (Rapid Learning Life, 2010). The understanding that I came to is that almost all of my personal online time is actually spent consuming media or contributing to social media sites. I have also learned that data is stored in countries all around the globe, and that this has educational implications when it comes to FIPPA compliance. Furthermore, my understanding of digital footprints has been expanded to include not only active footprints, but the passive and second hand as well (Hengstler, 2012). This makes me much more aware of my choices for what I click online, and what others might say about me, and I will be sure to teach my students and my own children this expanded understanding as well. One of the obligations educators have is to help our students achieve their potential, and Neilson (2015) points out that having a positive digital footprint is one of the ways students need to prepare for future education and employment, making my new understanding of the complexities of digital footprints even more important.
Next: My goals for the future are to learn more specifics about the sites and services that my students, my family, and I use so I can make informed decisions about whether I would use them personally or recommend their use in an educational context. I will also have to spend more time learning about sites that come to prominence when my daughters, who are currently in kindergarten and Grade 2, reach an age where I would want to begin teaching them how to safely use social media technologies.
Now: I have greatly expanded my understanding of social media and cloud computing. I now know that social networking sites are primarily focused on the connections between users and resulting communities (Hengstler, 2016b), while social media can encompass these sites as well as those committed to sharing content and opinions (Rapid Learning Life, 2010). The understanding that I came to is that almost all of my personal online time is actually spent consuming media or contributing to social media sites. I have also learned that data is stored in countries all around the globe, and that this has educational implications when it comes to FIPPA compliance. Furthermore, my understanding of digital footprints has been expanded to include not only active footprints, but the passive and second hand as well (Hengstler, 2012). This makes me much more aware of my choices for what I click online, and what others might say about me, and I will be sure to teach my students and my own children this expanded understanding as well. One of the obligations educators have is to help our students achieve their potential, and Neilson (2015) points out that having a positive digital footprint is one of the ways students need to prepare for future education and employment, making my new understanding of the complexities of digital footprints even more important.
Next: My goals for the future are to learn more specifics about the sites and services that my students, my family, and I use so I can make informed decisions about whether I would use them personally or recommend their use in an educational context. I will also have to spend more time learning about sites that come to prominence when my daughters, who are currently in kindergarten and Grade 2, reach an age where I would want to begin teaching them how to safely use social media technologies.
Before 506: As much as I like to think of myself as a skilled and competent educator, I would consider myself largely untrained in terms of social media and cloud computing before I embarked on this course. I was self-taught, which meant there were entire realms of the media to which I was ignorant. I had received cursory training in FIPPA (the Freedom of Information and Personal Privacy Act), but didn’t make any connections this legislation and my students’ online accounts used for course purposes.
Now: I am probably now the social media expert in my school district. As crazy as it seems that three credits can amount to so much skill and background, I have developed a strong understanding of the basics and regulations of social media within the BC context thanks to OLTD 506, and I feel comfortable sharing my skills and training with others. I know enough now to realize how much I still have to learn, which is actually a great start towards compliance and pulling my head out of the metaphorical sand.
Through my study in OLTD 506, I have gained a greater understanding of the risks involved in posting certain content in venues which I previously might have considered private, since, as Hengstler (2011, p.97) points out, there are no “take backs” in social media, and the content you share can easily be screen captured and saved, even if you delete the original. Therefore, I have gained a stronger understanding of the fundamental mechanics of social media, and how this should impact my decision making when it comes to posting comments and content.
Next: I have already been approached to work on a district social media and cloud computing policy, and I will be presenting at a Professional Development day sometime later this year. I am excited to share my training with others, and to raise the collective understanding of FIPPA regulation, as well as the potential for learning using social media and the obligation I consider teachers have to prepare our students for a digital future.
Now: I am probably now the social media expert in my school district. As crazy as it seems that three credits can amount to so much skill and background, I have developed a strong understanding of the basics and regulations of social media within the BC context thanks to OLTD 506, and I feel comfortable sharing my skills and training with others. I know enough now to realize how much I still have to learn, which is actually a great start towards compliance and pulling my head out of the metaphorical sand.
Through my study in OLTD 506, I have gained a greater understanding of the risks involved in posting certain content in venues which I previously might have considered private, since, as Hengstler (2011, p.97) points out, there are no “take backs” in social media, and the content you share can easily be screen captured and saved, even if you delete the original. Therefore, I have gained a stronger understanding of the fundamental mechanics of social media, and how this should impact my decision making when it comes to posting comments and content.
Next: I have already been approached to work on a district social media and cloud computing policy, and I will be presenting at a Professional Development day sometime later this year. I am excited to share my training with others, and to raise the collective understanding of FIPPA regulation, as well as the potential for learning using social media and the obligation I consider teachers have to prepare our students for a digital future.
Before 506: I teach in a Distributed Learning school, and my students primarily access BC Learning Network courses that are housed on our local school district Moodle server. I have had classes create Mahara e-portfolios on our locally hosted Mahara server, and have taught Planning 10 students about active digital footprints, as defined by Hengstler (2012). I knew that their data was “safer” when housed locally, but I did not know that asking them to create user accounts for other web applications (such as Prezi or Piktochart) might not be in compliance with FIPPA. I have also suggested that students use Google Docs as a way to access word processors at home when their family computer does not have one of these programs installed. I did not know enough to go over the user agreements for these social media sites with the students or their parents, or to offer alternative assignments, though by policy I am flexible and allow students freedom to make alternate arrangements if they should choose to. I have experimented with class Twitter and Facebook accounts, but ultimately stopped using them because I found they did not spread news of classroom events and celebrations as well as I would have liked. I stopped short of creating a class snapchat account, which is what my high school aged students all told me they use.
Now: With my new understandings of the depth and breadth of social media technologies and the boundaries controlling their use, my practice is sure to see some of the greatest changes moving into the future. As for now, I have already taken steps to explicitly state that students have the right to alternate assignments should they not care to work online, and I am working on distributing consent forms for services that house data external to Canada. I have had several discussions with students about their own use of these technologies, and different ways that teachers, including myself, need to ensure that we are using them appropriately as well. I have also recommended several students select the New Media English 10 option, not only because I think it will be fun to teach and allow me to use the skills and training received in 506, but also because I think it will help them develop the digital literacy and online skills they need to stay safe and remain informed when they work online.
I have been deeply affected by the unit we studied on social justice boundaries within the BC context. Many of my students live in rural areas with prohibitively expensive internet connections, while many others live on reserve, where they might also have a lack of access (Pathways to Technology, 2017). I had not considered that the digital divide might affect my students, let alone disadvantage them in terms of future employability and potential (Hengstler, 2017, “Social Justice Boundaries”). As I want my students to have the same technological savvy and experience as their urban counterparts, I will no longer judge them (or dissuade them) when they spend their lunch hours sitting on my classroom couch catch up on snapchat.
Next: I am going to continue altering my courses and assignments to comply with FIPPA requirements that we communicate knowledge, notice, alternate activity, and consent (Hengstler, 2016a). The biggest change for me moving forward will be how I approach online use by my students in terms of social justice, working to change school attitudes towards use of social media technology at school by students who seem to be “wasting” their time on it while they have access to Wi-Fi.
The potential for internet communication technologies (ICTs) to provide a contemporary and effective way to raise awareness and increase language learning of indigenous languages, as proven by Dustin Rivers and his success revitalizing the Squamish Language (Arcand, 2011), is of particular interest to me, perhaps due to my formative experiences teaching on Haida Gwaii, where the community had been successfully pushing for the Haida language to be incorporated into the school and community in order to save it from extinction. When we start to consider the loss and near-extinction of many of British Columbia’s 32 indigenous languages (Arcand, 2011), it becomes increasingly obvious that all of our students and our diverse cultures across BC would benefit from comparable access to ICTs and increased fluency and proficiency using these technologies. I, for one, am going to try to help make some of these changes, even if it means that I post a video of myself trying a Wet’suwet’en phrase on Facebook during a local elder’s Wet’suwet’en Wednesday challenge.
Now: With my new understandings of the depth and breadth of social media technologies and the boundaries controlling their use, my practice is sure to see some of the greatest changes moving into the future. As for now, I have already taken steps to explicitly state that students have the right to alternate assignments should they not care to work online, and I am working on distributing consent forms for services that house data external to Canada. I have had several discussions with students about their own use of these technologies, and different ways that teachers, including myself, need to ensure that we are using them appropriately as well. I have also recommended several students select the New Media English 10 option, not only because I think it will be fun to teach and allow me to use the skills and training received in 506, but also because I think it will help them develop the digital literacy and online skills they need to stay safe and remain informed when they work online.
I have been deeply affected by the unit we studied on social justice boundaries within the BC context. Many of my students live in rural areas with prohibitively expensive internet connections, while many others live on reserve, where they might also have a lack of access (Pathways to Technology, 2017). I had not considered that the digital divide might affect my students, let alone disadvantage them in terms of future employability and potential (Hengstler, 2017, “Social Justice Boundaries”). As I want my students to have the same technological savvy and experience as their urban counterparts, I will no longer judge them (or dissuade them) when they spend their lunch hours sitting on my classroom couch catch up on snapchat.
Next: I am going to continue altering my courses and assignments to comply with FIPPA requirements that we communicate knowledge, notice, alternate activity, and consent (Hengstler, 2016a). The biggest change for me moving forward will be how I approach online use by my students in terms of social justice, working to change school attitudes towards use of social media technology at school by students who seem to be “wasting” their time on it while they have access to Wi-Fi.
The potential for internet communication technologies (ICTs) to provide a contemporary and effective way to raise awareness and increase language learning of indigenous languages, as proven by Dustin Rivers and his success revitalizing the Squamish Language (Arcand, 2011), is of particular interest to me, perhaps due to my formative experiences teaching on Haida Gwaii, where the community had been successfully pushing for the Haida language to be incorporated into the school and community in order to save it from extinction. When we start to consider the loss and near-extinction of many of British Columbia’s 32 indigenous languages (Arcand, 2011), it becomes increasingly obvious that all of our students and our diverse cultures across BC would benefit from comparable access to ICTs and increased fluency and proficiency using these technologies. I, for one, am going to try to help make some of these changes, even if it means that I post a video of myself trying a Wet’suwet’en phrase on Facebook during a local elder’s Wet’suwet’en Wednesday challenge.
Before 506: I knew that teachers are held to a higher standard of conduct than the regular public in British Columbia, as this was covered in a policy course during my Bachelor of Education at the University of British Columbia more than a decade ago. I had also received some brief instruction on Freedom of Information and Protection of Privacy Act as it pertained to BCeSIS and protecting student data, mostly by remembering to lock your computer screen before leaving the terminal while the system was open. When I moved districts from Haida Gwaii (SD50) to Bulkley Valley (SD54) in 2009, “FOIPPA” (as it was called at the time) was covered briefly in my new teacher orientation (again, the message was lock your screen when entering attendance and grades to the provincial data system). Furthermore, I believed that having a signed media release waver was enough to guarantee permission to post images of students on class social media accounts.
Now: My understanding has changed enough to make me really worried about my district’s lack of compliance with FIPPA. We are firmly in what Hengstler (2014) would call “Ignorance” on the compliance continuum. Our district has no policy for social media use (other than what it covered in the Appropriate Use of Technology Agreement), and teachers are not in the habit of (or perhaps unaware of the need to) gain informed consent before using social media technologies in class or posting student work online. Most recently, I received a permission form for the use of Fresh Grade in my daughters’ kindergarten and Grade 2 classes. My new awareness of guidelines and policy allowed me to read the form critically, and notice elements that I would change if I were making the form myself. For example, a line was included that stated something along the lines of “you can rest assured that Fresh Grade stores all of its data within Canada.” As an informed parent, I know why this is important, but I worry that the reason (FIPPA compliance with Trans-border data flow) was not explained, nor the impact of having your child’s data subject to the legislation of other countries. Arguably, the form is not obtaining informed consent because it does not adequately explain the reasoning, the risks, or the legislation.
Next: I am motivated to educate my peers and district educators, and to move us from “Ignorance” towards “Full Compliance,” though I agree with Hengstler (2014) when she argues that it is difficult to imagine what full compliance would actually look like. As I mentioned earlier, I will be offering a Pro-D session later this year where I bring many of these issues and guidelines to the attention of my colleagues, and I have been recruited to work with district administration to develop a social media policy and training plan.
Now: My understanding has changed enough to make me really worried about my district’s lack of compliance with FIPPA. We are firmly in what Hengstler (2014) would call “Ignorance” on the compliance continuum. Our district has no policy for social media use (other than what it covered in the Appropriate Use of Technology Agreement), and teachers are not in the habit of (or perhaps unaware of the need to) gain informed consent before using social media technologies in class or posting student work online. Most recently, I received a permission form for the use of Fresh Grade in my daughters’ kindergarten and Grade 2 classes. My new awareness of guidelines and policy allowed me to read the form critically, and notice elements that I would change if I were making the form myself. For example, a line was included that stated something along the lines of “you can rest assured that Fresh Grade stores all of its data within Canada.” As an informed parent, I know why this is important, but I worry that the reason (FIPPA compliance with Trans-border data flow) was not explained, nor the impact of having your child’s data subject to the legislation of other countries. Arguably, the form is not obtaining informed consent because it does not adequately explain the reasoning, the risks, or the legislation.
Next: I am motivated to educate my peers and district educators, and to move us from “Ignorance” towards “Full Compliance,” though I agree with Hengstler (2014) when she argues that it is difficult to imagine what full compliance would actually look like. As I mentioned earlier, I will be offering a Pro-D session later this year where I bring many of these issues and guidelines to the attention of my colleagues, and I have been recruited to work with district administration to develop a social media policy and training plan.
Before 506: I was a confident user of online technologies, including social media and social networking sites. I have always happily adopted new applications that I thought could be interesting or helpful, and I have not shied away from using them in my personal life or my classroom. I have never been fearful of online activities, and have trusted user agreements blindly, but have stopped short of allowing mobile apps to access my contacts, camera, etc., as this seemed suspicious to me. I believed that students were mostly distracted by social media and this “stickiness” should be harnessed for education, but struggled to find an authentic way to do so. I have observed the negative effects of social media and networking “overuse” in my own life, and have worked hard to keep my focus on face to face relationships, while enjoying the connective potential of online work for my own education, my classroom, and my friends.
Now: One of the concepts that was absolutely transformational for me came from danah boyd’s (2012) webinar called “Culture of Fear + Attention Economy = ?!?!” She connected with me on a deeply personal level and raised a number of questions that upon reflection are both lasting and attitude altering. Her claims that we live in a culture of fear, the attention economy provides fertile ground for the culture of fear, and social media is working to amplify the attention economy changed the way I view media and how I react to content shared both traditionally and through networking and social media sites. The concepts boyd (2012) raises, such as the use of fear to get our attention in world overloaded with content made so much sense to me, and informed my perception of why people tend to respond to tales of internet danger in a sensational and reactionary manner. I have never personally feared internet predation, but I can better understand now why parents might (especially if they are new to internet technologies and have a greater feeling that these services are “unknown” and frightening).
I was also deeply affected by boyd’s (2012) statement that social media has put the user into the role of fear monger, as we click “share” on our networking services and proliferate scary headlines and content, often of questionable validity. The implication of this is that our contacts then feel more trusting of this content, as it comes from someone they “know.” Finally, her discussion of radical transparency, and the fallacy that putting all of our information out into the open will radically transform society and make things somehow more honest or equitable, illustrated the dichotomy between potential societal benefits and personal consequences and the cultural shift that is occurring before our eyes (boyd, 2012).
Next: I anticipate that I will continue to build confidence as I learn more about the logistical and philosophical underpinnings of internet communication technologies, and I will be able to apply this confidence and open, yet informed, attitude to choices I make for myself, my students, and my family.
In conclusion, OLTD has been a transformative course for me. Previously I had imagined myself to be quite savvy, and now I have gained both an understanding of the holes in my knowledge and the areas that I am excited to continue learning. I can confidently say I am working towards compliance with FIPPA and other pertinent policies, and I understand the obligation I have as a BC public school educator to dismantle the digital divide and empower my students to make their own informed choices. As I move forward, I am sure I will find myself looking back on resources and lessons from OLTD 506, not only because they were so informative, but also because I consider them current and interesting as well.
Now: One of the concepts that was absolutely transformational for me came from danah boyd’s (2012) webinar called “Culture of Fear + Attention Economy = ?!?!” She connected with me on a deeply personal level and raised a number of questions that upon reflection are both lasting and attitude altering. Her claims that we live in a culture of fear, the attention economy provides fertile ground for the culture of fear, and social media is working to amplify the attention economy changed the way I view media and how I react to content shared both traditionally and through networking and social media sites. The concepts boyd (2012) raises, such as the use of fear to get our attention in world overloaded with content made so much sense to me, and informed my perception of why people tend to respond to tales of internet danger in a sensational and reactionary manner. I have never personally feared internet predation, but I can better understand now why parents might (especially if they are new to internet technologies and have a greater feeling that these services are “unknown” and frightening).
I was also deeply affected by boyd’s (2012) statement that social media has put the user into the role of fear monger, as we click “share” on our networking services and proliferate scary headlines and content, often of questionable validity. The implication of this is that our contacts then feel more trusting of this content, as it comes from someone they “know.” Finally, her discussion of radical transparency, and the fallacy that putting all of our information out into the open will radically transform society and make things somehow more honest or equitable, illustrated the dichotomy between potential societal benefits and personal consequences and the cultural shift that is occurring before our eyes (boyd, 2012).
Next: I anticipate that I will continue to build confidence as I learn more about the logistical and philosophical underpinnings of internet communication technologies, and I will be able to apply this confidence and open, yet informed, attitude to choices I make for myself, my students, and my family.
In conclusion, OLTD has been a transformative course for me. Previously I had imagined myself to be quite savvy, and now I have gained both an understanding of the holes in my knowledge and the areas that I am excited to continue learning. I can confidently say I am working towards compliance with FIPPA and other pertinent policies, and I understand the obligation I have as a BC public school educator to dismantle the digital divide and empower my students to make their own informed choices. As I move forward, I am sure I will find myself looking back on resources and lessons from OLTD 506, not only because they were so informative, but also because I consider them current and interesting as well.
Arcand, J. (2011). Pacific Rim Magazine. Retrieved from http://www2.langara.bc.ca/prm/2011/articles/warrior.html
boyd, d. (2012). Culture of fear + attention economy = ?!?! [Video]. Webstock ’12 Retrieved from http://vimeo.com/38139635
Hengstler, J. (2011). Managing your digital footprint: ostriches v. eagles. In S. Hirtz & K. Kelly (Eds.), Education for a Digital World 2.0 (2nd ed.) (Vol.
1, Part One: Emerging technologies and practices). Open School/Crown Publications: Queen's Printer for British Columbia,
Canada. Retrieved from https://education.viu.ca/sites/default/files/education-for-digital-world-2.0-1-jhengstler-89.pdf
Hengstler, J. (April 2012). "Digital professionalism and digital footprints". Document prepared for training session with Vancouver Island
University's Administrative Assistants, April 2012.Social Media Digital Footprints 2013_v3.pdf
Hengstler, J. (2013). “5 pillars of risk”. In Safety Boundaries, OLTD 506 (2016), D2L, Vancouver Island University, Nanaimo, BC.
Hengstler, J. (2014). "The compliance continuum: FIPPA & BC educators". [PDF] Retrieved from https://www.dropbox.com/s/ridcqq14a7k9543
/Compliance_Continuum_5_06_14-1.pdf
Hengstler, J. (2016a). “OLTD brief: FIPPA and you.” [PDF] Retrieved from https://d2l.viu.ca/content/enforced/111006-DUC_OLTD506_W70_F2017/
foundations_boundaries/FIPPA_You_OLTD506.pdf?ou=111006
Hengstler, J. (2016b). Selected sections & adaptation of Wikipedia's (2016) "Social networking services" [PDF] Retrieved from
https://d2l.viu.ca/d2l/le/content/111006/viewContent/1124838/View
Hengstler, J. (2017d). Social justice boundaries. OLTD 506 (D2L). Retrieved from https://d2l.viu.ca/d2l/le/content/111006/viewContent
/1124861/View
Nielsen, L. (2015, Mar 20). 7 ways social media has a role in education. Retrieved from http://www.techlearning.com/blogentry/9084
Rapid Learning Life. (2010, July 31). What is Social Media in Simple English [Video file]. Retrieved from https://youtu.be
/jQ8J3IHhn8A
Siemens, G., "Connectivism: a learning theory for the digital age.” Jan 2005. International Journal of Instructional Technology and Distance
Learning. Retrieved from: http://www.itdl.org/journal/jan_05
"First Nations Connectivity in BC" (Pathways to Technology, 2017) http://www.pathwaystotechnology.ca/interactive-map
* Title and section headings created using Piktochart
boyd, d. (2012). Culture of fear + attention economy = ?!?! [Video]. Webstock ’12 Retrieved from http://vimeo.com/38139635
Hengstler, J. (2011). Managing your digital footprint: ostriches v. eagles. In S. Hirtz & K. Kelly (Eds.), Education for a Digital World 2.0 (2nd ed.) (Vol.
1, Part One: Emerging technologies and practices). Open School/Crown Publications: Queen's Printer for British Columbia,
Canada. Retrieved from https://education.viu.ca/sites/default/files/education-for-digital-world-2.0-1-jhengstler-89.pdf
Hengstler, J. (April 2012). "Digital professionalism and digital footprints". Document prepared for training session with Vancouver Island
University's Administrative Assistants, April 2012.Social Media Digital Footprints 2013_v3.pdf
Hengstler, J. (2013). “5 pillars of risk”. In Safety Boundaries, OLTD 506 (2016), D2L, Vancouver Island University, Nanaimo, BC.
Hengstler, J. (2014). "The compliance continuum: FIPPA & BC educators". [PDF] Retrieved from https://www.dropbox.com/s/ridcqq14a7k9543
/Compliance_Continuum_5_06_14-1.pdf
Hengstler, J. (2016a). “OLTD brief: FIPPA and you.” [PDF] Retrieved from https://d2l.viu.ca/content/enforced/111006-DUC_OLTD506_W70_F2017/
foundations_boundaries/FIPPA_You_OLTD506.pdf?ou=111006
Hengstler, J. (2016b). Selected sections & adaptation of Wikipedia's (2016) "Social networking services" [PDF] Retrieved from
https://d2l.viu.ca/d2l/le/content/111006/viewContent/1124838/View
Hengstler, J. (2017d). Social justice boundaries. OLTD 506 (D2L). Retrieved from https://d2l.viu.ca/d2l/le/content/111006/viewContent
/1124861/View
Nielsen, L. (2015, Mar 20). 7 ways social media has a role in education. Retrieved from http://www.techlearning.com/blogentry/9084
Rapid Learning Life. (2010, July 31). What is Social Media in Simple English [Video file]. Retrieved from https://youtu.be
/jQ8J3IHhn8A
Siemens, G., "Connectivism: a learning theory for the digital age.” Jan 2005. International Journal of Instructional Technology and Distance
Learning. Retrieved from: http://www.itdl.org/journal/jan_05
"First Nations Connectivity in BC" (Pathways to Technology, 2017) http://www.pathwaystotechnology.ca/interactive-map
* Title and section headings created using Piktochart
Photo: Weebly Stock