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Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2019-04-12T18:47:45Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Research==

Before writing any of the actual case studies, research into the area I was writing about was an essential first step. The research I did to prepare for writing case studies fell into three primary categories:

1. Research about writing effective case studies
:::* The resources that I used are compiled [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Writing here.]

2. Research about teachers' and teacher candidates' digital identities
:::* This included a search for information related to issues including social media use and ethics, digital technology use and ethics, social media and technology policies, data ownership, privacy concerns. professional vs. personal/public vs private uses of technology and social media, and other issues as they pertain to teachers and teacher candidates.
:::* Although a great deal of the research used was scholarly in nature, I also gathered information from news stories, blog posts, discussion boards, policy manuals, and popular teaching websites. All of these resources were valuable for providing context about teacher, administrator, and community concerns related to teachers' use of social media and technology, and helped to form the themes around which the case studies were shaped.
:::* It is important at this stage of research to find resources that create a balanced point of view. Although I found many resources that helped me understand the dangers and downsides of teachers using social media and digital tools, I also made sure to find sources that made clear some of the professional and personal benefits of social media for teachers. Writing effective case studies was much easier with a complete understanding of the issue, and this was made possible by having multiple perspectives included in the research.

3. A search for valuable resources that could be included with the case studies
:::* In some cases, the resources I found in the second phase of research were used as part of the resources provided to students with the case study discussion questions. In other cases, once I had a draft of a case study scenario, I conducted another search for resources specific to the themes and context in that specific case study.
:::* Occasionally I found resources that had a great deal of useful information, but were far too long to reasonable expect students to read while discussing the case studies. In these instances, I would either find the most relevant sections and provide instructions with the resource about reading only those parts, or I would look for an alternative resource that discussed the issue more concisely. I found that resources like news stories, blog posts, and policies were typically useful resources as they can be relevant to the case study, but are often still fairly brief.
:::* I discuss selecting resources for case study discussion questions more below in "Discussion Questions & Resources".

While researching, it's important to takes note of any ideas you have for potential case studies and keep track of any specific research/resources that relate to that potential case study. Keeping track and organizing your ideas, as well as finding ways that some of your ideas for potential case studies can be brought together to create a more complex scenario, will make writing your initial drafts much easier.

It's important to note that, despite research being presented here as the first stage, I found my research to be continuous and ongoing throughout the project. This was important, in part, because useful resources were being written later in the project that were not available at the time of my initial research.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."
* For reference, a full list of the themes compiled as a result of research into teachers' digital identities is available [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Themes here]. These were the themes used to shape our case study scenarios for the Case Studies for Student Teachers project.

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or predetermined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.
* We created a list of criteria for our case studies that you can see [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Criteria here.]

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* The resources are not intended to provide clear answers to the case study or the discussion question. Rather, they should provided more information, a new perspective, a real-life example, or some helpful insight into an issue that students could use to fuel or deepen their discussion.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of the resources has a broken link, you can try finding a new url for the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://universitycounsel.ubc.ca/files/2011/01/Final-Consent-to-use-of-Image-Nov-23-10.pdf "Consent to Use of Image"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Curriculum/Case Studies for Student Teachers/Additional Resources

2017-12-14T20:16:23Z

EmilyFornwald:

<center>'''Short URL for this page:''' https://go.library.ubc.ca/tB9jxX</center>

==<big>Digital Tattoo</big>==
[http://digitaltattoo.ubc.ca/ Visit our website for more information and resources from Digital Tattoo.]

==<big>School District Policies, Procedures, and Regulations</big>==
Below are some of the policies implemented by school districts in BC to guide teachers' use of technology, district networks, and social media. Familiarizing yourself with these policies will give you an idea of the types of expectations school districts have for their employees.

Abbotsford School District:
:::* [http://www.sd34.bc.ca/sites/default/files/AP%20401%20-%20Social%20Media%20-%20Employees.pdf Social Media - Employees]
:::* [http://www.sd34.bc.ca/sites/default/files/AP%20417%20Information%20and%20Communication%20%2B%20forms.pdf Information and Communication Services Policy]
Arrow Lakes School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-81089/0450%20-%20(450)%20-%20COMPUTERS%2c%20INTERNET%20AND%20BCeSIS%20USAGE%20AND%20ACCESS%20TO%20ELECTRONIC%20INFORMATION.pdf Computers, Internet and BCeSIS Usage and Access to Electronic Information Policy]
Boundary School District:
:::* [http://www.sd51.bc.ca/districtpolicies/2012_2013_new/Technology%20-%20Social%20Networking%20Regulation.pdf Technology - Social Networking Regulation]
Boundary School District:
:::* [http://www.sd51.bc.ca/districtpolicies/Policies/Technology%20-%20Employee%20Acceptable%20Use%20Guidelines%20Regulation.pdf Technology - Employee Acceptable Use Guidelines]
:::* [http://www.sd51.bc.ca/districtpolicies/2012_2013_new/Technology%20-%20Use%20of%20Personal%20Electronic%20Device%20Regulation.pdf Technology - Use of Personal Electronic Devices]
Bulkley Valley School District:
:::* [http://tech.sd54.bc.ca/images/pdf/online-agreement.pdf Access to Online Resources - Acceptable Use Agreement]
Burnaby School District:
:::* [http://www.sd41.bc.ca/wp-content/uploads/2014/08/79000.pdf School District Technologies and Information Systems]
Campbell River School District:
:::* [https://www.sd72.bc.ca/about/operationalprocedures/Operational%20Procedures/OP%20140%20District%20Technology%20and%20Acceptable%20Use%20(Replaced%20I-07).pdf District Technology and Acceptable Use Guidelines]
Cariboo - Chilcotin School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-71151/3514%20I%20NTERNET%20ACCESS%20AND%20E-MAIL%20USAGE.pdf Internet Access and E-mail Usage Policy]
Central Okanagan School District:
:::* [http://www.sd23.bc.ca/Board/Policies/Section%203%20%20Staff/386.pdf Employee Use of Electronic and Social Media Communication]
Chilliwack School District:
:::* [http://www.sd33.bc.ca/sites/default/files/714.1%20AR-Computer%20Use,%20Management%20and%20Configuration.pdf Computer Use, Management and Configuration Regulation]
Comox Valley School District:
:::* [https://www.sd71.bc.ca/Board/AdminProcedures/Documents/Section%205%20-%20Non-Teaching/5015%20--%20Electronic%20Email%20and%20Internet%20Use,%20March%2027,%202007.pdf Electronic Mail and Internet Use Procedure]
Coquitlam School District:
:::* [https://www.sd43.bc.ca/Board/Policies/Administrative%20Procedures/AP%20140-1.pdf Digital Responsibility for Employees Procedure]
Delta School District:
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/1196__Procedure146.pdf Social Media Procedure]
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/1195__Procedure145.pdf Use of Personal Communication Devices Procedure]
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/4178__Procedure140.pdf Information Systems Acceptable Use Procedure]
Fort Nelson School District:
:::* [http://www.sd81.bc.ca/wp-content////sbo/policy/6000/Policy%206340%20Acceptable%20Use%20of%20Electronic%20Devices.pdf Acceptable Use of Electronic Devices Policy]
Fraser - Cascade School District:
:::* [ftp://www.sd78.bc.ca/downloads/Public/Bylaws-Policy/Policy%205070%20Social%20%20Media.pdf Social Media Policy - Employees, Students, and Parents]
Greater Victoria School District:
:::* [https://www.sd61.bc.ca/wp-content/uploads/sites/91/2014/08/Policy-1300-Acceptable-Use-of-District-Technology-and-Networked-Information.pdf Acceptable Use of District Technology and Networked Information Policy]
:::* [https://www.sd61.bc.ca/wp-content/uploads/sites/91/2014/08/Regulation-4216.2-Employee-Acceptable-Use-of-Electronic-Communications-Systems-in-Schools.pdf Employee Acceptable Use of Electronic Communications Systems in Schools Regulation]
Gulf Islands School District:
:::* [http://sd64.bc.ca/wp-content/uploads/2016/08/internet-use-policy1617.pdf Internet Acceptable Use Policy]
Haida Gwaii School District:
:::* [http://sd50.bc.ca/wp-content/uploads/2012/11/C.9-Electronic-Technology-Systems-Use-.pdf Electronic Technology Systems Use Policy]
Kamloops/Thompson School District:
:::* [https://bcsd73.civicweb.net/filepro/documents/1492 Technology Policies]
Kootenay Lake School District:
:::* [http://www.sd8.bc.ca/policy/220%20-%20Use%20of%20Computer-Internet-Final.pdf District Computer Network/Internet User Agreement]
Langley School District:
:::* [https://district.public.sd35.bc.ca/wp-content/uploads/sites/2/2015/12/AUP_Acceptable_Use_Policy-2014-2015.pdf Technology - Acceptable Use Policy]
Maple Ridge - Pitt Meadows School District:
:::* [http://www.sd42.ca/assets/media/Policy-5780-1-Procedure-Social-Media-Guidelines.pdf Social Media Guidelines]
:::* [http://www.sd42.ca/assets/media/Policy-5780-Information-Technology-and-Communication-Systems-Appropriate-Use-Policy_amended.pdf Information Technology and Communication Systems - Appropriate Use Policy]
Mission Public Schools:
:::* [http://www.mpsd.ca/districtinformation/pdf/procs/AP210-InternetAccess.pdf Internet and Email Access for all Users of the School District Procedure]
:::* [http://www.mpsd.ca/districtinformation/pdf/procs/AP601.pdf Computer Network Procedure]
Nanaimo - Ladysmith Public Schools:
:::* [http://www.sd68.bc.ca/wp-content/uploads//Administrative%20Procedures/200/AP-210-Appropriate-Use-of-School-District-Information-Technology.pdf Appropriate Use of School District Information Technology Procedure]
Nechako Lakes School District:
:::* [https://sd91.civicweb.net/document/29989 Digital Technology - Regulation]
:::* [https://sd91.civicweb.net/document/31554 Social Media & Cloud Technology - Regulation]
New Westminster School District:
:::* [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
:::* [http://newwestschools.ca/wp-content/uploads/2016/10/Administrative-Procedures-Manual.pdf Responsible Use of Electronic Social Media Procedure] - pg. 35
Nicola - Similkameen School District:
:::* [http://www.sd58.bc.ca/wordpress/wp-content/uploads/2015/02/602.6-DISTRICT-TECHNOLOGY.pdf District Technology and Networked Information Policies]
Nisga'a School District:
:::* [http://www.nisgaa.bc.ca/wp-content/uploads/2010/05/706-R.1Acceptable-Use-of-Information-Technology-Resources.September-15-2011.pdf Acceptable Use of Information Technology Resources Regulation]
North Okanagan - Shuswap School District:
:::* [http://www.sd83.bc.ca/About%20Us/Policies/Policy%20Binder%202016.pdf Policy and Regulations Manual] - Digital Citizenship Policy is number 1020.
North Vancouver School District:
:::* [https://www.sd44.ca/Board/PoliciesProcedures/Series600/Policy609/Pages/default.aspx Information and Communication Systems and Resources Policy]
Okanagan Skaha School District:
:::* [http://www.sd67.bc.ca/Board/Policies/Documents/Policy%20No.%20200-299%20School%20Operations/207%20Acceptable%20Use%20of%20Technology.pdf Acceptable Use of Technology Policy]
Peace River North School District:
:::* [http://www.prn.bc.ca/policy/?p=283 Acceptable Internet Use Policy]
Peace River South School District:
:::* [https://www.sd59.bc.ca/system/files/news_articles/attachments/3115%20Electronic%20Communication%20Employees-New-June2017.pdf Electronic Communications - Employees]
Powell River School District:
:::* [http://www.sd47.bc.ca/Board/procedures/AdministrativeProcedures/AP150%20-%20District%20Electronic%20Network.pdf District Electronic Network Procedure]
Prince George School District:
:::* [https://www.sd57.bc.ca/Board/Policies/Policylisting/Documents/6179.pdf Acceptable Use of Networks Policy]
Qualicum School District:
:::* [https://www.sd69.bc.ca/Board/Policies-and-Bylaws/Bylaws-Policies-and-Administrative-Procedures/5000%20Instruction/5056%20Internet%20Access%20and%20Network%20Citizenship.pdf Internet Access and Network Citizenship Policy]
Quesnel School District:
:::* [http://web.sd28.bc.ca/board/policies/documents/bdpro705%202011.pdf Computer & Internet Usage & Access Policy]
Revelstoke School District:
:::* [http://www.sd19.bc.ca/wp-content/uploads/sites/2/2015/04/3.8-Information-Technology-MyEducationBC-Usage-and-Access.pdf Information Technology and MyEducationBC Usage and Access Policy]
Rocky Mountain School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-81453/6200%20-%20SOCIAL%20MEDIA%20USE.pdf Social Media Use Policy]
:::* [https://www.sd6.bc.ca/About/Board/Policies/Documents/POLICY%20NO%206190,%20Information%20and%20Technology%20Management%20Acceptable%20Use%20Policy.pdf#search=Information%20and%20Technology%20Management%20Acceptable%20Use%20Policy Information and Technology Management Acceptable Use Policy]
Saanich School District:
:::* [https://www.sd63.bc.ca/sites/default/files/Policy%20Section%203000%20-%20Educational%20Programs%20and%20Services.pdf Use of Technology and Information Systems Policy (Number 3130)] - pg. 81
Southeast Kootenay School District:
:::* [http://www.sd5.bc.ca/school/jess/Parents/Documents/SD5%20Social%20Media%20Policy%202016.pdf Social Media Use Policy]
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-73385/7.06%20-%20(7.6)%20-%20USE%20OF%20PRIVATELY%20OWNED%20PERSONAL%20COMPUTERS.pdf Use of Privately Owned Personal Computers]
Stikine School District:
:::* [https://sd87.civicweb.net/document/130 Information & Technology Management Acceptable Use Policy]
Sunshine Coast School District:
:::* [http://www.sd46.bc.ca/files/regulations/1000-admin/1600.pdf Information Technology: District-Wide Network and Internet Appropriate Use]
Surrey School District:
:::* [https://www.surreyschools.ca/departments/SECT/PoliciesRegulations/section_5000/Documents/5780%20Policy.pdf Information & Communication Technology Access and Use Policy]
:::* [https://www.surreyschools.ca/departments/SECT/PoliciesRegulations/section_5000/Documents/5780.3%20Regulation.pdf School, Staff and Student Web Site Parameters]
Vancouver Island North School District:
:::* [http://sd85-websrv2012.sd85.bc.ca/wp-content/uploads/2016/03/2-20-Apr-16.pdf Information and Information Technology Policy]
:::* [http://sd85-websrv2012.sd85.bc.ca/wp-content/uploads/2016/03/2-350-Apr-16.pdf Use of Personal Electronic Devices - Technology Policy]
Vancouver Island West School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-58734/E.31%20-%20ACCEPTABLE%20USE%20OF%20COMPUTER%20NETWORK%20AND%20INTERNET.pdf Acceptable Use of Computer Network and Internet Policy]
Vancouver School Board:
:::* [http://www.vsb.bc.ca/sites/default/files/13May28_op_commIII_item3.pdf Social Media Policy (Draft)]
:::* [https://www.vsb.bc.ca/district-policy/ai-r-acceptable-use-technology Acceptable Use of Technology]
West Vancouver School District:
:::* [http://westvancouverschools.ca/wp-content/uploads/2015/08/AP140-DistrictElectronicInformationSystemsAcceptableUseGuidelines.pdf District Electronic Information Systems - Acceptable Use Guidelines]

==<big>Tips and Guidelines for Teachers</big>==
The following resources offer suggestions for teachers using technology and personal social media accounts:

* Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf E-liability Brochure]
* Alberta Teachers' Association: [https://www.teachers.ab.ca/Publications/ATA%20Magazine/Volume%2095%202014-15/Number-2/Pages/New-technologies.aspx "New Technologies: Invaluable but double-edged tools"]
* BC College of Teachers: [http://blogs.ubc.ca/educ316/files/2010/08/Reading-TCMagazine-2009-Blurring-boundaries-UBC.pdf ''TC Magazine'': "Blurring the Boundaries: Technology and Its Impact on the Teacher-Student Relationship"]
* ''BCTF Teacher Newsmagazine'': [https://bctf.ca/publications/NewsmagArticle.aspx?id=36704 "Stay Safe on Social Media"]
* BC Teacher Regulation Branch: [https://www.bcteacherregulation.ca/documents/Learn/2015/LearnMagazine_Spring_2015.pdf ''Learn,'' Spring 2015]
:::* Read "Thinking About the Standards: A Case Study" on page 12.
* BC Teacher Regulation Branch: [http://www.bcteacherregulation.ca/documents/Learn/2016/LearnMagazine_Spring_2016.pdf ''Learn'', Spring 2016]
:::* Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.
* Canadian Teachers’ Federation/Fédération Canadienne des Enseignantes et des Enseignants: [http://www.ctf-fce.ca/en/Pages/Issues/Cybertips-for-teachers.aspx Cybertips for Teachers]
* ''CBC'': [http://www.cbc.ca/news/canada/newfoundland-labrador/why-social-media-can-be-a-minefield-for-teachers-1.3219179 "Why social media can be a minefield for teachers"]
* ''Chalkup'': [https://www.chalkup.co/social-media-for-teachers Social Media for Teachers]
* ''Connect Safely'': [http://www.connectsafely.org/eduguide/ "The Educator's Guide to Social Media"]
* Edmonton Public Teachers: [https://local37.teachers.ab.ca/SiteCollectionDocuments/Local37/2014-2015/January/Teachers%20and%20Technology.pdf Teachers and Technology]
* ''The EdTech Advocate'': [http://opsmrskorf.edublogs.org/2016/08/19/when-students-ask-to-follow-or-friend-an-ethical-response-guide-for-educators/ When Students Ask to Follow or Friend: An Ethical Response Guide for Educators]
* ''Edutopia'': [https://www.edutopia.org/blog/social-media-resources-educators-matt-davis Social Media for Teachers: Guides, Resources, and Ideas]
* George Couros: [https://georgecouros.ca/blog/ ''The Principal of Change'' blog]
::*This blog, created by a principal from Alberta, often addresses social media and the use of technology by teachers. All of his past blog posts are available to browse, but here are a few of the most relevant entries to start with:
::::* [http://georgecouros.ca/blog/archives/7493 "Do the 'basics' change over time?"]
::::* [http://georgecouros.ca/blog/archives/3432 "Personal and Professional vs. Public and Private"]
::::* [http://georgecouros.ca/blog/archives/7450 "What does your digital portfolio show?"]
::::* [http://georgecouros.ca/blog/archives/7440 "The Worst Approach to Teaching Students About Social Media"]
* Julia Hengstler: [http://etec.ctlt.ubc.ca/510wiki/images/2/2b/Primer_on_Posting_Minor_Students_Final.pdf A K-12 Primer for British Columbia Teachers Posting Students’ Work Online]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]
* New Brunswick Teachers' Association: [http://www.nbta.ca/Early_Career_Teachers/8/page3.html Becoming a Professional - Think Before You Post: Safe Social Networking & Electronic Communication for Teachers]
* Newfoundland & Labrador Teachers' Association: [http://files.nlta.nl.ca/wp-content/uploads/public/documents/infosheets/info_26.pdf NLTA Cyberconduct and Electronic Communications – Important Information and Guidelines for Teachers]
* Newfoundland and Labrador Teachers’ Association (NLTA): [https://www.nlta.nl.ca/social-media-information/ "Are You Targeted by Inappropriate Social Media Comments?"]
* Ontario College of Teachers: [https://www.oct.ca/-/media/PDF/Advisory%20Social%20Media/ProfAdvSocMediaENPRINT.pdf Professional Advisory - Use of Electronic Communication and Social Media]
* Ontario College of Teachers: [http://oct-oeeo.uberflip.com/i/553454-ps-september-2015 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', September 2015]
::* "CBC Ombudsman Addresses Members" is on pg. 62.
* Ontario College of Teachers: [http://oct-oeeo.uberflip.com/i/783423-ps-march-2017 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* "Making Connections" is on page 45.
::* "The Potential Pitfalls of Social Media" is on page 52
* Ontario English Catholic Teachers' Association (OECTA): [http://www.catholicteachers.ca/OECTA/media/pdfs/Publications/on_thin_ice.pdf On Thin Ice: Maintaining Professional Boundaries - A Resource for Teachers]
::*"Using Social Media" is on pg. 9.
* ''The Sun Chronicle'': [http://www.thesunchronicle.com/news/local_news/area-schools-look-for-ways-to-deal-with-social-media/article_72f63d17-3343-5f6a-ae68-2e4f01019a51.html Area schools look for ways to deal with social media]
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 Making Social Media Work for You]
* ''TeachHUB'': [http://www.teachhub.com/teachers-digital-identity "Teachers, Take Care of Your Digital Footprint"]
* Vancouver Secondary Teachers’ Association: [http://vsta.ca/wp-content/uploads/2013/04/Info-Tips.pdf Professional Boundaries and the Use of Electronic Communication and Social Media]
* Webroot: [https://www.webroot.com/ca/en/home/resources/articles/digital-family-life/family-social-media-in-the-classroom-part-3-of-3 Social Media in the Classroom: The Digital Safety Debate (Part 3 of 3)]

==<big>Teaching Tools and Lesson Plans</big>==
If you want to incorporate technology into your lessons or teach your students about safely and effectively using technology and social media, these resources can help:

* BC Ministry of Education: [http://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy BC's Digital Literacy Framework]
* BrainPOP Educators: [https://educators.brainpop.com/bp-jr-topic/internet-safety/ Internet Safety Lesson Ideas]
* ''The Brown Bag Teacher'' blog: [http://brownbagteacher.com/safely-using-videos-internet-in/ "Safely Using Videos in the Classroom"]
* Canadian Civil Liberties Association: [https://ccla.org/cclanewsite/wp-content/uploads/2015/05/CCLET-Privacy-Lesson-Plan.pdf Privacy, the Internet and that Phone in your Pocket - Lesson Plan (Gr. 9-12)]
* Code.org: [https://code.org/curriculum/course2/18/Teacher Your Digital Footprint Lesson Plan (Gr. K-2)]
* Common Sense Education: [https://www.commonsense.org/education/ For Educators]
* Digital Tattoo: [[File:DigitalTattooLesson-Grade 2 & 3.docx]]
* ''Ditch That Textbook'' blog: [http://ditchthattextbook.com/2016/04/11/15-ways-to-use-snapchat-in-classes-and-schools/ "15 Ways to Use Snapchat in Classes and Schools"]
* Don Reardon: [http://donreardon.ca/?p=37 Your 21st Century Digital Compass]
* ''EdTech Magazine'': [https://edtechmagazine.com/k12/article/2017/08/videoconferencing-and-social-media-boost-reading-engagement "Videoconferencing and Social Media Boost Reading Engagement"]
* EdTek White Paper: [http://edu315a.weebly.com/uploads/4/0/4/9/4049814/iste2015edtekwhitepaper.pdf Building and Keeping a Positive Digital Identity: A Practical Approach for Educators, Students and Parents]
* ''Education Week'': [http://www.edweek.org/ew/articles/2015/04/22/my-favorite-teachers-use-social-media-a.html "My Favorite Teachers Use Social Media: A Student Perspective"]
* Edureach101: [https://edureach101.com/social-media-in-the-classroom/ Social Media in the Classroom]
* Edutopia: [https://www.edutopia.org/blog/making-case-social-media-in-schools-jim-asher "Making the Case for Social Media in Schools"]
* ERASE Student Advisory: [http://www.erasebullying.ca/assets/pdf/social_media_guidelines.pdf Social Media Guidelines Resource]
* ''The Fourth R'': [https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjDuMzSmMjVAhVN9GMKHdAaAiUQFggoMAA&url=https%3A%2F%2Fyouthrelationships.org%2Fuploads%2Fems3o_-_safe_sharing_with_social_media.pdf&usg=AFQjCNE1MuNyQL0c9ecWZIwjTi2PP4Ffpg Safe Sharing with Social Media Lesson Plan (Gr. 11)]
* FreeTech4Teachers: [http://www.swlauriersb.qc.ca/schools/recit/bct/Job%20Aids/Search%20Engines/SearchTips.pdf Beyond Google]
* ''Global News'': [http://globalnews.ca/news/365116/alberta-school-teaches-children-to-use-social-media-in-positive-ways/ "Alberta school teaches children to use social media in positive ways"]
* ''Huffpost'': [https://www.huffingtonpost.com/scott-steinberg/social-media-and-kids_b_2659434.html "Social Media Training for Kids: A 60-Minute Class Workshop"]
* ''Huffpost'': [http://www.huffingtonpost.com/stacey-cohen/why-every-personal-brand-_b_11285702.html "Why Every Personal Brand Deserves an Early Start: One Florida high school’s forward-thinking course is jumpstarting students’ professional lives"]
* Lester B. Pearson School Board: [http://dcp.lbpsb.qc.ca/ Digital Citizenship Program and Resources]
* MediaSmarts: [http://mediasmarts.ca/teacher-resources Teacher Resources]
* [https://needhelpnow.ca/app/en/ Need Help Now]
:::* This resource can provide teachers and their students with information about cyber-bullying prevention and support, as well as steps for getting content removed from the internet.
* [http://www.ctf-fce.ca/Documents/cyberbullying/Think-Before-You-Share-Guide.pdf Think Before You Share: Tips From Facebook and MediaSmarts]
* Online Universities: [http://web.uvic.ca/~gtreloar/Articles/Technology/100%20Inspiring%20Ways%20to%20Use%20Social%20Media%20In%20the%20Classroom.pdf 100 Inspiring Ways to Use Social Media in the Classroom]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/june_2016/PS_June_2016small.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', June 2016'']
:::* Read "Blog On" on pg. 19
* Royal Canadian Mounted Police: [http://www.rcmp-grc.gc.ca/cycp-cpcj/is-si/lp-pl/index-eng.htm Online Safety - Lesson Plan (Grades 6-8)]
* TeachInCtrl: [http://www.teachinctrl.org/ Teaching Digital Citizenship - Lesson plans]

==<big>Teacher Discipline Summaries</big>==
* Teacher discipline summaries are available from the BC Teacher Regulation Branch through their [http://www.bcteacherregulation.ca/ProfessionalConduct/SearchDisciplineOutcomes.aspx Searchable Discipline Database]. To find summaries specific to teachers' use of social media, open the Discipline Database and under "Choose Topic," select "Inappropriate use of social media."

==<big>Hashtags</big>==
Here are a few of the most popular hashtags for teachers:
* [https://twitter.com/search?f=realtime&q=%23bced&src=typd #bced]
* [https://twitter.com/search?f=realtime&q=%23cdned&src=typd #caned]
* [https://twitter.com/hashtag/edchat?lang=en #EdChat]
* [https://twitter.com/hashtag/k12?f=tweets&vertical=default #k12]
* [https://twitter.com/hashtag/learning #learning]
* [https://twitter.com/hashtag/education?lang=en #education]
* [https://twitter.com/search?f=realtime&q=%23edtech&src=typd #EdTech]

Documentation:Digital Tattoo Curriculum/Case Studies for Student Teachers/Additional Resources

2017-12-14T20:11:38Z

EmilyFornwald:

<center>'''Short URL for this page:''' https://go.library.ubc.ca/tB9jxX</center>

==<big>Digital Tattoo</big>==
[http://digitaltattoo.ubc.ca/ Visit our website for more information and resources from Digital Tattoo.]

==<big>School District Policies, Procedures, and Regulations</big>==
Below are some of the policies implemented by school districts in BC to guide teachers' use of technology, district networks, and social media. Familiarizing yourself with these policies will give you an idea of the types of expectations school districts have for their employees.

Abbotsford School District:
:::* [http://www.sd34.bc.ca/sites/default/files/AP%20401%20-%20Social%20Media%20-%20Employees.pdf Social Media - Employees]
:::* [http://www.sd34.bc.ca/sites/default/files/AP%20417%20Information%20and%20Communication%20%2B%20forms.pdf Information and Communication Services Policy]
Arrow Lakes School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-81089/0450%20-%20(450)%20-%20COMPUTERS%2c%20INTERNET%20AND%20BCeSIS%20USAGE%20AND%20ACCESS%20TO%20ELECTRONIC%20INFORMATION.pdf Computers, Internet and BCeSIS Usage and Access to Electronic Information Policy]
Boundary School District:
:::* [http://www.sd51.bc.ca/districtpolicies/2012_2013_new/Technology%20-%20Social%20Networking%20Regulation.pdf Technology - Social Networking Regulation]
Boundary School District:
:::* [http://www.sd51.bc.ca/districtpolicies/Policies/Technology%20-%20Employee%20Acceptable%20Use%20Guidelines%20Regulation.pdf Technology - Employee Acceptable Use Guidelines]
:::* [http://www.sd51.bc.ca/districtpolicies/2012_2013_new/Technology%20-%20Use%20of%20Personal%20Electronic%20Device%20Regulation.pdf Technology - Use of Personal Electronic Devices]
Bulkley Valley School District:
:::* [http://tech.sd54.bc.ca/images/pdf/online-agreement.pdf Access to Online Resources - Acceptable Use Agreement]
Burnaby School District:
:::* [http://www.sd41.bc.ca/wp-content/uploads/2014/08/79000.pdf School District Technologies and Information Systems]
Campbell River School District:
:::* [https://www.sd72.bc.ca/about/operationalprocedures/Operational%20Procedures/OP%20140%20District%20Technology%20and%20Acceptable%20Use%20(Replaced%20I-07).pdf District Technology and Acceptable Use Guidelines]
Cariboo - Chilcotin School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-71151/3514%20I%20NTERNET%20ACCESS%20AND%20E-MAIL%20USAGE.pdf Internet Access and E-mail Usage Policy]
Central Okanagan School District:
:::* [http://www.sd23.bc.ca/Board/Policies/Section%203%20%20Staff/386.pdf Employee Use of Electronic and Social Media Communication]
Chilliwack School District:
:::* [http://www.sd33.bc.ca/sites/default/files/714.1%20AR-Computer%20Use,%20Management%20and%20Configuration.pdf Computer Use, Management and Configuration Regulation]
Comox Valley School District:
:::* [https://www.sd71.bc.ca/Board/AdminProcedures/Documents/Section%205%20-%20Non-Teaching/5015%20--%20Electronic%20Email%20and%20Internet%20Use,%20March%2027,%202007.pdf Electronic Mail and Internet Use Procedure]
Coquitlam School District:
:::* [https://www.sd43.bc.ca/Board/Policies/Administrative%20Procedures/AP%20140-1.pdf Digital Responsibility for Employees Procedure]
Delta School District:
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/1196__Procedure146.pdf Social Media Procedure]
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/1195__Procedure145.pdf Use of Personal Communication Devices Procedure]
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/4178__Procedure140.pdf Information Systems Acceptable Use Procedure]
Fort Nelson School District:
:::* [http://www.sd81.bc.ca/wp-content////sbo/policy/6000/Policy%206340%20Acceptable%20Use%20of%20Electronic%20Devices.pdf Acceptable Use of Electronic Devices Policy]
Fraser - Cascade School District:
:::* [ftp://www.sd78.bc.ca/downloads/Public/Bylaws-Policy/Policy%205070%20Social%20%20Media.pdf Social Media Policy - Employees, Students, and Parents]
Greater Victoria School District:
:::* [https://www.sd61.bc.ca/wp-content/uploads/sites/91/2014/08/Policy-1300-Acceptable-Use-of-District-Technology-and-Networked-Information.pdf Acceptable Use of District Technology and Networked Information Policy]
:::* [https://www.sd61.bc.ca/wp-content/uploads/sites/91/2014/08/Regulation-4216.2-Employee-Acceptable-Use-of-Electronic-Communications-Systems-in-Schools.pdf Employee Acceptable Use of Electronic Communications Systems in Schools Regulation]
Gulf Islands School District:
:::* [http://sd64.bc.ca/wp-content/uploads/2016/08/internet-use-policy1617.pdf Internet Acceptable Use Policy]
Haida Gwaii School District:
:::* [http://sd50.bc.ca/wp-content/uploads/2012/11/C.9-Electronic-Technology-Systems-Use-.pdf Electronic Technology Systems Use Policy]
Kamloops/Thompson School District:
:::* [https://bcsd73.civicweb.net/filepro/documents/1492 Technology Policies]
Kootenay Lake School District:
:::* [http://www.sd8.bc.ca/policy/220%20-%20Use%20of%20Computer-Internet-Final.pdf District Computer Network/Internet User Agreement]
Langley School District:
:::* [https://district.public.sd35.bc.ca/wp-content/uploads/sites/2/2015/12/AUP_Acceptable_Use_Policy-2014-2015.pdf Technology - Acceptable Use Policy]
Maple Ridge - Pitt Meadows School District:
:::* [http://www.sd42.ca/assets/media/Policy-5780-1-Procedure-Social-Media-Guidelines.pdf Social Media Guidelines]
:::* [http://www.sd42.ca/assets/media/Policy-5780-Information-Technology-and-Communication-Systems-Appropriate-Use-Policy_amended.pdf Information Technology and Communication Systems - Appropriate Use Policy]
Mission Public Schools:
:::* [http://www.mpsd.ca/districtinformation/pdf/procs/AP210-InternetAccess.pdf Internet and Email Access for all Users of the School District Procedure]
:::* [http://www.mpsd.ca/districtinformation/pdf/procs/AP601.pdf Computer Network Procedure]
Nanaimo - Ladysmith Public Schools:
:::* [http://www.sd68.bc.ca/wp-content/uploads//Administrative%20Procedures/200/AP-210-Appropriate-Use-of-School-District-Information-Technology.pdf Appropriate Use of School District Information Technology Procedure]
Nechako Lakes School District:
:::* [https://sd91.civicweb.net/document/29989 Digital Technology - Regulation]
:::* [https://sd91.civicweb.net/document/31554 Social Media & Cloud Technology - Regulation]
New Westminster School District:
:::* [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
:::* [http://newwestschools.ca/wp-content/uploads/2016/10/Administrative-Procedures-Manual.pdf Responsible Use of Electronic Social Media Procedure] - pg. 35
Nicola - Similkameen School District:
:::* [http://www.sd58.bc.ca/wordpress/wp-content/uploads/2015/02/602.6-DISTRICT-TECHNOLOGY.pdf District Technology and Networked Information Policies]
Nisga'a School District:
:::* [http://www.nisgaa.bc.ca/wp-content/uploads/2010/05/706-R.1Acceptable-Use-of-Information-Technology-Resources.September-15-2011.pdf Acceptable Use of Information Technology Resources Regulation]
North Okanagan - Shuswap School District:
:::* [http://www.sd83.bc.ca/About%20Us/Policies/Policy%20Binder%202016.pdf Policy and Regulations Manual] - Digital Citizenship Policy is number 1020.
North Vancouver School District:
:::* [https://www.sd44.ca/Board/PoliciesProcedures/Series600/Policy609/Pages/default.aspx Information and Communication Systems and Resources Policy]
Okanagan Skaha School District:
:::* [http://www.sd67.bc.ca/Board/Policies/Documents/Policy%20No.%20200-299%20School%20Operations/207%20Acceptable%20Use%20of%20Technology.pdf Acceptable Use of Technology Policy]
Peace River North School District:
:::* [http://www.prn.bc.ca/policy/?p=283 Acceptable Internet Use Policy]
Peace River South School District:
:::* [https://www.sd59.bc.ca/system/files/news_articles/attachments/3115%20Electronic%20Communication%20Employees-New-June2017.pdf Electronic Communications - Employees]
Powell River School District:
:::* [http://www.sd47.bc.ca/Board/procedures/AdministrativeProcedures/AP150%20-%20District%20Electronic%20Network.pdf District Electronic Network Procedure]
Prince George School District:
:::* [https://www.sd57.bc.ca/Board/Policies/Policylisting/Documents/6179.pdf Acceptable Use of Networks Policy]
Qualicum School District:
:::* [https://www.sd69.bc.ca/Board/Policies-and-Bylaws/Bylaws-Policies-and-Administrative-Procedures/5000%20Instruction/5056%20Internet%20Access%20and%20Network%20Citizenship.pdf Internet Access and Network Citizenship Policy]
Quesnel School District:
:::* [http://web.sd28.bc.ca/board/policies/documents/bdpro705%202011.pdf Computer & Internet Usage & Access Policy]
Revelstoke School District:
:::* [http://www.sd19.bc.ca/wp-content/uploads/sites/2/2015/04/3.8-Information-Technology-MyEducationBC-Usage-and-Access.pdf Information Technology and MyEducationBC Usage and Access Policy]
Rocky Mountain School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-81453/6200%20-%20SOCIAL%20MEDIA%20USE.pdf Social Media Use Policy]
:::* [https://www.sd6.bc.ca/About/Board/Policies/Documents/POLICY%20NO%206190,%20Information%20and%20Technology%20Management%20Acceptable%20Use%20Policy.pdf#search=Information%20and%20Technology%20Management%20Acceptable%20Use%20Policy Information and Technology Management Acceptable Use Policy]
Saanich School District:
:::* [https://www.sd63.bc.ca/sites/default/files/Policy%20Section%203000%20-%20Educational%20Programs%20and%20Services.pdf Use of Technology and Information Systems Policy (Number 3130)] - pg. 81
Southeast Kootenay School District:
:::* [http://www.sd5.bc.ca/school/jess/Parents/Documents/SD5%20Social%20Media%20Policy%202016.pdf Social Media Use Policy]
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-73385/7.06%20-%20(7.6)%20-%20USE%20OF%20PRIVATELY%20OWNED%20PERSONAL%20COMPUTERS.pdf Use of Privately Owned Personal Computers]
Stikine School District:
:::* [https://sd87.civicweb.net/document/130 Information & Technology Management Acceptable Use Policy]
Sunshine Coast School District:
:::* [http://www.sd46.bc.ca/files/regulations/1000-admin/1600.pdf Information Technology: District-Wide Network and Internet Appropriate Use]
Surrey School District:
:::* [https://www.surreyschools.ca/departments/SECT/PoliciesRegulations/section_5000/Documents/5780%20Policy.pdf Information & Communication Technology Access and Use Policy]
:::* [https://www.surreyschools.ca/departments/SECT/PoliciesRegulations/section_5000/Documents/5780.3%20Regulation.pdf School, Staff and Student Web Site Parameters]
Vancouver Island North School District:
:::* [http://sd85-websrv2012.sd85.bc.ca/wp-content/uploads/2016/03/2-20-Apr-16.pdf Information and Information Technology Policy]
:::* [http://sd85-websrv2012.sd85.bc.ca/wp-content/uploads/2016/03/2-350-Apr-16.pdf Use of Personal Electronic Devices - Technology Policy]
Vancouver Island West School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-58734/E.31%20-%20ACCEPTABLE%20USE%20OF%20COMPUTER%20NETWORK%20AND%20INTERNET.pdf Acceptable Use of Computer Network and Internet Policy]
Vancouver School Board:
:::* [http://www.vsb.bc.ca/sites/default/files/13May28_op_commIII_item3.pdf Social Media Policy (Draft)]
:::* [https://www.vsb.bc.ca/district-policy/ai-r-acceptable-use-technology Acceptable Use of Technology]
West Vancouver School District:
:::* [http://westvancouverschools.ca/wp-content/uploads/2015/08/AP140-DistrictElectronicInformationSystemsAcceptableUseGuidelines.pdf District Electronic Information Systems - Acceptable Use Guidelines]

==<big>Tips and Guidelines for Teachers</big>==
The following resources offer suggestions for teachers using technology and personal social media accounts:

* Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf E-liability Brochure]
* Alberta Teachers' Association: [https://www.teachers.ab.ca/Publications/ATA%20Magazine/Volume%2095%202014-15/Number-2/Pages/New-technologies.aspx "New Technologies: Invaluable but double-edged tools"]
* BC College of Teachers: [http://blogs.ubc.ca/educ316/files/2010/08/Reading-TCMagazine-2009-Blurring-boundaries-UBC.pdf ''TC Magazine'': "Blurring the Boundaries: Technology and Its Impact on the Teacher-Student Relationship"]
* ''BCTF Teacher Newsmagazine'': [https://bctf.ca/publications/NewsmagArticle.aspx?id=36704 "Stay Safe on Social Media"]
* BC Teacher Regulation Branch: [https://www.bcteacherregulation.ca/documents/Learn/2015/LearnMagazine_Spring_2015.pdf ''Learn,'' Spring 2015]
:::* Read "Thinking About the Standards: A Case Study" on page 12.
* BC Teacher Regulation Branch: [http://www.bcteacherregulation.ca/documents/Learn/2016/LearnMagazine_Spring_2016.pdf ''Learn'', Spring 2016]
:::* Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.
* Canadian Teachers’ Federation/Fédération Canadienne des Enseignantes et des Enseignants: [http://www.ctf-fce.ca/en/Pages/Issues/Cybertips-for-teachers.aspx Cybertips for Teachers]
* ''CBC'': [http://www.cbc.ca/news/canada/newfoundland-labrador/why-social-media-can-be-a-minefield-for-teachers-1.3219179 "Why social media can be a minefield for teachers"]
* ''Chalkup'': [https://www.chalkup.co/social-media-for-teachers Social Media for Teachers]
* Concordia University: [https://education.cu-portland.edu/blog/educators-social-media-starter-kit/ Social Media Resources for Teachers]
* ''Connect Safely'': [http://www.connectsafely.org/eduguide/ "The Educator's Guide to Social Media"]
* Edmonton Public Teachers: [https://local37.teachers.ab.ca/SiteCollectionDocuments/Local37/2014-2015/January/Teachers%20and%20Technology.pdf Teachers and Technology]
* ''The EdTech Advocate'': [http://opsmrskorf.edublogs.org/2016/08/19/when-students-ask-to-follow-or-friend-an-ethical-response-guide-for-educators/ When Students Ask to Follow or Friend: An Ethical Response Guide for Educators]
* ''Edutopia'': [https://www.edutopia.org/blog/social-media-resources-educators-matt-davis Social Media for Teachers: Guides, Resources, and Ideas]
* George Couros: [https://georgecouros.ca/blog/ ''The Principal of Change'' blog]
::*This blog, created by a principal from Alberta, often addresses social media and the use of technology by teachers. All of his past blog posts are available to browse, but here are a few of the most relevant entries to start with:
::::* [http://georgecouros.ca/blog/archives/7493 "Do the 'basics' change over time?"]
::::* [http://georgecouros.ca/blog/archives/3432 "Personal and Professional vs. Public and Private"]
::::* [http://georgecouros.ca/blog/archives/7450 "What does your digital portfolio show?"]
::::* [http://georgecouros.ca/blog/archives/7440 "The Worst Approach to Teaching Students About Social Media"]
* Julia Hengstler: [http://etec.ctlt.ubc.ca/510wiki/images/2/2b/Primer_on_Posting_Minor_Students_Final.pdf A K-12 Primer for British Columbia Teachers Posting Students’ Work Online]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]
* New Brunswick Teachers' Association: [http://www.nbta.ca/Early_Career_Teachers/8/page3.html Becoming a Professional - Think Before You Post: Safe Social Networking & Electronic Communication for Teachers]
* Newfoundland & Labrador Teachers' Association: [http://files.nlta.nl.ca/wp-content/uploads/public/documents/infosheets/info_26.pdf NLTA Cyberconduct and Electronic Communications – Important Information and Guidelines for Teachers]
* Newfoundland and Labrador Teachers’ Association (NLTA): [https://www.nlta.nl.ca/social-media-information/ "Are You Targeted by Inappropriate Social Media Comments?"]
* Ontario College of Teachers: [https://www.oct.ca/-/media/PDF/Advisory%20Social%20Media/ProfAdvSocMediaENPRINT.pdf Professional Advisory - Use of Electronic Communication and Social Media]
* Ontario College of Teachers: [http://oct-oeeo.uberflip.com/i/553454-ps-september-2015 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', September 2015]
::* "CBC Ombudsman Addresses Members" is on pg. 62.
* Ontario College of Teachers: [http://oct-oeeo.uberflip.com/i/783423-ps-march-2017 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* "Making Connections" is on page 45.
::* "The Potential Pitfalls of Social Media" is on page 52
* Ontario English Catholic Teachers' Association (OECTA): [http://www.catholicteachers.ca/OECTA/media/pdfs/Publications/on_thin_ice.pdf On Thin Ice: Maintaining Professional Boundaries - A Resource for Teachers]
::*"Using Social Media" is on pg. 9.
* ''The Sun Chronicle'': [http://www.thesunchronicle.com/news/local_news/area-schools-look-for-ways-to-deal-with-social-media/article_72f63d17-3343-5f6a-ae68-2e4f01019a51.html Area schools look for ways to deal with social media]
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 Making Social Media Work for You]
* ''TeachHUB'': [http://www.teachhub.com/teachers-digital-identity "Teachers, Take Care of Your Digital Footprint"]
* Vancouver Secondary Teachers’ Association: [http://vsta.ca/wp-content/uploads/2013/04/Info-Tips.pdf Professional Boundaries and the Use of Electronic Communication and Social Media]
* Webroot: [https://www.webroot.com/ca/en/home/resources/articles/digital-family-life/family-social-media-in-the-classroom-part-3-of-3 Social Media in the Classroom: The Digital Safety Debate (Part 3 of 3)]

==<big>Teaching Tools and Lesson Plans</big>==
If you want to incorporate technology into your lessons or teach your students about safely and effectively using technology and social media, these resources can help:

* BC Ministry of Education: [http://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy BC's Digital Literacy Framework]
* BrainPOP Educators: [https://educators.brainpop.com/bp-jr-topic/internet-safety/ Internet Safety Lesson Ideas]
* ''The Brown Bag Teacher'' blog: [http://brownbagteacher.com/safely-using-videos-internet-in/ "Safely Using Videos in the Classroom"]
* Canadian Civil Liberties Association: [https://ccla.org/cclanewsite/wp-content/uploads/2015/05/CCLET-Privacy-Lesson-Plan.pdf Privacy, the Internet and that Phone in your Pocket - Lesson Plan (Gr. 9-12)]
* Code.org: [https://code.org/curriculum/course2/18/Teacher Your Digital Footprint Lesson Plan (Gr. K-2)]
* Common Sense Education: [https://www.commonsense.org/education/ For Educators]
* Digital Tattoo: [[File:DigitalTattooLesson-Grade 2 & 3.docx]]
* ''Ditch That Textbook'' blog: [http://ditchthattextbook.com/2016/04/11/15-ways-to-use-snapchat-in-classes-and-schools/ "15 Ways to Use Snapchat in Classes and Schools"]
* Don Reardon: [http://donreardon.ca/?p=37 Your 21st Century Digital Compass]
* ''EdTech Magazine'': [https://edtechmagazine.com/k12/article/2017/08/videoconferencing-and-social-media-boost-reading-engagement "Videoconferencing and Social Media Boost Reading Engagement"]
* EdTek White Paper: [http://edu315a.weebly.com/uploads/4/0/4/9/4049814/iste2015edtekwhitepaper.pdf Building and Keeping a Positive Digital Identity: A Practical Approach for Educators, Students and Parents]
* ''Education Week'': [http://www.edweek.org/ew/articles/2015/04/22/my-favorite-teachers-use-social-media-a.html "My Favorite Teachers Use Social Media: A Student Perspective"]
* Edureach101: [https://edureach101.com/social-media-in-the-classroom/ Social Media in the Classroom]
* Edutopia: [https://www.edutopia.org/blog/making-case-social-media-in-schools-jim-asher "Making the Case for Social Media in Schools"]
* ERASE Student Advisory: [http://www.erasebullying.ca/assets/pdf/social_media_guidelines.pdf Social Media Guidelines Resource]
* ''The Fourth R'': [https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjDuMzSmMjVAhVN9GMKHdAaAiUQFggoMAA&url=https%3A%2F%2Fyouthrelationships.org%2Fuploads%2Fems3o_-_safe_sharing_with_social_media.pdf&usg=AFQjCNE1MuNyQL0c9ecWZIwjTi2PP4Ffpg Safe Sharing with Social Media Lesson Plan (Gr. 11)]
* FreeTech4Teachers: [http://www.swlauriersb.qc.ca/schools/recit/bct/Job%20Aids/Search%20Engines/SearchTips.pdf Beyond Google]
* ''Global News'': [http://globalnews.ca/news/365116/alberta-school-teaches-children-to-use-social-media-in-positive-ways/ "Alberta school teaches children to use social media in positive ways"]
* ''Huffpost'': [https://www.huffingtonpost.com/scott-steinberg/social-media-and-kids_b_2659434.html "Social Media Training for Kids: A 60-Minute Class Workshop"]
* ''Huffpost'': [http://www.huffingtonpost.com/stacey-cohen/why-every-personal-brand-_b_11285702.html "Why Every Personal Brand Deserves an Early Start: One Florida high school’s forward-thinking course is jumpstarting students’ professional lives"]
* Lester B. Pearson School Board: [http://dcp.lbpsb.qc.ca/ Digital Citizenship Program and Resources]
* MediaSmarts: [http://mediasmarts.ca/teacher-resources Teacher Resources]
* [https://needhelpnow.ca/app/en/ Need Help Now]
:::* This resource can provide teachers and their students with information about cyber-bullying prevention and support, as well as steps for getting content removed from the internet.
* [http://www.ctf-fce.ca/Documents/cyberbullying/Think-Before-You-Share-Guide.pdf Think Before You Share: Tips From Facebook and MediaSmarts]
* Online Universities: [http://web.uvic.ca/~gtreloar/Articles/Technology/100%20Inspiring%20Ways%20to%20Use%20Social%20Media%20In%20the%20Classroom.pdf 100 Inspiring Ways to Use Social Media in the Classroom]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/june_2016/PS_June_2016small.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', June 2016'']
:::* Read "Blog On" on pg. 19
* Royal Canadian Mounted Police: [http://www.rcmp-grc.gc.ca/cycp-cpcj/is-si/lp-pl/index-eng.htm Online Safety - Lesson Plan (Grades 6-8)]
* TeachInCtrl: [http://www.teachinctrl.org/ Teaching Digital Citizenship - Lesson plans]

==<big>Teacher Discipline Summaries</big>==
* Teacher discipline summaries are available from the BC Teacher Regulation Branch through their [http://www.bcteacherregulation.ca/ProfessionalConduct/SearchDisciplineOutcomes.aspx Searchable Discipline Database]. To find summaries specific to teachers' use of social media, open the Discipline Database and under "Choose Topic," select "Inappropriate use of social media."

==<big>Hashtags</big>==
Here are a few of the most popular hashtags for teachers:
* [https://twitter.com/search?f=realtime&q=%23bced&src=typd #bced]
* [https://twitter.com/search?f=realtime&q=%23cdned&src=typd #caned]
* [https://twitter.com/hashtag/edchat?lang=en #EdChat]
* [https://twitter.com/hashtag/k12?f=tweets&vertical=default #k12]
* [https://twitter.com/hashtag/learning #learning]
* [https://twitter.com/hashtag/education?lang=en #education]
* [https://twitter.com/search?f=realtime&q=%23edtech&src=typd #EdTech]

Documentation:Digital Tattoo Curriculum/Case Studies for Student Teachers/Additional Resources

2017-12-14T20:10:39Z

EmilyFornwald:

<center>'''Short URL for this page:''' https://go.library.ubc.ca/tB9jxX</center>

==<big>Digital Tattoo</big>==
[http://digitaltattoo.ubc.ca/ Visit our website for more information and resources from Digital Tattoo.]

==<big>School District Policies, Procedures, and Regulations</big>==
Below are some of the policies implemented by school districts in BC to guide teachers' use of technology, district networks, and social media. Familiarizing yourself with these policies will give you an idea of the types of expectations school districts have for their employees.

Abbotsford School District:
:::* [http://www.sd34.bc.ca/sites/default/files/AP%20401%20-%20Social%20Media%20-%20Employees.pdf Social Media - Employees]
:::* [http://www.sd34.bc.ca/sites/default/files/AP%20417%20Information%20and%20Communication%20%2B%20forms.pdf Information and Communication Services Policy]
Arrow Lakes School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-81089/0450%20-%20(450)%20-%20COMPUTERS%2c%20INTERNET%20AND%20BCeSIS%20USAGE%20AND%20ACCESS%20TO%20ELECTRONIC%20INFORMATION.pdf Computers, Internet and BCeSIS Usage and Access to Electronic Information Policy]
Boundary School District:
:::* [http://www.sd51.bc.ca/districtpolicies/2012_2013_new/Technology%20-%20Social%20Networking%20Regulation.pdf Technology - Social Networking Regulation]
Boundary School District:
:::* [http://www.sd51.bc.ca/districtpolicies/Policies/Technology%20-%20Employee%20Acceptable%20Use%20Guidelines%20Regulation.pdf Technology - Employee Acceptable Use Guidelines]
:::* [http://www.sd51.bc.ca/districtpolicies/2012_2013_new/Technology%20-%20Use%20of%20Personal%20Electronic%20Device%20Regulation.pdf Technology - Use of Personal Electronic Devices]
Bulkley Valley School District:
:::* [http://tech.sd54.bc.ca/images/pdf/online-agreement.pdf Access to Online Resources - Acceptable Use Agreement]
Burnaby School District:
:::* [http://www.sd41.bc.ca/wp-content/uploads/2014/08/79000.pdf School District Technologies and Information Systems]
Campbell River School District:
:::* [https://www.sd72.bc.ca/about/operationalprocedures/Operational%20Procedures/OP%20140%20District%20Technology%20and%20Acceptable%20Use%20(Replaced%20I-07).pdf District Technology and Acceptable Use Guidelines]
Cariboo - Chilcotin School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-71151/3514%20I%20NTERNET%20ACCESS%20AND%20E-MAIL%20USAGE.pdf Internet Access and E-mail Usage Policy]
Central Okanagan School District:
:::* [http://www.sd23.bc.ca/Board/Policies/Section%203%20%20Staff/386.pdf Employee Use of Electronic and Social Media Communication]
Chilliwack School District:
:::* [http://www.sd33.bc.ca/sites/default/files/714.1%20AR-Computer%20Use,%20Management%20and%20Configuration.pdf Computer Use, Management and Configuration Regulation]
Comox Valley School District:
:::* [https://www.sd71.bc.ca/Board/AdminProcedures/Documents/Section%205%20-%20Non-Teaching/5015%20--%20Electronic%20Email%20and%20Internet%20Use,%20March%2027,%202007.pdf Electronic Mail and Internet Use Procedure]
Coquitlam School District:
:::* [https://www.sd43.bc.ca/Board/Policies/Administrative%20Procedures/AP%20140-1.pdf Digital Responsibility for Employees Procedure]
Delta School District:
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/1196__Procedure146.pdf Social Media Procedure]
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/1195__Procedure145.pdf Use of Personal Communication Devices Procedure]
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/4178__Procedure140.pdf Information Systems Acceptable Use Procedure]
Fort Nelson School District:
:::* [http://www.sd81.bc.ca/wp-content////sbo/policy/6000/Policy%206340%20Acceptable%20Use%20of%20Electronic%20Devices.pdf Acceptable Use of Electronic Devices Policy]
Fraser - Cascade School District:
:::* [ftp://www.sd78.bc.ca/downloads/Public/Bylaws-Policy/Policy%205070%20Social%20%20Media.pdf Social Media Policy - Employees, Students, and Parents]
Greater Victoria School District:
:::* [https://www.sd61.bc.ca/wp-content/uploads/sites/91/2014/08/Policy-1300-Acceptable-Use-of-District-Technology-and-Networked-Information.pdf Acceptable Use of District Technology and Networked Information Policy]
:::* [https://www.sd61.bc.ca/wp-content/uploads/sites/91/2014/08/Regulation-4216.2-Employee-Acceptable-Use-of-Electronic-Communications-Systems-in-Schools.pdf Employee Acceptable Use of Electronic Communications Systems in Schools Regulation]
Gulf Islands School District:
:::* [http://sd64.bc.ca/wp-content/uploads/2016/08/internet-use-policy1617.pdf Internet Acceptable Use Policy]
Haida Gwaii School District:
:::* [http://sd50.bc.ca/wp-content/uploads/2012/11/C.9-Electronic-Technology-Systems-Use-.pdf Electronic Technology Systems Use Policy]
Kamloops/Thompson School District:
:::* [https://bcsd73.civicweb.net/filepro/documents/1492 Technology Policies]
Kootenay Lake School District:
:::* [http://www.sd8.bc.ca/policy/220%20-%20Use%20of%20Computer-Internet-Final.pdf District Computer Network/Internet User Agreement]
Langley School District:
:::* [https://district.public.sd35.bc.ca/wp-content/uploads/sites/2/2015/12/AUP_Acceptable_Use_Policy-2014-2015.pdf Technology - Acceptable Use Policy]
Maple Ridge - Pitt Meadows School District:
:::* [http://www.sd42.ca/assets/media/Policy-5780-1-Procedure-Social-Media-Guidelines.pdf Social Media Guidelines]
:::* [http://www.sd42.ca/assets/media/Policy-5780-Information-Technology-and-Communication-Systems-Appropriate-Use-Policy_amended.pdf Information Technology and Communication Systems - Appropriate Use Policy]
Mission Public Schools:
:::* [http://www.mpsd.ca/districtinformation/pdf/procs/AP210-InternetAccess.pdf Internet and Email Access for all Users of the School District Procedure]
:::* [http://www.mpsd.ca/districtinformation/pdf/procs/AP601.pdf Computer Network Procedure]
Nanaimo - Ladysmith Public Schools:
:::* [http://www.sd68.bc.ca/wp-content/uploads//Administrative%20Procedures/200/AP-210-Appropriate-Use-of-School-District-Information-Technology.pdf Appropriate Use of School District Information Technology Procedure]
Nechako Lakes School District:
:::* [https://sd91.civicweb.net/document/29989 Digital Technology - Regulation]
:::* [https://sd91.civicweb.net/document/31554 Social Media & Cloud Technology - Regulation]
New Westminster School District:
:::* [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
:::* [http://newwestschools.ca/wp-content/uploads/2016/10/Administrative-Procedures-Manual.pdf Responsible Use of Electronic Social Media Procedure] - pg. 35
Nicola - Similkameen School District:
:::* [http://www.sd58.bc.ca/wordpress/wp-content/uploads/2015/02/602.6-DISTRICT-TECHNOLOGY.pdf District Technology and Networked Information Policies]
Nisga'a School District:
:::* [http://www.nisgaa.bc.ca/wp-content/uploads/2010/05/706-R.1Acceptable-Use-of-Information-Technology-Resources.September-15-2011.pdf Acceptable Use of Information Technology Resources Regulation]
North Okanagan - Shuswap School District:
:::* [http://www.sd83.bc.ca/About%20Us/Policies/Policy%20Binder%202016.pdf Policy and Regulations Manual] - Digital Citizenship Policy is number 1020.
North Vancouver School District:
:::* [https://www.sd44.ca/Board/PoliciesProcedures/Series600/Policy609/Pages/default.aspx Information and Communication Systems and Resources Policy]
Okanagan Skaha School District:
:::* [http://www.sd67.bc.ca/Board/Policies/Documents/Policy%20No.%20200-299%20School%20Operations/207%20Acceptable%20Use%20of%20Technology.pdf Acceptable Use of Technology Policy]
Peace River North School District:
:::* [http://www.prn.bc.ca/policy/?p=283 Acceptable Internet Use Policy]
Peace River South School District:
:::* [https://www.sd59.bc.ca/system/files/news_articles/attachments/3115%20Electronic%20Communication%20Employees-New-June2017.pdf Electronic Communications - Employees]
Powell River School District:
:::* [http://www.sd47.bc.ca/Board/procedures/AdministrativeProcedures/AP150%20-%20District%20Electronic%20Network.pdf District Electronic Network Procedure]
Prince George School District:
:::* [https://www.sd57.bc.ca/Board/Policies/Policylisting/Documents/6179.pdf Acceptable Use of Networks Policy]
Qualicum School District:
:::* [https://www.sd69.bc.ca/Board/Policies-and-Bylaws/Bylaws-Policies-and-Administrative-Procedures/5000%20Instruction/5056%20Internet%20Access%20and%20Network%20Citizenship.pdf Internet Access and Network Citizenship Policy]
Quesnel School District:
:::* [http://web.sd28.bc.ca/board/policies/documents/bdpro705%202011.pdf Computer & Internet Usage & Access Policy]
Revelstoke School District:
:::* [http://www.sd19.bc.ca/wp-content/uploads/sites/2/2015/04/3.8-Information-Technology-MyEducationBC-Usage-and-Access.pdf Information Technology and MyEducationBC Usage and Access Policy]
Rocky Mountain School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-81453/6200%20-%20SOCIAL%20MEDIA%20USE.pdf Social Media Use Policy]
:::* [https://www.sd6.bc.ca/About/Board/Policies/Documents/POLICY%20NO%206190,%20Information%20and%20Technology%20Management%20Acceptable%20Use%20Policy.pdf#search=Information%20and%20Technology%20Management%20Acceptable%20Use%20Policy Information and Technology Management Acceptable Use Policy]
Saanich School District:
:::* [https://www.sd63.bc.ca/sites/default/files/Policy%20Section%203000%20-%20Educational%20Programs%20and%20Services.pdf Use of Technology and Information Systems Policy (Number 3130)] - pg. 81
Southeast Kootenay School District:
:::* [http://www.sd5.bc.ca/school/jess/Parents/Documents/SD5%20Social%20Media%20Policy%202016.pdf Social Media Use Policy]
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-73385/7.06%20-%20(7.6)%20-%20USE%20OF%20PRIVATELY%20OWNED%20PERSONAL%20COMPUTERS.pdf Use of Privately Owned Personal Computers]
Stikine School District:
:::* [https://sd87.civicweb.net/document/130 Information & technology Management Acceptable Use Policy]
Sunshine Coast School District:
:::* [http://www.sd46.bc.ca/files/regulations/1000-admin/1600.pdf Information Technology: District-Wide Network and Internet Appropriate Use]
Surrey School District:
:::* [https://www.surreyschools.ca/departments/SECT/PoliciesRegulations/section_5000/Documents/5780%20Policy.pdf Information & Communication Technology Access and Use Policy]
:::* [https://www.surreyschools.ca/departments/SECT/PoliciesRegulations/section_5000/Documents/5780.3%20Regulation.pdf School, Staff and Student Web Site Parameters]
Vancouver Island North School District:
:::* [http://sd85-websrv2012.sd85.bc.ca/wp-content/uploads/2016/03/2-20-Apr-16.pdf Information and Information Technology Policy]
:::* [http://sd85-websrv2012.sd85.bc.ca/wp-content/uploads/2016/03/2-350-Apr-16.pdf Use of Personal Electronic Devices - Technology Policy]
Vancouver Island West School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-58734/E.31%20-%20ACCEPTABLE%20USE%20OF%20COMPUTER%20NETWORK%20AND%20INTERNET.pdf Acceptable Use of Computer Network and Internet Policy]
Vancouver School Board:
:::* [http://www.vsb.bc.ca/sites/default/files/13May28_op_commIII_item3.pdf Social Media Policy (Draft)]
:::* [https://www.vsb.bc.ca/district-policy/ai-r-acceptable-use-technology Acceptable Use of Technology]
West Vancouver School District:
:::* [http://westvancouverschools.ca/wp-content/uploads/2015/08/AP140-DistrictElectronicInformationSystemsAcceptableUseGuidelines.pdf District Electronic Information Systems - Acceptable Use Guidelines]

==<big>Tips and Guidelines for Teachers</big>==
The following resources offer suggestions for teachers using technology and personal social media accounts:

* Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf E-liability Brochure]
* Alberta Teachers' Association: [https://www.teachers.ab.ca/Publications/ATA%20Magazine/Volume%2095%202014-15/Number-2/Pages/New-technologies.aspx "New Technologies: Invaluable but double-edged tools"]
* BC College of Teachers: [http://blogs.ubc.ca/educ316/files/2010/08/Reading-TCMagazine-2009-Blurring-boundaries-UBC.pdf ''TC Magazine'': "Blurring the Boundaries: Technology and Its Impact on the Teacher-Student Relationship"]
* ''BCTF Teacher Newsmagazine'': [https://bctf.ca/publications/NewsmagArticle.aspx?id=36704 "Stay Safe on Social Media"]
* BC Teacher Regulation Branch: [https://www.bcteacherregulation.ca/documents/Learn/2015/LearnMagazine_Spring_2015.pdf ''Learn,'' Spring 2015]
:::* Read "Thinking About the Standards: A Case Study" on page 12.
* BC Teacher Regulation Branch: [http://www.bcteacherregulation.ca/documents/Learn/2016/LearnMagazine_Spring_2016.pdf ''Learn'', Spring 2016]
:::* Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.
* Canadian Teachers’ Federation/Fédération Canadienne des Enseignantes et des Enseignants: [http://www.ctf-fce.ca/en/Pages/Issues/Cybertips-for-teachers.aspx Cybertips for Teachers]
* ''CBC'': [http://www.cbc.ca/news/canada/newfoundland-labrador/why-social-media-can-be-a-minefield-for-teachers-1.3219179 "Why social media can be a minefield for teachers"]
* ''Chalkup'': [https://www.chalkup.co/social-media-for-teachers Social Media for Teachers]
* Concordia University: [https://education.cu-portland.edu/blog/educators-social-media-starter-kit/ Social Media Resources for Teachers]
* ''Connect Safely'': [http://www.connectsafely.org/eduguide/ "The Educator's Guide to Social Media"]
* Edmonton Public Teachers: [https://local37.teachers.ab.ca/SiteCollectionDocuments/Local37/2014-2015/January/Teachers%20and%20Technology.pdf Teachers and Technology]
* ''The EdTech Advocate'': [http://opsmrskorf.edublogs.org/2016/08/19/when-students-ask-to-follow-or-friend-an-ethical-response-guide-for-educators/ When Students Ask to Follow or Friend: An Ethical Response Guide for Educators]
* ''Edutopia'': [https://www.edutopia.org/blog/social-media-resources-educators-matt-davis Social Media for Teachers: Guides, Resources, and Ideas]
* George Couros: [https://georgecouros.ca/blog/ ''The Principal of Change'' blog]
::*This blog, created by a principal from Alberta, often addresses social media and the use of technology by teachers. All of his past blog posts are available to browse, but here are a few of the most relevant entries to start with:
::::* [http://georgecouros.ca/blog/archives/7493 "Do the 'basics' change over time?"]
::::* [http://georgecouros.ca/blog/archives/3432 "Personal and Professional vs. Public and Private"]
::::* [http://georgecouros.ca/blog/archives/7450 "What does your digital portfolio show?"]
::::* [http://georgecouros.ca/blog/archives/7440 "The Worst Approach to Teaching Students About Social Media"]
* Julia Hengstler: [http://etec.ctlt.ubc.ca/510wiki/images/2/2b/Primer_on_Posting_Minor_Students_Final.pdf A K-12 Primer for British Columbia Teachers Posting Students’ Work Online]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]
* New Brunswick Teachers' Association: [http://www.nbta.ca/Early_Career_Teachers/8/page3.html Becoming a Professional - Think Before You Post: Safe Social Networking & Electronic Communication for Teachers]
* Newfoundland & Labrador Teachers' Association: [http://files.nlta.nl.ca/wp-content/uploads/public/documents/infosheets/info_26.pdf NLTA Cyberconduct and Electronic Communications – Important Information and Guidelines for Teachers]
* Newfoundland and Labrador Teachers’ Association (NLTA): [https://www.nlta.nl.ca/social-media-information/ "Are You Targeted by Inappropriate Social Media Comments?"]
* Ontario College of Teachers: [https://www.oct.ca/-/media/PDF/Advisory%20Social%20Media/ProfAdvSocMediaENPRINT.pdf Professional Advisory - Use of Electronic Communication and Social Media]
* Ontario College of Teachers: [http://oct-oeeo.uberflip.com/i/553454-ps-september-2015 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', September 2015]
::* "CBC Ombudsman Addresses Members" is on pg. 62.
* Ontario College of Teachers: [http://oct-oeeo.uberflip.com/i/783423-ps-march-2017 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* "Making Connections" is on page 45.
::* "The Potential Pitfalls of Social Media" is on page 52
* Ontario English Catholic Teachers' Association (OECTA): [http://www.catholicteachers.ca/OECTA/media/pdfs/Publications/on_thin_ice.pdf On Thin Ice: Maintaining Professional Boundaries - A Resource for Teachers]
::*"Using Social Media" is on pg. 9.
* ''The Sun Chronicle'': [http://www.thesunchronicle.com/news/local_news/area-schools-look-for-ways-to-deal-with-social-media/article_72f63d17-3343-5f6a-ae68-2e4f01019a51.html Area schools look for ways to deal with social media]
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 Making Social Media Work for You]
* ''TeachHUB'': [http://www.teachhub.com/teachers-digital-identity "Teachers, Take Care of Your Digital Footprint"]
* Vancouver Secondary Teachers’ Association: [http://vsta.ca/wp-content/uploads/2013/04/Info-Tips.pdf Professional Boundaries and the Use of Electronic Communication and Social Media]
* Webroot: [https://www.webroot.com/ca/en/home/resources/articles/digital-family-life/family-social-media-in-the-classroom-part-3-of-3 Social Media in the Classroom: The Digital Safety Debate (Part 3 of 3)]

==<big>Teaching Tools and Lesson Plans</big>==
If you want to incorporate technology into your lessons or teach your students about safely and effectively using technology and social media, these resources can help:

* BC Ministry of Education: [http://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy BC's Digital Literacy Framework]
* BrainPOP Educators: [https://educators.brainpop.com/bp-jr-topic/internet-safety/ Internet Safety Lesson Ideas]
* ''The Brown Bag Teacher'' blog: [http://brownbagteacher.com/safely-using-videos-internet-in/ "Safely Using Videos in the Classroom"]
* Canadian Civil Liberties Association: [https://ccla.org/cclanewsite/wp-content/uploads/2015/05/CCLET-Privacy-Lesson-Plan.pdf Privacy, the Internet and that Phone in your Pocket - Lesson Plan (Gr. 9-12)]
* Code.org: [https://code.org/curriculum/course2/18/Teacher Your Digital Footprint Lesson Plan (Gr. K-2)]
* Common Sense Education: [https://www.commonsense.org/education/ For Educators]
* Digital Tattoo: [[File:DigitalTattooLesson-Grade 2 & 3.docx]]
* ''Ditch That Textbook'' blog: [http://ditchthattextbook.com/2016/04/11/15-ways-to-use-snapchat-in-classes-and-schools/ "15 Ways to Use Snapchat in Classes and Schools"]
* Don Reardon: [http://donreardon.ca/?p=37 Your 21st Century Digital Compass]
* ''EdTech Magazine'': [https://edtechmagazine.com/k12/article/2017/08/videoconferencing-and-social-media-boost-reading-engagement "Videoconferencing and Social Media Boost Reading Engagement"]
* EdTek White Paper: [http://edu315a.weebly.com/uploads/4/0/4/9/4049814/iste2015edtekwhitepaper.pdf Building and Keeping a Positive Digital Identity: A Practical Approach for Educators, Students and Parents]
* ''Education Week'': [http://www.edweek.org/ew/articles/2015/04/22/my-favorite-teachers-use-social-media-a.html "My Favorite Teachers Use Social Media: A Student Perspective"]
* Edureach101: [https://edureach101.com/social-media-in-the-classroom/ Social Media in the Classroom]
* Edutopia: [https://www.edutopia.org/blog/making-case-social-media-in-schools-jim-asher "Making the Case for Social Media in Schools"]
* ERASE Student Advisory: [http://www.erasebullying.ca/assets/pdf/social_media_guidelines.pdf Social Media Guidelines Resource]
* ''The Fourth R'': [https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjDuMzSmMjVAhVN9GMKHdAaAiUQFggoMAA&url=https%3A%2F%2Fyouthrelationships.org%2Fuploads%2Fems3o_-_safe_sharing_with_social_media.pdf&usg=AFQjCNE1MuNyQL0c9ecWZIwjTi2PP4Ffpg Safe Sharing with Social Media Lesson Plan (Gr. 11)]
* FreeTech4Teachers: [http://www.swlauriersb.qc.ca/schools/recit/bct/Job%20Aids/Search%20Engines/SearchTips.pdf Beyond Google]
* ''Global News'': [http://globalnews.ca/news/365116/alberta-school-teaches-children-to-use-social-media-in-positive-ways/ "Alberta school teaches children to use social media in positive ways"]
* ''Huffpost'': [https://www.huffingtonpost.com/scott-steinberg/social-media-and-kids_b_2659434.html "Social Media Training for Kids: A 60-Minute Class Workshop"]
* ''Huffpost'': [http://www.huffingtonpost.com/stacey-cohen/why-every-personal-brand-_b_11285702.html "Why Every Personal Brand Deserves an Early Start: One Florida high school’s forward-thinking course is jumpstarting students’ professional lives"]
* Lester B. Pearson School Board: [http://dcp.lbpsb.qc.ca/ Digital Citizenship Program and Resources]
* MediaSmarts: [http://mediasmarts.ca/teacher-resources Teacher Resources]
* [https://needhelpnow.ca/app/en/ Need Help Now]
:::* This resource can provide teachers and their students with information about cyber-bullying prevention and support, as well as steps for getting content removed from the internet.
* [http://www.ctf-fce.ca/Documents/cyberbullying/Think-Before-You-Share-Guide.pdf Think Before You Share: Tips From Facebook and MediaSmarts]
* Online Universities: [http://web.uvic.ca/~gtreloar/Articles/Technology/100%20Inspiring%20Ways%20to%20Use%20Social%20Media%20In%20the%20Classroom.pdf 100 Inspiring Ways to Use Social Media in the Classroom]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/june_2016/PS_June_2016small.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', June 2016'']
:::* Read "Blog On" on pg. 19
* Royal Canadian Mounted Police: [http://www.rcmp-grc.gc.ca/cycp-cpcj/is-si/lp-pl/index-eng.htm Online Safety - Lesson Plan (Grades 6-8)]
* TeachInCtrl: [http://www.teachinctrl.org/ Teaching Digital Citizenship - Lesson plans]

==<big>Teacher Discipline Summaries</big>==
* Teacher discipline summaries are available from the BC Teacher Regulation Branch through their [http://www.bcteacherregulation.ca/ProfessionalConduct/SearchDisciplineOutcomes.aspx Searchable Discipline Database]. To find summaries specific to teachers' use of social media, open the Discipline Database and under "Choose Topic," select "Inappropriate use of social media."

==<big>Hashtags</big>==
Here are a few of the most popular hashtags for teachers:
* [https://twitter.com/search?f=realtime&q=%23bced&src=typd #bced]
* [https://twitter.com/search?f=realtime&q=%23cdned&src=typd #caned]
* [https://twitter.com/hashtag/edchat?lang=en #EdChat]
* [https://twitter.com/hashtag/k12?f=tweets&vertical=default #k12]
* [https://twitter.com/hashtag/learning #learning]
* [https://twitter.com/hashtag/education?lang=en #education]
* [https://twitter.com/search?f=realtime&q=%23edtech&src=typd #EdTech]

Documentation:Digital Tattoo Curriculum/Case Studies for Student Teachers/Additional Resources

2017-12-14T20:00:47Z

EmilyFornwald:

<center>'''Short URL for this page:''' https://go.library.ubc.ca/tB9jxX</center>

==<big>Digital Tattoo</big>==
[http://digitaltattoo.ubc.ca/ Visit our website for more information and resources from Digital Tattoo.]

==<big>School District Policies, Procedures, and Regulations</big>==
Below are some of the policies implemented by school districts in BC to guide teachers' use of technology, district networks, and social media. Familiarizing yourself with these policies will give you an idea of the types of expectations school districts have for their employees.

Abbotsford School District:
:::* [http://www.sd34.bc.ca/sites/default/files/AP%20401%20-%20Social%20Media%20-%20Employees.pdf Social Media - Employees]
:::* [http://www.sd34.bc.ca/sites/default/files/AP%20417%20Information%20and%20Communication%20%2B%20forms.pdf Information and Communication Services Policy]
Arrow Lakes School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-81089/0450%20-%20(450)%20-%20COMPUTERS%2c%20INTERNET%20AND%20BCeSIS%20USAGE%20AND%20ACCESS%20TO%20ELECTRONIC%20INFORMATION.pdf Computers, Internet and BCeSIS Usage and Access to Electronic Information Policy]
Boundary School District:
:::* [http://www.sd51.bc.ca/districtpolicies/2012_2013_new/Technology%20-%20Social%20Networking%20Regulation.pdf Technology - Social Networking Regulation]
Boundary School District:
:::* [http://www.sd51.bc.ca/districtpolicies/Policies/Technology%20-%20Employee%20Acceptable%20Use%20Guidelines%20Regulation.pdf Technology - Employee Acceptable Use Guidelines]
:::* [http://www.sd51.bc.ca/districtpolicies/2012_2013_new/Technology%20-%20Use%20of%20Personal%20Electronic%20Device%20Regulation.pdf Technology - Use of Personal Electronic Devices]
Bulkley Valley School District:
:::* [http://tech.sd54.bc.ca/images/pdf/online-agreement.pdf Access to Online Resources - Acceptable Use Agreement]
Burnaby School District:
:::* [http://www.sd41.bc.ca/wp-content/uploads/2014/08/79000.pdf School District Technologies and Information Systems]
Campbell River School District:
:::* [https://www.sd72.bc.ca/about/operationalprocedures/Operational%20Procedures/OP%20140%20District%20Technology%20and%20Acceptable%20Use%20(Replaced%20I-07).pdf District Technology and Acceptable Use Guidelines]
Cariboo - Chilcotin School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-71151/3514%20I%20NTERNET%20ACCESS%20AND%20E-MAIL%20USAGE.pdf Internet Access and E-mail Usage Policy]
Central Okanagan School District:
:::* [http://www.sd23.bc.ca/Board/Policies/Section%203%20%20Staff/386.pdf Employee Use of Electronic and Social Media Communication]
Chilliwack School District:
:::* [http://www.sd33.bc.ca/sites/default/files/714.1%20AR-Computer%20Use,%20Management%20and%20Configuration.pdf Computer Use, Management and Configuration Regulation]
Comox Valley School District:
:::* [https://www.sd71.bc.ca/Board/AdminProcedures/Documents/Section%205%20-%20Non-Teaching/5015%20--%20Electronic%20Email%20and%20Internet%20Use,%20March%2027,%202007.pdf Electronic Mail and Internet Use Procedure]
Coquitlam School District:
:::* [https://www.sd43.bc.ca/Board/Policies/Administrative%20Procedures/AP%20140-1.pdf Digital Responsibility for Employees Procedure]
Delta School District:
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/1196__Procedure146.pdf Social Media Procedure]
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/1195__Procedure145.pdf Use of Personal Communication Devices Procedure]
:::* [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/4178__Procedure140.pdf Information Systems Acceptable Use Procedure]
Fort Nelson School District:
:::* [http://www.sd81.bc.ca/wp-content////sbo/policy/6000/Policy%206340%20Acceptable%20Use%20of%20Electronic%20Devices.pdf Acceptable Use of Electronic Devices Policy]
Fraser - Cascade School District:
:::* [ftp://www.sd78.bc.ca/downloads/Public/Bylaws-Policy/Policy%205070%20Social%20%20Media.pdf Social Media Policy - Employees, Students, and Parents]
Greater Victoria School District:
:::* [https://www.sd61.bc.ca/wp-content/uploads/sites/91/2014/08/Policy-1300-Acceptable-Use-of-District-Technology-and-Networked-Information.pdf Acceptable Use of District Technology and Networked Information Policy]
:::* [https://www.sd61.bc.ca/wp-content/uploads/sites/91/2014/08/Regulation-4216.2-Employee-Acceptable-Use-of-Electronic-Communications-Systems-in-Schools.pdf Employee Acceptable Use of Electronic Communications Systems in Schools Regulation]
Gulf Islands School District:
:::* [http://sd64.bc.ca/wp-content/uploads/2016/08/internet-use-policy1617.pdf Internet Acceptable Use Policy]
Haida Gwaii School District:
:::* [http://sd50.bc.ca/wp-content/uploads/2012/11/C.9-Electronic-Technology-Systems-Use-.pdf Electronic Technology Systems Use Policy]
Kamloops/Thompson School District:
:::* [https://bcsd73.civicweb.net/filepro/documents/1492 Technology Policies]
Kootenay Lake School District:
:::* [http://www.sd8.bc.ca/policy/220%20-%20Use%20of%20Computer-Internet-Final.pdf District Computer Network/Internet User Agreement]
Langley School District:
:::* [https://district.public.sd35.bc.ca/wp-content/uploads/sites/2/2015/12/AUP_Acceptable_Use_Policy-2014-2015.pdf Technology - Acceptable Use Policy]
Maple Ridge - Pitt Meadows School District:
:::* [http://www.sd42.ca/assets/media/Policy-5780-1-Procedure-Social-Media-Guidelines.pdf Social Media Guidelines]
:::* [http://www.sd42.ca/assets/media/Policy-5780-Information-Technology-and-Communication-Systems-Appropriate-Use-Policy_amended.pdf Information Technology and Communication Systems - Appropriate Use Policy]
Mission Public Schools:
:::* [http://www.mpsd.ca/districtinformation/pdf/procs/AP210-InternetAccess.pdf Internet and Email Access for all Users of the School District Procedure]
:::* [http://www.mpsd.ca/districtinformation/pdf/procs/AP601.pdf Computer Network Procedure]
Nanaimo - Ladysmith Public Schools:
:::* [http://www.sd68.bc.ca/wp-content/uploads//Administrative%20Procedures/200/AP-210-Appropriate-Use-of-School-District-Information-Technology.pdf Appropriate Use of School District Information Technology Procedure]
Nechako Lakes School District:
:::* [https://sd91.civicweb.net/document/29989 Digital Technology - Regulation]
:::* [https://sd91.civicweb.net/document/31554 Social Media & Cloud Technology - Regulation]
New Westminster School District:
:::* [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
:::* [http://newwestschools.ca/wp-content/uploads/2016/10/Administrative-Procedures-Manual.pdf Responsible Use of Electronic Social Media Procedure] - pg. 35
Nicola - Similkameen School District:
:::* [http://www.sd58.bc.ca/wordpress/wp-content/uploads/2015/02/602.6-DISTRICT-TECHNOLOGY.pdf District Technology and Networked Information Policies]
Nisga'a School District:
:::* [http://www.nisgaa.bc.ca/wp-content/uploads/2010/05/706-R.1Acceptable-Use-of-Information-Technology-Resources.September-15-2011.pdf Acceptable Use of Information Technology Resources Regulation]
North Okanagan - Shuswap School District:
:::* [http://www.sd83.bc.ca/About%20Us/Policies/Policy%20Binder%202016.pdf Policy and Regulations Manual] - Digital Citizenship Policy is number 1020.
North Vancouver School District:
:::* [https://www.sd44.ca/Board/PoliciesProcedures/Series600/Policy609/Pages/default.aspx Information and Communication Systems and Resources Policy]
Okanagan Skaha School District:
:::* [http://www.sd67.bc.ca/Board/Policies/Documents/Policy%20No.%20200-299%20School%20Operations/207%20Acceptable%20Use%20of%20Technology.pdf Acceptable Use of Technology Policy]
Peace River North School District:
:::* [http://www.prn.bc.ca/policy/?p=283 Acceptable Internet Use Policy]
Peace River South School District:
:::* [https://www.sd59.bc.ca/system/files/news_articles/attachments/3115%20Electronic%20Communication%20Employees-New-June2017.pdf Electronic Communications - Employees]
Powell River School District:
:::* [http://www.sd47.bc.ca/Board/procedures/AdministrativeProcedures/AP150%20-%20District%20Electronic%20Network.pdf District Electronic Network Procedure]
Prince George School District:
:::* [https://www.sd57.bc.ca/Board/Policies/Policylisting/Documents/6179.pdf Acceptable Use of Networks Policy]
Qualicum School District:
:::* [https://www.sd69.bc.ca/Board/Policies-and-Bylaws/Bylaws-Policies-and-Administrative-Procedures/5000%20Instruction/5056%20Internet%20Access%20and%20Network%20Citizenship.pdf Internet Access and Network Citizenship Policy]
Quesnel School District:
:::* [http://web.sd28.bc.ca/board/policies/documents/bdpro705%202011.pdf Computer & Internet Usage & Access Policy]
Revelstoke School District:
:::* [http://www.sd19.bc.ca/wp-content/uploads/sites/2/2015/04/3.8-Information-Technology-MyEducationBC-Usage-and-Access.pdf Information Technology and MyEducationBC Usage and Access Policy]
Rocky Mountain School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-81453/6200%20-%20SOCIAL%20MEDIA%20USE.pdf Social Media Use Policy]
:::* [http://www.sd6.bc.ca/docs/policies/POLICY_NO_6190_Information_and_Technology_Management_Acceptable_Use_Policy,_Amended_Apr._8,_2014.pdf Information and Technology Management Acceptable Use Policy]
Saanich School District:
:::* [https://www.sd63.bc.ca/sites/default/files/Policy%20Section%203000%20-%20Educational%20Programs%20and%20Services.pdf Use of Technology and Information Systems Policy (Number 3130)] - pg. 81
Southeast Kootenay School District:
:::* [http://www.sd5.bc.ca/school/jess/Parents/Documents/SD5%20Social%20Media%20Policy%202016.pdf Social Media Use Policy]
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-73385/7.06%20-%20(7.6)%20-%20USE%20OF%20PRIVATELY%20OWNED%20PERSONAL%20COMPUTERS.pdf Use of Privately Owned Personal Computers]
Stikine School District:
:::* [https://sd87.civicweb.net/document/130 Information & technology Management Acceptable Use Policy]
Sunshine Coast School District:
:::* [http://www.sd46.bc.ca/files/regulations/1000-admin/1600.pdf Information Technology: District-Wide Network and Internet Appropriate Use]
Surrey School District:
:::* [https://www.surreyschools.ca/departments/SECT/PoliciesRegulations/section_5000/Documents/5780%20Policy.pdf Information & Communication Technology Access and Use Policy]
:::* [https://www.surreyschools.ca/departments/SECT/PoliciesRegulations/section_5000/Documents/5780.3%20Regulation.pdf School, Staff and Student Web Site Parameters]
Vancouver Island North School District:
:::* [http://sd85-websrv2012.sd85.bc.ca/wp-content/uploads/2016/03/2-20-Apr-16.pdf Information and Information Technology Policy]
:::* [http://sd85-websrv2012.sd85.bc.ca/wp-content/uploads/2016/03/2-350-Apr-16.pdf Use of Personal Electronic Devices - Technology Policy]
Vancouver Island West School District:
:::* [https://dsweb.bcsta.org/docushare/dsweb/Get/Document-58734/E.31%20-%20ACCEPTABLE%20USE%20OF%20COMPUTER%20NETWORK%20AND%20INTERNET.pdf Acceptable Use of Computer Network and Internet Policy]
Vancouver School Board:
:::* [http://www.vsb.bc.ca/sites/default/files/13May28_op_commIII_item3.pdf Social Media Policy (Draft)]
:::* [https://www.vsb.bc.ca/district-policy/ai-r-acceptable-use-technology Acceptable Use of Technology]
West Vancouver School District:
:::* [http://westvancouverschools.ca/wp-content/uploads/2015/08/AP140-DistrictElectronicInformationSystemsAcceptableUseGuidelines.pdf District Electronic Information Systems - Acceptable Use Guidelines]

==<big>Tips and Guidelines for Teachers</big>==
The following resources offer suggestions for teachers using technology and personal social media accounts:

* Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf E-liability Brochure]
* Alberta Teachers' Association: [https://www.teachers.ab.ca/Publications/ATA%20Magazine/Volume%2095%202014-15/Number-2/Pages/New-technologies.aspx "New Technologies: Invaluable but double-edged tools"]
* BC College of Teachers: [http://blogs.ubc.ca/educ316/files/2010/08/Reading-TCMagazine-2009-Blurring-boundaries-UBC.pdf ''TC Magazine'': "Blurring the Boundaries: Technology and Its Impact on the Teacher-Student Relationship"]
* ''BCTF Teacher Newsmagazine'': [https://bctf.ca/publications/NewsmagArticle.aspx?id=36704 "Stay Safe on Social Media"]
* BC Teacher Regulation Branch: [https://www.bcteacherregulation.ca/documents/Learn/2015/LearnMagazine_Spring_2015.pdf ''Learn,'' Spring 2015]
:::* Read "Thinking About the Standards: A Case Study" on page 12.
* BC Teacher Regulation Branch: [http://www.bcteacherregulation.ca/documents/Learn/2016/LearnMagazine_Spring_2016.pdf ''Learn'', Spring 2016]
:::* Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.
* Canadian Teachers’ Federation/Fédération Canadienne des Enseignantes et des Enseignants: [http://www.ctf-fce.ca/en/Pages/Issues/Cybertips-for-teachers.aspx Cybertips for Teachers]
* ''CBC'': [http://www.cbc.ca/news/canada/newfoundland-labrador/why-social-media-can-be-a-minefield-for-teachers-1.3219179 "Why social media can be a minefield for teachers"]
* ''Chalkup'': [https://www.chalkup.co/social-media-for-teachers Social Media for Teachers]
* Concordia University: [https://education.cu-portland.edu/blog/educators-social-media-starter-kit/ Social Media Resources for Teachers]
* ''Connect Safely'': [http://www.connectsafely.org/eduguide/ "The Educator's Guide to Social Media"]
* Edmonton Public Teachers: [https://local37.teachers.ab.ca/SiteCollectionDocuments/Local37/2014-2015/January/Teachers%20and%20Technology.pdf Teachers and Technology]
* ''The EdTech Advocate'': [http://opsmrskorf.edublogs.org/2016/08/19/when-students-ask-to-follow-or-friend-an-ethical-response-guide-for-educators/ When Students Ask to Follow or Friend: An Ethical Response Guide for Educators]
* ''Edutopia'': [https://www.edutopia.org/blog/social-media-resources-educators-matt-davis Social Media for Teachers: Guides, Resources, and Ideas]
* George Couros: [https://georgecouros.ca/blog/ ''The Principal of Change'' blog]
::*This blog, created by a principal from Alberta, often addresses social media and the use of technology by teachers. All of his past blog posts are available to browse, but here are a few of the most relevant entries to start with:
::::* [http://georgecouros.ca/blog/archives/7493 "Do the 'basics' change over time?"]
::::* [http://georgecouros.ca/blog/archives/3432 "Personal and Professional vs. Public and Private"]
::::* [http://georgecouros.ca/blog/archives/7450 "What does your digital portfolio show?"]
::::* [http://georgecouros.ca/blog/archives/7440 "The Worst Approach to Teaching Students About Social Media"]
* Julia Hengstler: [http://etec.ctlt.ubc.ca/510wiki/images/2/2b/Primer_on_Posting_Minor_Students_Final.pdf A K-12 Primer for British Columbia Teachers Posting Students’ Work Online]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]
* New Brunswick Teachers' Association: [http://www.nbta.ca/Early_Career_Teachers/8/page3.html Becoming a Professional - Think Before You Post: Safe Social Networking & Electronic Communication for Teachers]
* Newfoundland & Labrador Teachers' Association: [http://files.nlta.nl.ca/wp-content/uploads/public/documents/infosheets/info_26.pdf NLTA Cyberconduct and Electronic Communications – Important Information and Guidelines for Teachers]
* Newfoundland and Labrador Teachers’ Association (NLTA): [https://www.nlta.nl.ca/social-media-information/ "Are You Targeted by Inappropriate Social Media Comments?"]
* Ontario College of Teachers: [https://www.oct.ca/-/media/PDF/Advisory%20Social%20Media/ProfAdvSocMediaENPRINT.pdf Professional Advisory - Use of Electronic Communication and Social Media]
* Ontario College of Teachers: [http://oct-oeeo.uberflip.com/i/553454-ps-september-2015 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', September 2015]
::* "CBC Ombudsman Addresses Members" is on pg. 62.
* Ontario College of Teachers: [http://oct-oeeo.uberflip.com/i/783423-ps-march-2017 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* "Making Connections" is on page 45.
::* "The Potential Pitfalls of Social Media" is on page 52
* Ontario English Catholic Teachers' Association (OECTA): [http://www.catholicteachers.ca/OECTA/media/pdfs/Publications/on_thin_ice.pdf On Thin Ice: Maintaining Professional Boundaries - A Resource for Teachers]
::*"Using Social Media" is on pg. 9.
* ''The Sun Chronicle'': [http://www.thesunchronicle.com/news/local_news/area-schools-look-for-ways-to-deal-with-social-media/article_72f63d17-3343-5f6a-ae68-2e4f01019a51.html Area schools look for ways to deal with social media]
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 Making Social Media Work for You]
* ''TeachHUB'': [http://www.teachhub.com/teachers-digital-identity "Teachers, Take Care of Your Digital Footprint"]
* Vancouver Secondary Teachers’ Association: [http://vsta.ca/wp-content/uploads/2013/04/Info-Tips.pdf Professional Boundaries and the Use of Electronic Communication and Social Media]
* Webroot: [https://www.webroot.com/ca/en/home/resources/articles/digital-family-life/family-social-media-in-the-classroom-part-3-of-3 Social Media in the Classroom: The Digital Safety Debate (Part 3 of 3)]

==<big>Teaching Tools and Lesson Plans</big>==
If you want to incorporate technology into your lessons or teach your students about safely and effectively using technology and social media, these resources can help:

* BC Ministry of Education: [http://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy BC's Digital Literacy Framework]
* BrainPOP Educators: [https://educators.brainpop.com/bp-jr-topic/internet-safety/ Internet Safety Lesson Ideas]
* ''The Brown Bag Teacher'' blog: [http://brownbagteacher.com/safely-using-videos-internet-in/ "Safely Using Videos in the Classroom"]
* Canadian Civil Liberties Association: [https://ccla.org/cclanewsite/wp-content/uploads/2015/05/CCLET-Privacy-Lesson-Plan.pdf Privacy, the Internet and that Phone in your Pocket - Lesson Plan (Gr. 9-12)]
* Code.org: [https://code.org/curriculum/course2/18/Teacher Your Digital Footprint Lesson Plan (Gr. K-2)]
* Common Sense Education: [https://www.commonsense.org/education/ For Educators]
* Digital Tattoo: [[File:DigitalTattooLesson-Grade 2 & 3.docx]]
* ''Ditch That Textbook'' blog: [http://ditchthattextbook.com/2016/04/11/15-ways-to-use-snapchat-in-classes-and-schools/ "15 Ways to Use Snapchat in Classes and Schools"]
* Don Reardon: [http://donreardon.ca/?p=37 Your 21st Century Digital Compass]
* ''EdTech Magazine'': [https://edtechmagazine.com/k12/article/2017/08/videoconferencing-and-social-media-boost-reading-engagement "Videoconferencing and Social Media Boost Reading Engagement"]
* EdTek White Paper: [http://edu315a.weebly.com/uploads/4/0/4/9/4049814/iste2015edtekwhitepaper.pdf Building and Keeping a Positive Digital Identity: A Practical Approach for Educators, Students and Parents]
* ''Education Week'': [http://www.edweek.org/ew/articles/2015/04/22/my-favorite-teachers-use-social-media-a.html "My Favorite Teachers Use Social Media: A Student Perspective"]
* Edureach101: [https://edureach101.com/social-media-in-the-classroom/ Social Media in the Classroom]
* Edutopia: [https://www.edutopia.org/blog/making-case-social-media-in-schools-jim-asher "Making the Case for Social Media in Schools"]
* ERASE Student Advisory: [http://www.erasebullying.ca/assets/pdf/social_media_guidelines.pdf Social Media Guidelines Resource]
* ''The Fourth R'': [https://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwjDuMzSmMjVAhVN9GMKHdAaAiUQFggoMAA&url=https%3A%2F%2Fyouthrelationships.org%2Fuploads%2Fems3o_-_safe_sharing_with_social_media.pdf&usg=AFQjCNE1MuNyQL0c9ecWZIwjTi2PP4Ffpg Safe Sharing with Social Media Lesson Plan (Gr. 11)]
* FreeTech4Teachers: [http://www.swlauriersb.qc.ca/schools/recit/bct/Job%20Aids/Search%20Engines/SearchTips.pdf Beyond Google]
* ''Global News'': [http://globalnews.ca/news/365116/alberta-school-teaches-children-to-use-social-media-in-positive-ways/ "Alberta school teaches children to use social media in positive ways"]
* ''Huffpost'': [https://www.huffingtonpost.com/scott-steinberg/social-media-and-kids_b_2659434.html "Social Media Training for Kids: A 60-Minute Class Workshop"]
* ''Huffpost'': [http://www.huffingtonpost.com/stacey-cohen/why-every-personal-brand-_b_11285702.html "Why Every Personal Brand Deserves an Early Start: One Florida high school’s forward-thinking course is jumpstarting students’ professional lives"]
* Lester B. Pearson School Board: [http://dcp.lbpsb.qc.ca/ Digital Citizenship Program and Resources]
* MediaSmarts: [http://mediasmarts.ca/teacher-resources Teacher Resources]
* [https://needhelpnow.ca/app/en/ Need Help Now]
:::* This resource can provide teachers and their students with information about cyber-bullying prevention and support, as well as steps for getting content removed from the internet.
* [http://www.ctf-fce.ca/Documents/cyberbullying/Think-Before-You-Share-Guide.pdf Think Before You Share: Tips From Facebook and MediaSmarts]
* Online Universities: [http://web.uvic.ca/~gtreloar/Articles/Technology/100%20Inspiring%20Ways%20to%20Use%20Social%20Media%20In%20the%20Classroom.pdf 100 Inspiring Ways to Use Social Media in the Classroom]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/june_2016/PS_June_2016small.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', June 2016'']
:::* Read "Blog On" on pg. 19
* Royal Canadian Mounted Police: [http://www.rcmp-grc.gc.ca/cycp-cpcj/is-si/lp-pl/index-eng.htm Online Safety - Lesson Plan (Grades 6-8)]
* TeachInCtrl: [http://www.teachinctrl.org/ Teaching Digital Citizenship - Lesson plans]

==<big>Teacher Discipline Summaries</big>==
* Teacher discipline summaries are available from the BC Teacher Regulation Branch through their [http://www.bcteacherregulation.ca/ProfessionalConduct/SearchDisciplineOutcomes.aspx Searchable Discipline Database]. To find summaries specific to teachers' use of social media, open the Discipline Database and under "Choose Topic," select "Inappropriate use of social media."

==<big>Hashtags</big>==
Here are a few of the most popular hashtags for teachers:
* [https://twitter.com/search?f=realtime&q=%23bced&src=typd #bced]
* [https://twitter.com/search?f=realtime&q=%23cdned&src=typd #caned]
* [https://twitter.com/hashtag/edchat?lang=en #EdChat]
* [https://twitter.com/hashtag/k12?f=tweets&vertical=default #k12]
* [https://twitter.com/hashtag/learning #learning]
* [https://twitter.com/hashtag/education?lang=en #education]
* [https://twitter.com/search?f=realtime&q=%23edtech&src=typd #EdTech]

Documentation:Digital Tattoo Curriculum/Case Studies for Student Teachers/Pop-up Problem

2017-12-14T19:41:54Z

EmilyFornwald:

==<big>Case Study: Pop-up Problem</big>==

<blockquote>
==Theme==
Despite the associated risks, it is often necessary for teacher candidates to use personally-owned technology in their teaching.</blockquote>

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:45%;
font-size:1.0em;
"><center>'''Table Discussion'''</center>
In groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

==Personal Reflection==
'''While reading the case study, consider your personal response to the following question:'''

''Technology and the internet can enhance my teaching. Knowing this, am I prepared to incorporate technology into my instruction and handle any awkward or difficult incidents that occur as a result?''

==Case Study==
[[File:Girl and laptop.jpg|frame|700x440px|]]
Shira is always looking for creative ways to engage the grade 3 students she is teaching in her practicum. While searching online for fun ideas to incorporate into one of her upcoming art classes, she comes across a lesson plan that involves painting using toy squirt guns, which she thinks her students would enjoy. While her students are working on their math problems, Shira decides to search for inexpensive squirt guns she can purchase to use with the lesson. She uses a personal laptop that she brought to school because her school advisor is using the classroom computer for her own work. Although she was advised that teachers are encouraged to use only school devices for their work, teacher candidates were not given computers to use for their teaching, which means that Shira has had to use her own laptop for most of her instruction and planning. At the beginning of her practicum, she created a separate account on the computer for her to use at school, and she tries to keep her device locked with a password when she is not in front of it. Her school advisor does the same with the classroom computer as a way of ensuring that students cannot gain access to any of her work or personal accounts when she is away from her desk.

While searching for suitable toys with search terms like “squirt gun” and “squirt toy,” Shira explores the suggested webpages, one of which unexpectedly features sex toys with names and descriptions related to her search terms. She quickly returns to the Google search results to continue looking for appropriate resources; however, unbeknownst to Shira, a pop-up advertisement featuring sexually explicit images has emerged behind her search window as a result of clicking on the previous link. While she continues to explore the other search results, Shira notices that a student has his hand raised to request assistance with a math problem and, hoping that he has not been waiting long, she leaves her computer. In her rush to help the student and any others who may have questions about their work, Shira forgets to close her search window or lock the device, and does not think to do so as she becomes busy helping students for the rest of the period.

Later, as Shira prepares to switch from one subject to the next, she connects her laptop to the classroom projector in order to show her students a video she plans to incorporate into her next lesson. After the projector has been connected, she realizes that the search window she had been using earlier is still open. She quickly closes the search window, and becomes distracted by two students arguing at their desks long enough not to notice that she has just made the sexually explicit pop-up visible to everyone in the classroom. When some her students start pointing at the screen and talking about the advertisement on display, she looks back from the arguing students to see the image for herself for the first time. Although she hurries to close the pop-up, she is not able to do so before all of her students and her school advisor have a chance to see it on the screen. Her advisor is alarmed by the images that have been made visible to the young students, who are now asking questions about the pictures on the pop-up. Embarrassed and unsure of what to do next, Shira knows that she needs to find a way to discuss what happened with her students, their parents, and her school advisor, and she is immediately worried that she could be disciplined because of this, despite it having happened unintentionally.

==Discussion Questions==
'''1. Has Shira violated any policies regarding the use of technology or the standards for educators in BC?'''

Consider these resources as you answer:
* BC Teacher Regulation Branch: [https://www.bcteacherregulation.ca/Standards/StandardsDevelopment.aspx Standards for the Education, Competence, and Professional Conduct of Educators]
* Vancouver School Board: [https://www.vsb.bc.ca/district-policy/ai-r-acceptable-use-technology Acceptable Use of Technology Policy]

'''2. How should Shira address this situation with students, their parents, and school administrators? Could this scenario be grounds for discipline?'''

Consider these resources as you answer:
* BC Teacher Regulation Branch: [https://www.bcteacherregulation.ca/documents/Learn/2015/LearnMagazine_Spring_2015.pdf ''Learn,'' Spring 2015]
:::* Read "Thinking About the Standards: A Case Study" on page 12.
* ''Daily Bulletin'': [http://www.dailybulletin.com/social-affairs/20170527/computer-virus-caused-porn-to-pop-up-on-ontario-teachers-computer-district-says "Computer virus caused porn to pop up on Ontario teacher’s computer, district says"]
* ''ABC News'': [http://abcnews.go.com/GMA/story?id=6739393&page=1 "Teacher: Wrong computer click ruined my life"]
:::* Read the section titled "The Back Story: Spyware Cause Porn Popups on Teacher's Computer."

'''3. How would you handle the use of personal devices in your teaching? What steps can you take to avoid an incident like the one in this case study? What factors would you consider when deciding whether or not to use a personal device at school?'''

Consider these resources as you answer:
* Canadian Teachers' Federation: [https://www.ctf-fce.ca/en/Pages/Issues/Cybertips-for-teachers.aspx Cybertips for Teachers]
:::*Read "Do's and Don'ts of Using Email" and "Know Your Rights and Responsibilities."
* Rocky View School Division (Airdrie, AB): [https://www.rockyview.ab.ca/staff/forms/TechnologyServices/ts11-responsible-use-technology-agreement-employee/view Responsible Use of Technology Agreement - Employee]
* ''The Brown Bag Teacher'' blog: [http://brownbagteacher.com/safely-using-videos-internet-in/ "Safely Using Videos in the Classroom"]
:::* The comments on this post have additional suggestions.

'''4. How does your position as a teacher impact your internet searches and other online activity? How would your online activity change when using internet connections and/or devices owned by a school district?'''

Consider these resources as you answer:
* Alberta Teachers' Association: [https://www.teachers.ab.ca/Publications/ATA%20Magazine/Volume%2095%202014-15/Number-2/Pages/New-technologies.aspx "New Technologies: Invaluable but double-edged tools"]
:::* Read "Inappropriate use of employers' technology" and "The past can haunt you."
* ''FreeTech4Teachers'': [http://www.swlauriersb.qc.ca/schools/recit/bct/Job%20Aids/Search%20Engines/SearchTips.pdf Beyond Google]
:::* Read "Kid-Friendly Search Environments" on page 5.

==Additional Resources==
If time allows, explore these additional resources:
* ''CTV News Vancouver'': [http://bc.ctvnews.ca/teacher-on-leave-after-showing-young-students-saucy-youtube-clip-1.2318091 "Teacher on leave after showing young students saucy YouTube clip"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/June_2017/Professionally%20Speaking%20June%202017.pdf ''Professionally Speaking,'' June 2017]
:::* Read the Douglas Lee Saunders case summary on page 59.
* McLennan Ross LLP: [https://mross.com/law/digitalAssets/1/1481_1PDF_File.pdf "Forbidden Images on a Teacher's Laptop - A Lesson Well Learned"]
:::* Note the "Factors upon which the Court relied in this case" at the bottom of page 2 and the Court's findings at the top of page 3.

==Sharing Permissions==
{{cc-by-sa-4.0}}

When re-using this resource, please attribute as follows:
''developed by the University of British Columbia: [[Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Attribution|Digital Tattoo –
Case Studies Project Team]]''.

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-14T19:36:30Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Research==

Before writing any of the actual case studies, research into the area I was writing about was an essential first step. The research I did to prepare for writing case studies fell into three primary categories:

1. Research about writing effective case studies
:::* The resources that I used are compiled [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Writing here.]

2. Research about teachers' and teacher candidates' digital identities
:::* This included a search for information related to issues including social media use and ethics, digital technology use and ethics, social media and technology policies, data ownership, privacy concerns. professional vs. personal/public vs private uses of technology and social media, and other issues as they pertain to teachers and teacher candidates.
:::* Although a great deal of the research used was scholarly in nature, I also gathered information from news stories, blog posts, discussion boards, policy manuals, and popular teaching websites. All of these resources were valuable for providing context about teacher, administrator, and community concerns related to teachers' use of social media and technology, and helped to form the themes around which the case studies were shaped.
:::* It is important at this stage of research to find resources that create a balanced point of view. Although I found many resources that helped me understand the dangers and downsides of teachers using social media and digital tools, I also made sure to find sources that made clear some of the professional and personal benefits of social media for teachers. Writing effective case studies was much easier with a complete understanding of the issue, and this was made possible by having multiple perspectives included in the research.

3. A search for valuable resources that could be included with the case studies
:::* In some cases, the resources I found in the second phase of research were used as part of the resources provided to students with the case study discussion questions. In other cases, once I had a draft of a case study scenario, I conducted another search for resources specific to the themes and context in that specific case study.
:::* Occasionally I found resources that had a great deal of useful information, but were far too long to reasonable expect students to read while discussing the case studies. In these instances, I would either find the most relevant sections and provide instructions with the resource about reading only those parts, or I would look for an alternative resource that discussed the issue more concisely. I found that resources like news stories, blog posts, and policies were typically useful resources as they can be relevant to the case study, but are often still fairly brief.
:::* I discuss selecting resources for case study discussion questions more below in "Discussion Questions & Resources".

While researching, it's important to takes note of any ideas you have for potential case studies and keep track of any specific research/resources that relate to that potential case study. Keeping track and organizing your ideas, as well as finding ways that some of your ideas for potential case studies can be brought together to create a more complex scenario, will make writing your initial drafts much easier.

It's important to note that, despite research being presented here as the first stage, I found my research to be continuous and ongoing throughout the project. This was important, in part, because useful resources were being written later in the project that were not available at the time of my initial research.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."
* For reference, a full list of the themes compiled as a result of research into teachers' digital identities is available [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Themes here]. These were the themes used to shape our case study scenarios for the Case Studies for Student Teachers project.

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or predetermined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.
* We created a list of criteria for our case studies that you can see [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Criteria here.]

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* The resources are not intended to provide clear answers to the case study or the discussion question. Rather, they should provided more information, a new perspective, a real-life example, or some helpful insight into an issue that students could use to fuel or deepen their discussion.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of the resources has a broken link, you can try finding a new url for the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Curriculum/Case Studies for Student Teachers/Post Workshop Survey Questions

2017-12-14T19:30:20Z

EmilyFornwald:

==<big>Digital Tattoo: Post-Workshop Survey</big>==
Note: The following survey questions were provided at the end of the Digital Tattoo: Think Before You Ink presentations in the fall of 2017 and the survey is now closed. The goal of the surveys (both this post-workshop survey and the pre-workshop survey) was to measure any changes in teacher candidates' confidence in relation to their digital identities and decision-making.

==Survey==
'''By completing the following survey, you will be helping us to evaluate the case studies used in today’s workshop. All of your answers will be submitted anonymously.'''

'''Please select a response for each of the following true or false statements relating to your digital identity as a teacher candidate.'''

1. I am confident in my understanding of the term "digital identity."

* True
* False
* I'm not sure

2. I understand the impact that my digital identity can have on me professionally.

* True
* False
* I'm not sure

3. As a teacher, I plan to use (or continue to use) social media in my personal life.

* True
* False
* I'm not sure

4. As a teacher, I plan to use (or continue to use) social media for professional purposes.

* True
* False
* I'm not sure

5. I am confident in my ability to integrate my emerging professional identity into my existing digital identity.

* True
* False
* I'm not sure

6. Should issues related to my digital identity arise, I am confident in my ability to resolve them.

* True
* False
* I'm not sure

7. When I hear that "teachers are held to a higher standard," I am confident in my ability to determine what these standards are.

* True
* False
* I'm not sure

8. I intend to make changes (or more changes) to my use of technology, including social media, in order to meet the standards of professionalism for teachers.

* True
* False
* I'm not sure

9. I intend to access the resources provided to me in this session in the future.

* True
* False
* I'm not sure

10. After reading and discussing the case studies today, I feel more confident making informed decisions about my digital identity as a teacher candidate.

* True
* False
* I'm not sure

Please elaborate on your answer to question 10. This will help us to understand any changes in confidence that teacher candidates experience as a result of these case studies.
{| class="wikitable"
|-
! Write your response in the space provided here.
|-
|

|}

Documentation:Digital Tattoo Curriculum/Case Studies for Student Teachers/Pre Workshop Survey Questions

2017-12-14T19:30:00Z

EmilyFornwald: /* Digital Tattoo: Pre-Workshop Survey */

==<big>Digital Tattoo: Pre-Workshop Survey</big>==

Note: The following survey questions were provided at the beginning of the Digital Tattoo: Think Before You Ink presentations in the fall of 2017 and the survey is now closed. The goal of the surveys (both this pre-workshop survey and the post-workshop survey) was to measure any changes in teacher candidates' confidence in relation to their digital identities and decision-making.

==Survey==
'''By completing the following survey, you will be helping us to evaluate the case studies used in today’s workshop. All of your answers will be submitted anonymously.'''

'''Please select a response for each of the following true or false statements relating to your digital identity as a teacher candidate.'''

1. I am confident in my understanding of the term "digital identity."

* True
* False
* I'm not sure

2. I understand the impact that my digital identity can have on me professionally.

* True
* False
* I'm not sure

3. As a teacher, I plan to use (or continue to use) social media in my personal life.

* True
* False
* I'm not sure

4. As a teacher, I plan to use (or continue to use) social media for professional purposes.

* True
* False
* I'm not sure

5. I am confident in my ability to integrate my emerging professional identity into my existing digital identity.

* True
* False
* I'm not sure

6. Should issues related to my digital identity arise, I am confident in my ability to resolve them.

* True
* False
* I'm not sure

7. When I hear that "teachers are held to a higher standard," I am confident in my ability to determine what these standards are.

* True
* False
* I'm not sure

8. I have made changes to my use of technology, including social media, in order to meet the standards of professionalism for teachers.

* True
* False
* I'm not sure

9. I intend to make changes (or more changes) to my use of technology, including social media, in order to meet the standards of professionalism for teachers.

* True
* False
* I'm not sure

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Feedback

2017-12-14T19:19:38Z

EmilyFornwald:

This page was created for use with the Digital Tattoo student team who acted as a focus group to gather feedback on one of the case studies. It includes a draft of the "Snapchat Mishap" case study and questions for feedback. The "Context" section is meant to help the focus group participants understand the goals of the project, as well as the perspective and role of teachers and teacher candidates.

==Context==
[[File:Digital Tattoo Seminar for Student Teachers.png|400px|right|Digital Tattoo Seminar for Student Teachers]]
Each year the Digital Tattoo Project staff team facilitates a seminar for teacher candidates in UBC's Teacher Education Program. One aspect of this is digging into the statement on the right:
* who decides what a "higher standard" looks like?
* what are the ethical implications implied by this statement?
* how can prospective teachers manage their digital identities through the transition from student to professional?
These case studies are meant to help student teachers build confidence for making challenging decisions amidst often unclear policies and modern social and professional practices that involve public and private sharing via the internet.

==Learning Outcomes==
Workshop participants should:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

==Session 1: Case Study #4: Snapchat Mishap==
'''Short URL:''' https://go.library.ubc.ca/PT9vJ3

===Theme===
* Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
While reading the case study, consider your personal response to the following question:

''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study===
After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again.

===Discussion Questions===
'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines?'''

Consider these resources as you answer:
* [http://newwestschools.ca/pdf/Policy%20506.0.pdf New Westminster School District: Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* [http://teach-educ.sites.olt.ubc.ca/files/2016/09/Teacher-Education-Practicum-Guidelines-2016-17.pdf UBC Teacher Education Office: Program Practicum Guidelines]
::* Read the “Respect for Others” and “Responsibility” sections on page 5.
* [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public ''News 5 Cleveland'': "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* [http://www.teachmag.com/archives/9727 ''Teach: The Magazine'': "Making Social Media Work For You"]
* [http://oct-oeeo.uberflip.com/i/783423-ps-march-2017 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html ''Education Week'': "Teachers Are Starting to Use Snapchat. Should You?"]
* [https://www.commonsense.org/education/blog/protecting-student-privacy-on-social-media-dos-and-donts-for-teachers ''Common Sense Education'': "Protecting Student Privacy on Social Media: Do's and Don'ts for Teachers"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf The Alberta Teachers' Association: "E-Liability" brochure]
::* Read the section titled "Social Media."
* [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 BC Teachers' Federation: "Dr. Seuss’s take on equal rights seen as too political for schools"]
* [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html ''Yahoo News'': "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

==Questions for Feedback==
*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
*How did this case study help you think about your social media presence?
*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Feedback

2017-12-14T19:17:57Z

EmilyFornwald:

This page was created for use with the Digital Tattoo student team who acted as a focus group to gather feedback on one of the case studies. It includes a draft of the "Snapchat Mishap" case study and questions for feedback. The "Context" section is meant to help the focus group participants understand the perspective and role of teachers and teacher candidates.

==Context==
[[File:Digital Tattoo Seminar for Student Teachers.png|400px|right|Digital Tattoo Seminar for Student Teachers]]
Each year the Digital Tattoo Project staff team facilitates a seminar for teacher candidates in UBC's Teacher Education Program. One aspect of this is digging into the statement on the right:
* who decides what a "higher standard" looks like?
* what are the ethical implications implied by this statement?
* how can prospective teachers manage their digital identities through the transition from student to professional?
These case studies are meant to help student teachers build confidence for making challenging decisions amidst often unclear policies and modern social and professional practices that involve public and private sharing via the internet.

==Learning Outcomes==
Workshop participants should:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

==Session 1: Case Study #4: Snapchat Mishap==
'''Short URL:''' https://go.library.ubc.ca/PT9vJ3

===Theme===
* Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
While reading the case study, consider your personal response to the following question:

''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study===
After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again.

===Discussion Questions===
'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines?'''

Consider these resources as you answer:
* [http://newwestschools.ca/pdf/Policy%20506.0.pdf New Westminster School District: Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* [http://teach-educ.sites.olt.ubc.ca/files/2016/09/Teacher-Education-Practicum-Guidelines-2016-17.pdf UBC Teacher Education Office: Program Practicum Guidelines]
::* Read the “Respect for Others” and “Responsibility” sections on page 5.
* [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public ''News 5 Cleveland'': "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* [http://www.teachmag.com/archives/9727 ''Teach: The Magazine'': "Making Social Media Work For You"]
* [http://oct-oeeo.uberflip.com/i/783423-ps-march-2017 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html ''Education Week'': "Teachers Are Starting to Use Snapchat. Should You?"]
* [https://www.commonsense.org/education/blog/protecting-student-privacy-on-social-media-dos-and-donts-for-teachers ''Common Sense Education'': "Protecting Student Privacy on Social Media: Do's and Don'ts for Teachers"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf The Alberta Teachers' Association: "E-Liability" brochure]
::* Read the section titled "Social Media."
* [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 BC Teachers' Federation: "Dr. Seuss’s take on equal rights seen as too political for schools"]
* [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html ''Yahoo News'': "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

==Questions for Feedback==
*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
*How did this case study help you think about your social media presence?
*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Feedback

2017-12-14T19:16:55Z

EmilyFornwald:

This page was created for use with the Digital Tattoo student team who acted as a focus group to gather feedback on one of the case studies. It includes a draft of the "Snapchat Mishap" case study and questions for feedback.

==Context==
[[File:Digital Tattoo Seminar for Student Teachers.png|400px|right|Digital Tattoo Seminar for Student Teachers]]
Each year the Digital Tattoo Project staff team facilitates a seminar for teacher candidates in UBC's Teacher Education Program. One aspect of this is digging into the statement on the right:
* who decides what a "higher standard" looks like?
* what are the ethical implications implied by this statement?
* how can prospective teachers manage their digital identities through the transition from student to professional?
These case studies are meant to help student teachers build confidence for making challenging decisions amidst often unclear policies and modern social and professional practices that involve public and private sharing via the internet.

==Learning Outcomes==
Workshop participants should:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

==Session 1: Case Study #4: Snapchat Mishap==
'''Short URL:''' https://go.library.ubc.ca/PT9vJ3

===Theme===
* Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
While reading the case study, consider your personal response to the following question:

''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study===
After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again.

===Discussion Questions===
'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines?'''

Consider these resources as you answer:
* [http://newwestschools.ca/pdf/Policy%20506.0.pdf New Westminster School District: Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* [http://teach-educ.sites.olt.ubc.ca/files/2016/09/Teacher-Education-Practicum-Guidelines-2016-17.pdf UBC Teacher Education Office: Program Practicum Guidelines]
::* Read the “Respect for Others” and “Responsibility” sections on page 5.
* [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public ''News 5 Cleveland'': "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* [http://www.teachmag.com/archives/9727 ''Teach: The Magazine'': "Making Social Media Work For You"]
* [http://oct-oeeo.uberflip.com/i/783423-ps-march-2017 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html ''Education Week'': "Teachers Are Starting to Use Snapchat. Should You?"]
* [https://www.commonsense.org/education/blog/protecting-student-privacy-on-social-media-dos-and-donts-for-teachers ''Common Sense Education'': "Protecting Student Privacy on Social Media: Do's and Don'ts for Teachers"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf The Alberta Teachers' Association: "E-Liability" brochure]
::* Read the section titled "Social Media."
* [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 BC Teachers' Federation: "Dr. Seuss’s take on equal rights seen as too political for schools"]
* [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html ''Yahoo News'': "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

==Questions for Feedback==
*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
*How did this case study help you think about your social media presence?
*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Assessment

2017-12-14T19:12:02Z

EmilyFornwald: /* Feedback re: Assessment */

This is for our draft notes related to assessment (pre-post) for the DT Case studies - classroom implementation.

==Goal for assessment==
* to assess change related to confidence in decision making specific to social media as a new professional.
*to assess changes related to knowledge and awareness of the risks and opportunities of using technology in and out of classrooms as a new professional.

==Questions/ Thoughts==
* how robust should the assessment be? In context of pre-assessment and post assessment?
* duplication of questions - pre and post? Goal to document change?
* comment boxes or some opportunity for people to have reflection.
* questions about technology use - only in relation to decision making
* assessing social media practices based on new awareness.

==Questions for Teacher Candidates==
* how prepared are you to be held to a higher standard - as a new teacher?
* how prepared do you feel to enter into the workforce with the expectations that are laid out for you?
*

==Issues about preparedness==
* pre-assessment may indicate overconfidence or underconfidence
* post assessment may ask students to compare how confident they felt at the beginning and after.

==Logistics==
* single survey or multiple?
* funding for student to continue - Sept - Dec.
* ask Rod and John to send out pre-session notice re: device on hand

==Suggested Questions: Pre-survey==
The newest draft (July 26) is available at this link: https://survey.ubc.ca/s/digital_tattoo_pre/

The questions are also written below:

''Note: Some of the current questions address social media but not technology as a whole, as I wanted to avoid double-barreled questions. How should other uses of technology be addressed in the surveys?''

1. I understand the meaning of the term “digital identity.”
* Strongly agree
* Agree
* Neither agree nor disagree/Neutral
* Disagree
* Strongly disagree
* I’m not sure

2. I feel confident in my ability to make decisions about my digital identity.
* Strongly agree
* Agree
* Neither agree nor disagree/Neutral
* Disagree
* Strongly disagree

3. I am aware of the benefits of using social media and technology as a teacher.''(Double-barreled?)''
* Strongly agree
* Agree
* Neither agree nor disagree/Neutral
* Disagree
* Strongly disagree

4. I am aware of the risks of using social media and technology as a teacher. ''(Double-barreled?)''
* Strongly agree
* Agree
* Neither agree nor disagree/Neutral
* Disagree
* Strongly disagree

5. As a teacher, I plan to use social media for personal and/or professional purposes.
* Both personal and professional purposes
* Personal purposes only
* Professional purposes only
* Neither personal nor professional purposes
* I'm not sure

6. I believe that my current use of social media meets the standards of a new teacher.
* Strongly agree
* Agree
* Neither agree nor disagree/Neutral
* Disagree
* Strongly disagree
* I’m not sure

7. I intend to make changes to my digital identity as I transition from student to teacher.
* Definitely
* Probably
* Maybe
* Probably not
* Definitely not
* I have already done so

8. I have enough knowledge to make informed decisions about my use of social media as a teacher. ''(Too similar to question 1?)''
* Strongly agree
* Agree
* Neither agree nor disagree/Neutral
* Disagree
* Strongly disagree
* I’m not sure

9. I am prepared to navigate issues related to my digital identity that may arise in the future.
* Strongly agree
* Agree
* Neither agree nor disagree/Neutral
* Disagree
* Strongly disagree
* I’m not sure

''Question: Do we want to gauge students' understanding of the term "digital identity" in the surveys?''

Older questions:
* In what ways are teachers held to a higher standard? (select all that apply)
::* political views
::* attitudes & values
::* public behavior

:::*Is it worth being more specific about broad categories? For example, "public behaviour" could refer to attire, drinking, crude language, etc. when outside of school, but it could also refer to things like protests and attendance at other public events. Do we want to keep all of these together in one category?
:::* Do we want to include this question even though it is not directly related to confidence or decision-making?

* How aware are you of policies related to teachers' professional conduct?
::* not at all
::* somewhat
::* very

* How aware are you of the benefits of social media use for teachers?
::* not at all
::* somewhat
::* very

* How aware are you of the risks associated with social media use for teacher?
::* not at all
::* somewhat
::* very

* I feel I have enough information to make decisions about my online presence on social media.
::* not at all
::* somewhat
::* very

* I feel confident in my ability to make decisions about my social media presence as I transition from student to professional.
::* not at all
::* somewhat
::* very

* I have taken steps to align my social media presence to my goals as an emerging professional.
::* not yet
::* some
::* many

* Do you feel prepared to navigate any issues related to social media that may arise?
::* not at all
::* somewhat
::* very

===Draft===
A draft of the pre-assessment survey is available at the following link: [https://survey.ubc.ca/surveys/37-097bb48de37cd8426599057b51a/teacher-candidates-dt-pre-workshop-survey/ Teacher Candidates - DT Pre-Assessment Survey].

==Suggested Questions: Post-survey==
The newest draft (July 26) is available at this link: https://survey.ubc.ca/s/digital_tattoo_post/

The questions are also written below:

''Note: Some of the current questions address social media but not technology as a whole, as I wanted to avoid double-barreled questions. How should other uses of technology be addressed in the surveys?''

1. I feel more confident in my ability to make decisions about my digital identity (identities?) after participating in this workshop.
* Strongly agree
* Agree
* Neither agree nor disagree/Neutral
* Disagree
* Strongly disagree

2. This workshop had made me more aware of the benefits of using social media and technology as a teacher.
* Strongly agree
* Agree
* Neither agree nor disagree/Neutral
* Disagree
* Strongly disagree

3. This workshop had made me more aware of the risks of using social media and technology as a teacher.
* Strongly agree
* Agree
* Neither agree nor disagree
* Disagree
* Strongly disagree

4. As a teacher, I plan to use social media for personal and/or professional purposes.
* Both personal and professional purposes
* Personal purposes only
* Professional purposes only
* Neither personal nor professional purposes
* I'm not sure

5. After completing this workshop, I believe that my digital identity (identities?) already meets the standards of a new teacher.
* Strongly agree
* Agree
* Neither agree nor disagree
* Disagree
* Strongly disagree
* I'm not sure

6. As a result of this workshop, I plan to do one or more of the following:
* Create one or more new social media accounts
* Delete one or more of my current social media accounts
* Make changes to one or more of my current social media accounts
* I plan to make no changes to my use of social media
* Other: ____________________

Or

6. Following this workshop, I intend to make changes to my digital identity (identities?) as I transition from student to teacher.
* Definitely
* Probably
* Maybe
* Probably not
* Definitely not
* I have already made all necessary changes

7. I have enough knowledge and resources to make informed decisions about my digital identity (identities?) as a teacher. ''(Too similar to question 1?)''
* Strongly agree
* Agree
* Neither agree nor disagree
* Disagree
* Strongly disagree
* I'm not sure

8. I am prepared to navigate issues related to my digital identity that may arise in the future.
* Strongly agree
* Agree
* Neither agree nor disagree/Neutral
* Disagree
* Strongly disagree
* I’m not sure

9. I will access the the resources provided to me in this workshop in the future.
* Definitely
* Probably
* Maybe
* Probably not
* Definitely not

10. Do you have any other thoughts you would like to share with us? [open response]

''Question: Do we want to gauge students' understanding of the term "digital identity" in the surveys?''

Older questions begin here:
* How strongly do you feel that you have taken/will take steps to align my social media presence to my goals as an emerging professional?

* Now that you have discussed one of the case studies, rate your confidence in your ability to think through making various decisions
::* very
::* some
::* not at all

*How likely are you to access the other case studies for your own professional development?
::* very
::* some
::* not at all

::Add links to teaching resources and digital tattoo in post survey assessment::

'''Draft (July 14):'''

Post-Workshop Survey

Select the answers that best reflect your responses to the following statements.

("As a result of this workshop..." for some of the questions?)

1. I am _________ aware of policies and guidelines related to a teacher’s use of social media.

:::* very
:::* somewhat
:::* not at all

2. I understand ___________ of the benefits of using social media as a teacher.

:::* many
:::* some
:::* none

3. I understand ___________ of the risks of using social media as a teacher.

:::* many
:::* a few
:::* none

4. I have _____________ of the information I need to make decisions related to the use of social media as a teacher. (reframe to having “enough” information?)

:::* all
:::* some
:::* none

5. I feel ____________ confident making decisions about my use of social media as I transition from student to teacher.

:::* very
:::* somewhat
:::* not at all

How has this workshop impacted your level of confidence?
* It has made me more confident.
* It has made me less confident.
* It has not impacted my level of confidence.

6. I feel ____________ prepared to navigate any issues related to my digital identity that may arise in the future.

:::* very
:::* somewhat
:::* not at all

7. I will take steps to align my digital identity with my goals as an emerging professional.

:::* Yes
:::* No
:::* Maybe
:::* I have already done so

8. I plan to access the resources provided to me in this workshop in the future.

:::* Yes
:::* No
:::* Maybe

9. I plan to access the case studies I did not read during this workshop in the future.
:::* Yes
:::* No
:::* Maybe

New Options for Questions:

Do you intend to use social media as a teacher for either personal or professional reasons? (Before question 4)
Definitely
Probably
Maybe
Probably not
Definitely not
(Don’t know)

'''Could have questions that focus more on the workshop instead:'''

This workshop has made me feel more confident about my ability to make decisions related to the use of social media.
* Strongly agree
* Somewhat agree
* Neither agree nor disagree/Neutral
* Somewhat disagree
* Strongly disagree
* Don’t know(?)

or
Did this workshop make you feel more confident making decisions about your use of social media as a teacher?
* Helped significantly
* Helped somewhat
* Didn’t really help
* Didn’t help at all

As a result of this workshop, do you plan to do any of the following?
* Create one or more social media accounts
* Delete one or more social media accounts
* Make changes to one or more of my current social media accounts (or my use of current social media accounts?)
* I plan to make no changes to my use of social media
* Other: ____________________

Do you intend to make changes to your digital identity as you transition from student to teacher?
* Definitely
* Probably
* Maybe
* Probably not
* Definitely not

Do you feel prepared to make these changes as a result of this workshop?
* I feel prepared.
* I feel somewhat prepared.
* I don’t know/Neutral
* I feel somewhat unprepared.
* I feel unprepared.

'''Alternative:'''
Could phrase questions as “Choose which statement you most agree with” as was done in the following question:

Which ONE of the opinions best represents your view about abortion in the first 3 months of pregnancy?
:::* Abortion should never be allowed.
:::* Abortion should be allowed ONLY if the life and health of the woman is in danger.
:::* Abortion should be allowed if, due to personal reasons, the woman would have difficulty in caring for the child.
:::* Abortion should be allowed for ANY reason, because no one should be forced to continue a pregnancy
(Question from: https://open.library.ubc.ca/cIRcle/collections/facultyresearchandpublications/52383/items/1.0074725)

E.g.
Select the statement with which you most agree.
:::* I feel VERY confident making decisions about my use of social media as I transition from student to teacher.
:::* I feel SOMEWHAT confident making decisions about my use of social media as I transition from student to teacher.
:::* I DO NOT feel confident making decisions about my use of social media as I transition from student to teacher.

'''Alternative:'''
Could provide scale for questions.

E.g.
Using the scale provided, rate the degree to which you agree with the following statement: “I feel confident making decisions about my use of social media as I transition from student to teacher.”

*1 (Not confident)
*2
*3
*4
*5 (Extremely confident)

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-14T19:11:13Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Research==

Before writing any of the actual case studies, research into the area I was writing about was an essential first step. The research I did to prepare for writing case studies fell into three primary categories:

1. Research about writing effective case studies
:::* The resources that I used are compiled [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Writing here.]

2. Research about teachers' and teacher candidates' digital identities
:::* This included a search for information related to issues including social media use and ethics, digital technology use and ethics, social media and technology policies, data ownership, privacy concerns. professional vs. personal/public vs private uses of technology and social media, and other issues as they pertain to teachers and teacher candidates.
:::* Although a great deal of the research used was scholarly in nature, I also gathered information from news stories, blog posts, discussion boards, policy manuals, and popular teaching websites. All of these resources were valuable for providing context about teacher, administrator, and community concerns related to teachers' use of social media and technology, and helped to form the themes around which the case studies were shaped.
:::* It is important at this stage of research to find resources that create a balanced point of view. Although I found many resources that helped me understand the dangers and downsides of teachers using social media and digital tools, I also made sure to find sources that made clear some of the professional and personal benefits of social media for teachers. Writing effective case studies was much easier with a complete understanding of the issue, and this was made possible by having multiple perspectives included in the research.

3. A search for valuable resources that could be included with the case studies
:::* In some cases, the resources I found in the second phase of research were used as part of the resources provided to students with the case study discussion questions. In other cases, once I had a draft of a case study scenario, I conducted another search for resources specific to the themes and context in that specific case study.
:::* Occasionally I found resources that had a great deal of useful information, but were far too long to reasonable expect students to read while discussing the case studies. In these instances, I would either find the most relevant sections and provide instructions with the resource about reading only those parts, or I would look for an alternative resource that discussed the issue more concisely. I found that resources like news stories, blog posts, and policies were typically useful resources as they can be relevant to the case study, but are often still fairly brief.
:::* I discuss selecting resources for case study discussion questions more below in "Discussion Questions & Resources".

While researching, it's important to takes note of any ideas you have for potential case studies and keep track of any specific research/resources that relate to that potential case study. Keeping track and organizing your ideas, as well as finding ways that some of your ideas for potential case studies can be brought together to create a more complex scenario, will make writing your initial drafts much easier.

It's important to note that, despite research being presented here as the first stage, I found my research to be continuous and ongoing throughout the project. This was important, in part, because useful resources were being written later in the project that were not available at the time of my initial research.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."
* For reference, a full list of the themes compiled as a result of research into teachers' digital identities is available [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Themes here]. These were the themes used to shape our case study scenarios for the Case Studies for Student Teachers project.

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or predetermined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.
* We created a list of criteria for our case studies that you can see [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Criteria here.]

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of the resources has a broken link, you can try finding a new url for the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-14T18:59:59Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Research==

Before writing any of the actual case studies, research into the area I was writing about was an essential first step. The research I did to prepare for writing case studies fell into three primary categories:

1. Research about writing effective case studies
:::* The resources that I used are compiled [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Writing here.]

2. Research about teachers' and teacher candidates' digital identities
:::* This included a search for information related to issues including social media use and ethics, digital technology use and ethics, social media and technology policies, data ownership, privacy concerns. professional vs. personal/public vs private uses of technology and social media, and other issues as they pertain to teachers and teacher candidates.
:::* Although a great deal of the research used was scholarly in nature, I also gathered information from news stories, blog posts, discussion boards, policy manuals, and popular teaching websites. All of these resources were valuable for providing context about teacher, administrator, and community concerns related to teachers' use of social media and technology, and helped to form the themes around which the case studies were shaped.
:::* It is important at this stage of research to find resources that create a balanced point of view. Although I found many resources that helped me understand the dangers and downsides of teachers using social media and digital tools, I also made sure to find sources that made clear some of the professional and personal benefits of social media for teachers. Writing effective case studies was much easier with a complete understanding of the issue, and this was made possible by having multiple perspectives included in the research.

3. A search for valuable resources that could be included with the case studies
:::* In some cases, the resources I found in the second phase of research were used as part of the resources provided to students with the case study discussion questions. In other cases, once I had a draft of a case study scenario, I conducted another search for resources specific to the themes and context in that specific case study.
:::* Occasionally I found resources that had a great deal of useful information, but were far too long to reasonable expect students to read while discussing the case studies. In these instances, I would either find the most relevant sections and provide instructions with the resource about reading only those parts, or I would look for an alternative resource that discussed the issue more concisely. I found that resources like news stories, blog posts, and policies were typically useful resources as they can be relevant to the case study, but are often still fairly brief.
:::* I discuss selecting resources for case study discussion questions more below in "Discussion Questions & Resources".

While researching, it's important to takes note of any ideas you have for potential case studies and keep track of any specific research/resources that relate to that potential case study. Keeping track and organizing your ideas, as well as finding ways that some of your ideas for potential case studies can be brought together to create a more complex scenario, will make writing your initial drafts much easier.

It's important to note that, despite research being presented here as the first stage, I found my research to be continuous and ongoing throughout the project. This was important, in part, because useful resources were being written later in the project that were not available at the time of my initial research.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."
* For reference, a full list of the themes compiled as a result of research into teachers' digital identities is available [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Themes here]. These were the themes used to shape our case study scenarios for the Case Studies for Student Teachers project.

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of the resources has a broken link, you can try finding a new url for the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-14T18:23:12Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Research==

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."
* For reference, a full list of the themes compiled as a result of research into teachers' digital identities is available [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Themes here]. These were the themes used to shape our case study scenarios for the Case Studies for Student Teachers project.

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of the resources has a broken link, you can try finding a new url for the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-14T18:22:40Z

EmilyFornwald: /* Stage 2: Assessment Research & Planning */

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Research==

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."
* For reference, a full list of the themes compiled as a result of research into teachers' digital identities is available [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Themes here]. These were the themes used to shape our case study scenarios for the Case Studies for Student Teachers project.

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of the resources has a broken link, you can try finding a new url for the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-14T18:12:11Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Research==

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."
* For reference, a full list of the themes compiled as a result of research into teachers' digital identities is available [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Themes here]. These were the themes used to shape our case study scenarios for the Case Studies for Student Teachers project.

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of the resources has a broken link, you can try finding a new url for the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-14T18:10:38Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."
* For reference, a full list of the themes compiled as a result of research into teachers' digital identities is available [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Themes here]. These were the themes used to shape our case study scenarios for the Case Studies for Student Teachers project.

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of the resources has a broken link, you can try finding a new url for the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T20:41:04Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of the resources has a broken link, you can try finding a new url for the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T20:36:46Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of resources has a broken link, you can try finding the new location of the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T20:36:18Z

EmilyFornwald: /* Assessment */

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of resources has a broken link, you can try finding the new location of the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

Evaluating the success of the case studies was central to understanding whether or not our project objectives were met and determining future directions. Below is a breakdown of our process for assessing the case studies.

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T20:32:43Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of resources has a broken link, you can try finding the new location of the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Leading Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Writing a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T20:19:19Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of resources has a broken link, you can try finding the new location of the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:

1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Creating a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T20:18:10Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of resources has a broken link, you can try finding the new location of the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:
1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

==Creating a Facilitator's Guide==

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T20:17:27Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research, writing case studies, and creating surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of resources has a broken link, you can try finding the new location of the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:
1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

===Creating a Facilitator's Guide===

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T20:15:50Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research and writing case studies and surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios. These themes can be created based on research into the subject, or by holding a focus group to gauge the concerns and experiences of stakeholders.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.
* It is important when using resources developed by outside parties to regularly check links to ensure that they are working. If you find that one of resources has a broken link, you can try finding the new location of the resource or select a new resource to take its place.

===Images===
We included images with each case study as a way of creating a more visually engaging presentation for each scenario. When using images, it is important to either choose images in the public domain, or provide appropriate attribution for the creator. All of the images used in our case studies were in the public domain, and were found on [https://pixabay.com/ Pixabay.com]

===Post-Workshop Resources===
As a way of encouraging students to continue asking questions related to their digital identities following the presentations, a list of additional resources was created and provided for them to engage with following the workshop. The [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Additional_Resources resources page] included policies related to teachers' use of technology and social media, tips and guidelines for teachers, and lesson plans and strategies for teaching K-12 students about their digital identities.

When presenting about a challenging topic, workshop participants are likely to still have questions at the end of the workshop--they may even find that they have more questions following the presentation than they did at the start. Providing additional resources can help them to learn more about the topic and can be useful as they seek answers to the questions they still have.

===Presenting Case Studies===
A new Wiki portal was created for the Think Before You Ink presentations. This is where the finalized case studies were kept and the link was provided to all participants in the workshop prior to the presentation to ensure that they could follow along and access the case studies and resources on their own devices. Links for pre- and post-workshop surveys, as well as the page for additional resources were also included here as a way of keeping everything relevant to the workshop in one place. The Wiki portal can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers here.]

==Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:
1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for planning and leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

===Creating a Facilitator's Guide===

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T19:50:24Z

EmilyFornwald:

The information here is meant to assist anyone working on future projects similar to the Case Studies for Student Teachers created by the Digital Tattoo Project in 2017. The information and tips here were written by Emily Fornwald, the Digital Tattoo Graduate Assistant responsible for research and writing case studies and surveys for the project. It is our intention that providing this information would help others in a similar position conduct their work.

The information below should provide a sense of understanding regarding the different aspects of the case studies project and help others carry out the same tasks on future iterations of the project.

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, predetermined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.

==Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:
1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

===Creating a Facilitator's Guide===

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T19:40:50Z

EmilyFornwald: /* Creating a Facilitator's Guide */

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, pre-determined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.

==Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:
1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Survey_Questions here.]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

===Creating a Facilitator's Guide===

One of the goals of the Case Studies for Student Teachers project was to create resources that could be used by other groups in many organizations, and not solely the teacher candidates in UBC's Teacher Education program who were participating in our Think Before You Ink workshops. In order to make our case studies more accessible, a Facilitator's Guide was created. This was done to ensure that any group who wanted to use or adapt our case studies for their own discussions about digital identities and professionalism would be able to do so effectively.

The Facilitator's Guide can be viewed [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Case_Studies_Project/Facilitator%27s_Guide here.]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T19:40:17Z

EmilyFornwald:

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T19:34:25Z

EmilyFornwald: /* Stage 3: Writing Surveys */

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T19:33:32Z

EmilyFornwald: /* Stage 3: Writing Surveys */

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, pre-determined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.

==Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:
1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

All of the survey questions can also be viewed here.

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T19:29:50Z

EmilyFornwald:

==Writing Case Studies==

In creating each case study, we decided to include the following components: a short url, learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each are provided below.

===URL===
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, pre-determined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

===Instructions===
* Including instructions about process for students to refer to during the workshop can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.
* This is how we formatted the instructions for our case studies:
<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>

===Personal Reflection===
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.
* For reference, this is one the personal reflection questions we created:

::: While reading the case study, consider your personal response to the following question:
''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

===Case Study Scenario===
* For reference, here is one of the case study scenarios written for the Digital Tattoo Case Studies for Student Teachers Project:
"After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again."

'''Here are some suggestions for writing effective case studies:'''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions and Resources===
* For reference, our discussion questions and resources were presented in the following way:

'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines? Could this be grounds for discipline?'''

Consider these resources as you answer:
* New Westminster School District: [http://newwestschools.ca/pdf/Policy%20506.0.pdf Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* UBC Teacher Education Office: [http://teach-educ.sites.olt.ubc.ca/files/2017/08/Teacher-Education-Policy-Guidelines-2017-18.pdf Teacher Education Program Policies & Guidelines 2017-2018]
::* Read the “Respect for Others” and “Responsibility” sections on pg. 11-12.
* ''News 5 Cleveland'': [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* ''Teach: The Magazine'': [http://www.teachmag.com/archives/9727 "Making Social Media Work For You"]
* Ontario College of Teachers: [http://professionallyspeaking.oct.ca/March_2017/ENG_PS01_2017_AODA_FINAL.pdf ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* ''Education Week'': [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html "Teachers Are Starting to Use Snapchat. Should You?"]
* ''NEA Today'': [http://neatoday.org/2017/01/23/social-media-tips-for-teachers/ "Six Ways to Avoid Those Social Media Landmines"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* The Alberta Teachers' Association: [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf "E-Liability" brochure]
::* Read the section titled "Social Media."
* BC Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 "Dr. Seuss’s take on equal rights seen as too political for schools"]
* ''Yahoo News'': [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

'''Tips for writing discussion questions:'''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

'''Tips for selecting and presenting resources:'''
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.

==Focus Groups==
To prepare the case studies for the Digital Tattoo: Think Before You Ink presentations, three focus groups were held.

Two of the focus groups involved running through case studies with students working on the Digital Tattoo project, in order to get a better sense of how the case studies could be used by students and to get information regarding the type of discussion that could take place. Ultimately, we wanted to determine whether these case studies were helping students meet the learning outcomes. At the end of each run-through, we had students discuss the following questions for feedback and were able to make adjustments to the case studies and discussion questions based on their answers:
:::*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
:::*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
:::*How did this case study help you think about your social media presence?
:::*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?
Because the overall goal of the Digital Tattoo workshops for teacher candidates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

One other focus group was held for this project, which involved a question and answer period with teacher candidates. Questions were asked that gauged their concerns about their digital identities and uses of social media in order to inform the types of issues we wanted to address in the case studies.

For reference, here are the questions I prepared for this focus group:
1. Which social media platforms, if any, do you currently use? Are there any that you have decided not to use? How has your decision to become a teacher factored into your choice of social media platforms?

2. Do you think that a teacher's use of social media is viewed differently than the use of social media by people in other professionals? Why or why not? What are the differences?

3. What are your biggest concerns regarding social media use as a teacher? Do you see any potential risks in using social media as a teacher?

4. Do you see any benefits in using social media as a teacher? How can social media benefit you professionally?

5. How do you interpret the term "appropriate" as it relates to a teacher's use of social media? Which behaviours, if any, would you classify as "inappropriate?"

6. Do you have concerns about using personal devices (smart phones, laptops, tablets) in the classroom? What are the benefits of using personal devices?

7. Do you consider it important to monitor the social media use of your friends and family members in case they make posts about you? How do you (or would you) go about monitoring others' posts?

8. How does the issue of privacy affect your digital decision-making?

'''Tips for leading a focus group:'''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you gauge the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group with teacher candidates, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T19:04:03Z

EmilyFornwald:

==Case Study Components==

In creating each case study, we decided to include the following elements: learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each component are provided below.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, pre-determined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

::: Workshop participants should:
:::::* build their confidence for decision making about posting and sharing content online.
:::::* practice using guidelines and resources to support decision making.
:::::* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

==Session 1: Case Study #4: Snapchat Mishap==
'''Short URL:''' https://go.library.ubc.ca/PT9vJ3

''Feedback re: URL''
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>
''Feedback re: Table Discussion''
* Include instructions about process for students to refer to during the workshop. This can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.

===Personal Reflection===
While reading the case study, consider your personal response to the following question:

''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

''Feedback re: Personal Reflection''
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.

===Case Study===
After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again.

''Feedback re: Case Study''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions===
'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines?'''

Consider these resources as you answer:
* [http://newwestschools.ca/pdf/Policy%20506.0.pdf New Westminster School District: Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* [http://teach-educ.sites.olt.ubc.ca/files/2016/09/Teacher-Education-Practicum-Guidelines-2016-17.pdf UBC Teacher Education Office: Program Practicum Guidelines]
::* Read the “Respect for Others” and “Responsibility” sections on page 5.
* [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public ''News 5 Cleveland'': "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* [http://www.teachmag.com/archives/9727 ''Teach: The Magazine'': "Making Social Media Work For You"]
* [http://oct-oeeo.uberflip.com/i/783423-ps-march-2017 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html ''Education Week'': "Teachers Are Starting to Use Snapchat. Should You?"]
* [https://www.commonsense.org/education/blog/protecting-student-privacy-on-social-media-dos-and-donts-for-teachers ''Common Sense Education'': "Protecting Student Privacy on Social Media: Do's and Don'ts for Teachers"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf The Alberta Teachers' Association: "E-Liability" brochure]
::* Read the section titled "Social Media."
* [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 BC Teachers' Federation: "Dr. Seuss’s take on equal rights seen as too political for schools"]
* [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html ''Yahoo News'': "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

''Feedback re: discussion questions''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

''Feedback re: resources'':
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.

==Focus Groups==
==Questions for Feedback==
*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
*How did this case study help you think about your social media presence?
*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?

''Feedback re: the creation of feedback questions''
*These questions were used to get feedback from students who participated in a practice case study in order to determine whether or not students were meeting the learning outcome for the case study.
*By getting feedback from students, we were able to make changes to the content, format, and process of the case studies in order to make them more effective for the fall workshops.
*Because the overall goal of the Digital Tattoo workshops for teacher candiates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

==Focus Groups==
''Feedback re: focus groups''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you guage the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T19:01:59Z

EmilyFornwald:

==Case Study Components==

In creating each case study, we decided to include the following elements: learning outcomes, a theme, instructions, a personal reflection questions, the case study scenario, discussion questions, and resources. Notes on each component are provided below.

===Learning Outcomes===
* Including learning outcomes at the outset of the case studies serves two major purposes. First, pre-determined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.
* For reference, these were the learning outcomes we created and provided for students to see:

Workshop participants should:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

==Session 1: Case Study #4: Snapchat Mishap==
'''Short URL:''' https://go.library.ubc.ca/PT9vJ3

''Feedback re: URL''
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Theme===
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realistic scenarios.
* For example, this theme was provided for the "Snapchat Mishap" case study: "Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private."

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>
''Feedback re: Table Discussion''
* Include instructions about process for students to refer to during the workshop. This can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.

===Personal Reflection===
While reading the case study, consider your personal response to the following question:

''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

''Feedback re: Personal Reflection''
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.

===Case Study===
After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again.

''Feedback re: Case Study''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions===
'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines?'''

Consider these resources as you answer:
* [http://newwestschools.ca/pdf/Policy%20506.0.pdf New Westminster School District: Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* [http://teach-educ.sites.olt.ubc.ca/files/2016/09/Teacher-Education-Practicum-Guidelines-2016-17.pdf UBC Teacher Education Office: Program Practicum Guidelines]
::* Read the “Respect for Others” and “Responsibility” sections on page 5.
* [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public ''News 5 Cleveland'': "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* [http://www.teachmag.com/archives/9727 ''Teach: The Magazine'': "Making Social Media Work For You"]
* [http://oct-oeeo.uberflip.com/i/783423-ps-march-2017 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html ''Education Week'': "Teachers Are Starting to Use Snapchat. Should You?"]
* [https://www.commonsense.org/education/blog/protecting-student-privacy-on-social-media-dos-and-donts-for-teachers ''Common Sense Education'': "Protecting Student Privacy on Social Media: Do's and Don'ts for Teachers"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf The Alberta Teachers' Association: "E-Liability" brochure]
::* Read the section titled "Social Media."
* [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 BC Teachers' Federation: "Dr. Seuss’s take on equal rights seen as too political for schools"]
* [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html ''Yahoo News'': "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

''Feedback re: discussion questions''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

''Feedback re: resources'':
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.

==Focus Groups==
==Questions for Feedback==
*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
*How did this case study help you think about your social media presence?
*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?

''Feedback re: the creation of feedback questions''
*These questions were used to get feedback from students who participated in a practice case study in order to determine whether or not students were meeting the learning outcome for the case study.
*By getting feedback from students, we were able to make changes to the content, format, and process of the case studies in order to make them more effective for the fall workshops.
*Because the overall goal of the Digital Tattoo workshops for teacher candiates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

==Focus Groups==
''Feedback re: focus groups''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you guage the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Feedback

2017-12-13T18:53:51Z

EmilyFornwald:

This page is to document feedback when draft case studies were piloted with our Digital Tattoo student team.

==Context==
[[File:Digital Tattoo Seminar for Student Teachers.png|400px|right|Digital Tattoo Seminar for Student Teachers]]
Each year the Digital Tattoo Project staff team facilitates a seminar for teacher candidates in UBC's Teacher Education Program. One aspect of this is digging into the statement on the right:
* who decides what a "higher standard" looks like?
* what are the ethical implications implied by this statement?
* how can prospective teachers manage their digital identities through the transition from student to professional?
These case studies are meant to help student teachers build confidence for making challenging decisions amidst often unclear policies and modern social and professional practices that involve public and private sharing via the internet.

==Learning Outcomes==
Workshop participants should:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

''Feedback re: Learning Outcomes''
* Including learning outcomes at the outset of the case studies serves two major purposes. First, pre-determined learning outcomes remind the writer of the overall goal of the individual case studies as they write. Second, learning outcomes engage the workshop participants, focus their thinking, and help them to understand the value of the case studies even before they've begun to read them.
* Our team decided that, regardless of the case study being discussed, we wanted all participants to ultimately develop the same level of confidence in decision-making as a general goal. For this reason, we created learning outcomes that applied to all participants, regardless of the case study an individual was assigned and we listed the learning outcomes on the general case study page.

==Session 1: Case Study #4: Snapchat Mishap==
'''Short URL:''' https://go.library.ubc.ca/PT9vJ3

''Feedback re: URL''
* To help students quickly and easily find the published case studies on the UBC Wiki, each case study was given a shortened URL, made with the UBC Library URL Shortener Service: https://go.library.ubc.ca/shorten.php.

===Theme===
* Teachers should assume that anything they post online can be found and shared, whether their social media accounts are public or private.

''Feedback re: Theme''
* Including a theme at the beginning of each case study focuses the participants' thinking onto one aspect of the general topic in order to prepare them for the scenario they are going to be discussing.
* Although each case study addresses multiple themes, only one was included with each case study in order to better direct the students' focus.
* Creating a large list of general themes based on research prior to writing any of the actual case studies can guide the writing process, helping the writer to create authentic, realisitic scenarios.

<div style="border:5px #7DBBFA solid; padding:25px; margin:25px; margin-left: 50px ; margin-right: 50px;
-moz-border-radius: 4em 1em 4em 1em; border-radius: 4em 1em 4em 1em;
background-color: #CBE1F7;
-moz-box-shadow: 3px 3px 5px 6px #ccc;
-webkit-box-shadow: 3px 3px 5px 6px #ccc;
box-shadow: 3px 3px 5px 6px #ccc;
width:60%;
font-size:1.0em;
"> '''Table Discussion''': in groups of 3-4:

1. Read the case study and consider your response to the personal reflection question as you read.

2. Discuss each question below with your group, using the resources to support your responses.

3. Take notes on your discussion to share when the large group reconvenes.
</div>
''Feedback re: Table Discussion''
* Include instructions about process for students to refer to during the workshop. This can help them gain clarity regarding their tasks and ensure that they use and incorporate all questions and resources in a way that will enhance their discussion.

===Personal Reflection===
While reading the case study, consider your personal response to the following question:

''Teachers can use social media accounts as a way to effectively communicate with students, but this type of communication also poses risks. How would I manage school-designated social media accounts?''

''Feedback re: Personal Reflection''
* By including a personal reflection question at the beginning of the case studies, students can guide their reading in a way that will help them meet the learning outcomes.
* Asking students to reflect on the case study from a personal standpoint before they begin a group discussion can contribute to a more varied range of responses in the group as a whole.
* Because the overall goal of the workshop is to empower students to make decisions about their own digital identities in the future, it is important that we encourage them to examine their personal reactions and responses during the workshop.

===Case Study===
After being encouraged to take advantage of communication apps commonly used by her students as a teaching tool with her high school Social Studies classes during her practicum, Jessica decided to make teaching accounts on a few different apps and websites in order to engage her students. Her school advisor mentioned at the beginning of her practicum that he had looked her up online and suggested that, if she wanted to use social media, she should probably make her current accounts private and consider creating new accounts to use with students. After discussing the idea and getting permission to create school-related social media accounts on Facebook, Twitter, and Snapchat with the school administrator, Jessica made the accounts under her name Ms. Yu and advised students and their parents that, though it was not a requirement, they could all add and follow her teaching accounts on these apps instead of her personal accounts. Doing so meant that she could send out links for news articles that were relevant to their class material, communicate with parents and students about assignments and other classroom news, and get in touch with students even outside of class hours when they had quick questions or wanted to share images and other items they found relevant to their schoolwork. Thus far, Jessica has found her students to be engaged in their work and has received positive comments from her supervising teacher, who has found that her incorporation of social media adds creativity to her lessons.

While teaching a unit about BC elections, Jessica was determined not to share her personal political views with students, despite her being politically active outside of school, as she did not want to impress her views on anyone or upset any students, parents, or other teachers who felt differently. Instead, she was focusing on the ways in which elections were conducted in BC and decided to run a mock election with her students. As a part of the unit, she wanted students to study and create political campaigns, encouraging them to take and share photos of real campaign strategies they found with her school-designated social media accounts so that they could discuss them in class. She advised them to check the accounts, as she would also share images she found outside of school.

One day, after taking pictures of some political flyers and posters she found on her way home and sharing them with the class account, she decided to post one of the posters that she particularly disagreed with to her personal Snapchat story, captioning it “How could anyone possibly vote for this f&#%ing moron?!?” A short time later, she received a Snapchat message from one of her students that said, “Tell us what you really think Ms. Y!” Realizing that she had accidentally sent the message from her school account instead of her personal account, Jessica quickly removed the image from the account's story feature, but could see that multiple students and some of their parents had already opened it and she had a notification indicating that someone had taken a screenshot of the post.

The next day, her school advisor informed her that he had received complaints from some of the parents of her students. They were upset after seeing the image and felt that it was inappropriate for a teacher to express political opinions to students, especially with that type of language. Jessica was told she would have to meet with her facilitator and the school administrator to decide how to handle her mistake. She is now trying to figure out how she can discuss this with her students and their parents, and she is also concerned that this could jeopardize her practicum, as she has heard stories of other teachers being disciplined for political posts on social media. She also thinks it may be best to delete all of her school-related social media accounts in order to avoid having anything like this happen again.

''Feedback re: Case Study''
* Include in each case study a decision maker and at least one clear decision point.
* Each case study should address multiple themes and have layers that create complexity.
* Effective case studies do not have easy or pre-determined answers. If a workshop participant could respond to a case study by saying "[Character] just shouldn't have done that," then the case study is too simple.
* Case studies should be complex enough to generate discussion and allow for varied points of view without being too lengthy for the allotted workshop time.
* Consider writing style when creating case studies. For instance, determine if there is a preference for first, second, or third person narration, as well as past or present tense. Keep this style consistent for all case studies.
* Readers should be able to identify and empathize with the characters in the case study. Relatable and realistic scenarios can be more engaging and encourage students to refer to personal experiences as they discuss.
* Ending a case study at a decision point can allow for participants to envision multiple possible outcomes to a given scenario.

===Discussion Questions===
'''1. Does Jessica's use of Snapchat violate any social media policies and/or the Teacher Education Office’s practicum guidelines?'''

Consider these resources as you answer:
* [http://newwestschools.ca/pdf/Policy%20506.0.pdf New Westminster School District: Digital Technology Policy]
::* Read the "Staff Guidelines" section on page 3.
* [http://teach-educ.sites.olt.ubc.ca/files/2016/09/Teacher-Education-Practicum-Guidelines-2016-17.pdf UBC Teacher Education Office: Program Practicum Guidelines]
::* Read the “Respect for Others” and “Responsibility” sections on page 5.
* [http://www.news5cleveland.com/news/local-news/oh-cuyahoga/bedford-teacher-on-paid-leave-after-snapchat-complaint-made-public ''News 5 Cleveland'': "Bedford teacher on paid leave after Snapchat complaint made public"]

'''2. How should Jessica approach this situation with students, parents, and school administrators? Can she turn this into a positive experience? Would you recommend that she continue using social media in her teaching despite this incident?'''

Consider these resources as you answer:
* [http://www.teachmag.com/archives/9727 ''Teach: The Magazine'': "Making Social Media Work For You"]
* [http://oct-oeeo.uberflip.com/i/783423-ps-march-2017 ''Professionally Speaking: The Magazine of the Ontario College of Teachers'', March 2017]
::* Read "Making Connections" on pg. 45.

'''3. Do you plan to utilize social media as a tool in your classroom? How would you incorporate social media into your instruction while managing the associated risks?'''

Consider these resources as you answer:
* [http://blogs.edweek.org/teachers/teaching_now/2016/06/teachers_snapchat_guide.html ''Education Week'': "Teachers Are Starting to Use Snapchat. Should You?"]
* [https://www.commonsense.org/education/blog/protecting-student-privacy-on-social-media-dos-and-donts-for-teachers ''Common Sense Education'': "Protecting Student Privacy on Social Media: Do's and Don'ts for Teachers"]

'''4. What do you consider before sharing your personal beliefs and opinions on social media? Would you share more on a private account than you would on an account that your students see? Are there any beliefs or opinions that you would avoid sharing on social media altogether?'''

Consider these resources as you answer:
* [https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Teachers-as-Professionals/MS-88%20E-liability%20Brochure.pdf The Alberta Teachers' Association: "E-Liability" brochure]
::* Read the section titled "Social Media."
* [https://bctf.ca/ProfessionalResponsibility.aspx?id=26837&libID=26827 BC Teachers' Federation: "Dr. Seuss’s take on equal rights seen as too political for schools"]
* [https://ca.news.yahoo.com/blogs/dailybrew/ontario-teacher-fired-over-racist-tweets-204659364.html ''Yahoo News'': "Ontario teacher fired over racist tweets broke ‘unwritten social contract,’ expert says"]

''Feedback re: discussion questions''
* Consider the ways in which the wording of a question impacts the potential answers students would provide. For instance, beginning a question with the phrase "Would you...?" allows for students to provide a yes/no answer, whereas introducing a question with "How would you...?" requires more complex answers and, potentially, a broader range of answers. The same could be said for beginning a questions with "How does this...?" as opposed to "Does this...?"
* When formulating questions, it helps to simplify the wording as much as possible. Getting to the heart of the question as directly as possible, without the inclusion of jargon, will be more helpful for students participating in the case study.
* Focus more on the depth and complexity of discussion questions than the breadth. Having a few complex discussion questions can be more valuable than having a large number of simple questions.
* If you have a large number of questions, try to group together questions that address similar themes as one more complex question instead.
* Try to create questions that address more than one theme or point of discussion.
* It is important to check the links for resources prior to using the case studies with students, in order to catch any broken links. If one of the resources has a broken link and that resource is no longer available anywhere online, you can replace the resource with one from the "Additional Resources" page on the Case Studies for Student Teachers Wiki.

''Feedback re: resources'':
* Instead of providing a large number of resources, find a few resources that will enrich the discussion in the most meaningful ways.
* Use resources that are easily accessible and digestible for workshop participants.
* By connecting the resources to specific discussion questions, students may be more likely to read them and involve them in the discussion. This is also a way to draw out the most important elements of the resources for participants to focus on. You can do this by adding a note with the resource indicating which section(s) to refer to as they read.
* Use the resources to present a balanced point of view. We wanted to provide real world examples of social media being used both poorly and effectively in order to give students more to consider when making their own decisions.

==Questions for Feedback==
*How did the scenario, discussion questions, and resources help you meet the goal of the case study?
*Do you feel more prepared to handle this scenario, and similar scenarios, as a result of this case study?
*How did this case study help you think about your social media presence?
*Do you have any other feedback regarding the case study itself, the discussion questions, or the provided resources?

''Feedback re: the creation of feedback questions''
*These questions were used to get feedback from students who participated in a practice case study in order to determine whether or not students were meeting the learning outcome for the case study.
*By getting feedback from students, we were able to make changes to the content, format, and process of the case studies in order to make them more effective for the fall workshops.
*Because the overall goal of the Digital Tattoo workshops for teacher candiates is to help them feel more confident making effective decisions regarding their digital identities, the feedback questions were worded in a way that would evaluate the effectiveness of the case studies in meeting that goal.

==Focus Groups==
''Feedback re: focus groups''
* Focus groups are an effective way to learn about a topic from those who are directly affected by it. These sessions can help a case study writer get new ideas for their case studies and/or test the ideas they already have for relatability, authenticity, and engagement.
* Plan focus group questions ahead of time and ask the most important questions first to ensure that you get answers to them.
* Find out from the students' department which days and times would work best for the students, especially if most students in the college have similar timetables.
* Promote your focus group as early as possible and in the way(s) that will reach the most students in order to increase the number of participants. For our focus group, we created and hung posters in the Neville Scarfe building and sent two announcements to students via email.
* Request that students contact you if they plan to participate. This will help you guage the number of participants to expect and continue promoting accordingly.
* Plan to provide students with an incentive for participating. At our focus group, we provided pizza and drinks for students who were willing to give up their break between classes at lunch.
* Book a room for the focus group that will be easily accessible for the participants. Because we were working with teacher candidates, we held or focus group in the Neville Scarfe building where all Education classes take place.
* Determine the maximum number of participants in advance. We decided on a maximum of 20 students and felt that any more than that would make the focus group too large, possibly limiting each participants chances to contribute to the discussion. This number also helped us to determine how much food to order and which size room to book.
* It is important the the focus group facilitator be present and fully engaged in the discussion. Because of this, we had one person responsible for asking questions and leading the discussion, and one person responsible for note-taking.
* If you would like to record your focus group, you must get permission from the participants. Even if you are only recording audio, students should sign UBC's [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292"Consent and Release for Models"] form.

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T18:52:04Z

EmilyFornwald:

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present the survey results:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T18:51:33Z

EmilyFornwald:

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present to the advisory committee:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T18:51:10Z

EmilyFornwald:

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present to the advisory committee:
* [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-13T18:49:42Z

EmilyFornwald:

==Assessment==

====Stage 1: Goal Development====
Before you can begin writing your assessment surveys, you must first determine the goals for your assessment. In other words, you need to determine what you are hoping to learn from the assessment surveys. Knowing what it is you want to learn from the assessment will help you to create appropriate and useful questions. The goals of your assessment should be related to the goals or learning outcomes for the project as a whole.

For the Case Studies for Student Teachers Project, we developed the following learning outcomes for our case study workshops:
'''Learning Outcomes''': Workshop participants have the opportunity to:
* build their confidence for decision making about posting and sharing content online.
* practice using guidelines and resources to support decision making.
* reflect on and discuss the multiple perspectives at play in each scenario and the implications for themselves as beginning teachers.

Based on these learning outcomes, we developed the following goal for our assessment:
'''Goal for assessment:'''
* to assess change related to confidence in decision-making specific to social media as a new professional.

Having a predetermined goal will help to guide your question-writing, as it will help you to evaluate the usefulness of your questions. With every question you write, you can ask yourself “Will the answers to this question help to meet the goal of the assessment? Will the answers to this question tell me whether or not the overall goals for the project are being met?” If the answer is “no,” you should remove or re-write the question.

====Stage 2: Assessment Research & Planning====
A great deal of thoughtfulness is required to write effective survey questions and your question-writing--both the questions you ask and the options you provide for answers--should be informed by research into the topic. This is especially important if you are not an experienced survey-writer. We recommend consulting the following book for information about survey writing:
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2014). Internet, phone, mail, and mixed-mode surveys : the tailored design method. Hoboken, NJ: Wiley.
* [http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=8119483 Click here for access to an online copy from the UBC Library]
* [http://go.utlib.ca/cat/9993519 Click here to find the same book at the U of T Library]

At this stage, you can begin determining the type of survey you want to create, the types of questions you think would be most valuable, and the most effective ways to format those questions. The formatting you choose will likely depend in part on the delivery method. For instance, branching and contingency questions can be very easy to set up in online surveys, but they are complicated to follow on paper surveys.

Our decision was to create two self-administered online surveys--one to be completed prior to the case study workshop, and one to be completed at the end. This decision is the basis for all other stages of the assessment process described below.

If you intend to create an online survey as we did for the Case Studies for Student Teachers project, it is important to familiarize yourself with the survey tool you will be using at this stage of the assessment process. This will give you an idea of the types of questions you can ask, the formatting options for the survey, and the methods for gathering results. You can learn about and connect to the [https://it.ubc.ca/services/teaching-learning-tools/survey-tool UBC survey tool], which was used to create and administer our surveys.

====Stage 3: Writing Surveys====
While creating the assessment surveys for the Case Studies for Student Teachers project, this stage was the most lengthy, due mostly to the number of drafts required to reach the final surveys. We went through many questions and answer options before creating the surveys we felt would ultimately provide us with the most valuable information about the students’ experiences with the case studies.

The surveys we created can be found at the following links:
* [https://survey.ubc.ca/s/digital-tattoo-pre/ Pre-workshop Survey]
* [https://survey.ubc.ca/s/digital-tattoo-post/ Post-workshop Survey]

We considered the following as we wrote our questions:
* How much time will respondents have to complete the survey and how should this impact the questions or the number of questions that we will ask?
* What is the right number of questions to ensure that we are getting all of the information we need without overwhelming or burdening respondents?
:::* Note: We ultimately decided to ask 9 closed-ended questions on the pre-workshop survey and 10 closed-ended plus 1 open-ended question on the post-workshop survey.
* Is this question best expressed and most useful as an open-ended or closed-ended question?
* Are all of our questions valid? Will each question tell us something that we actually need and/or want to know? Will each question contribute to meeting the goal of the assessment?
* Have we used terminology familiar to our respondents and avoided unnecessary jargon?
* Have we used terminology and scales consistently?
* Have questions been phrased as clearly and simply as possible?
* Have we avoided double-barreled questions? (A double-barreled question is one that asks for two pieces of information in a single question.)
* Are all response options mutually exclusive?
* Are any questions worded in a way that is leading or biased? Are answer options balanced and unbiased?
* For closed-ended questions, which response options will be the most effective (e.g. polar, scale, etc.)?
* For closed-ended questions, are all possible answers available as options?
* What is the best possible order for the questions?

We chose to use “True,” “False,” and “I’m not sure” answers, along with questions phrased as statements to format most of our questions. We felt that, because we were asking questions related to the personal thoughts and experiences of students that having them determine whether they found a statement to be true to their own experiences with the case studies would result in the best information. Providing “I’m not sure” as a neutral option was also determined to be useful as we recognized that some students may not have the prior experience required to have determined personal responses to some of the questions. This neutral option meant that we would avoid having students skipping a question or choosing an answer that did not accurately reflect their experience.

Our decision to use “True,” “False,” and “I’m not sure” came after many drafts that included unipolar scales of agreement as the answer options (e.g. strongly agree, agree, neutral, disagree, strongly disagree). The change to “True,” “False,” and “I’m not sure” kept our questions simple and meant that respondents would not have to decipher the difference between “agree” and “strongly agree” or ”disagree” and “strongly disagree”. If you instead decide to provide scales of any kind, the following guiding questions from Dillman (2014) can help you to evaluate the quality of your scales:
* “Will a unipolar or bipolar scale be used?
* Does the scale only include 4 or 5 categories? If more are used, is there a justification for it?
* Do the question stem and response categories match? Are construct-specific response categories used?
* Is there a natural metric underlying the scale that can be used to the response categories?
* Are the positive and negative ends of the scale equally balanced?
* Are all the categories verbally labeled? If not, is there a justification for using a polar-point or other type of scale construction?
* Are numeric labels included? If so, are they needed, or can they easily be removed?
* Is the question too complex? Should a branching or multiple-step format be used?
* Will the response options bias the responses? Should an open-ended question be used instead?” (pg. 164)

The writing stage should also include the crafting of a preface and any necessary instructions for your surveys in order to ensure that users will understand how to answer the questions and what their answers will be used for. In our preface, it was important for us to tell students that their answers would help us to determine the impact that the case studies would have on their decision-making and confidence. We also emphasized that all of their answers would be submitted anonymously.

====Stage 4: Testing====
Testing your surveys prior to implementing them is a critical step in the assessment process, and it should be done with enough time to make any necessary changes to the surveys before they must be sent to your users.

Our surveys were tested with students working with the Digital Tattoo project, who were asked to complete the surveys and provide feedback regarding:
* The UBC survey tool (Was the survey tool easy to use? Were they able to find and complete the surveys without difficulty?)
* The clarity and wording of questions (Did students understand what was being asked of them? Were they being asked questions they had answers to?)
* The time spent completing surveys
:::* This helped us to determine how much of our workshop time needed to be spent with the surveys.

====Stage 5: Administering Surveys====
Once the surveys have been tested and any necessary changes have been made, the assessment tools are ready to be delivered to your users. For this project, links for both surveys (made with the [https://go.library.ubc.ca/ UBC link shortener service]) were added to the “Case Studies for Student Teachers” Wiki. The links were also sent to all teacher candidates who would be attending the Digital Tattoo workshops prior to the workshop taking place. During the workshops, students were given time to complete the surveys 3-5 minutes at the beginning and end of each workshop.

Leaving time at the end of the workshop is especially important, given that students are not necessarily motivated to complete the final survey if the workshop has run over time.

====Stage 6: Gathering and Analyzing Responses====
Understanding and sharing assessment results is made easier by creating visual representations of data. After downloading the spreadsheets of results from the UBC survey tool, I used pivot tables in Excel to create pie graphs for each question. This made it more efficient to see all of the results for a particular question at once, and helped us to make comparisons between the pre-workshop survey results and the post-workshop survey results.

Additionally, if your survey has open-text questions, it can be helpful to go through the answers that students provide and sort the comments into specific categories. For instance, when preparing to share the results of our survey with the advisory committee, I went through all written answers from the last question on the post-workshop survey, removed the answers that were unclear or unhelpful (e.g. some answers that were not helpful included "Yes" and "Nice information"). I then sorted the remaining comments into categories related to our goals that included "Comments related to confidence," "Comments related to decision-making," "Comments on case studies," and "Room for Improvement." This made discussing the comments and gauging student responses easier during meetings with stakeholders.

Below are the documents I created to present to the advisory committee:

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Mini Conference Presentation

2017-12-13T18:35:09Z

EmilyFornwald:

=Teacher Candidate Mini Conference=

As a follow-up to the Think Before You Ink case study workshops in September 2017, the Digital Tattoo project presented at the 2017/2018 Teacher Candidate Mini Conference. The materials used in the presentation are below.

===Presentation Slides===
{{#widget:Google Presentation|docid=13wyZDi_a_ipy3LPu4CtoD0v_X2wRseT9h9o4oObqcaQ}}<br />

===Handout===
[[File:DT Conference Handout.pdf|thumb|This handout for teacher candidates was distributed at the 2017/18 Teacher Candidate Mini Conference.]]

File:DT Conference Handout.pdf

2017-12-13T18:34:20Z

EmilyFornwald: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
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|date=2017-12-13 10:33:29
|source={{own}}
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{{self|cc-by-sa-3.0}}

[[Category:Uploaded with UploadWizard]]

Documentation:Digital Tattoo Case Studies Project/Education/Mini Conference Presentation

2017-12-13T18:33:06Z

EmilyFornwald: Created page with "=Teacher Candidate Mini Conference= As a follow-up to the Think Before You Ink case study workshops in September 2017, the Digital Tattoo project presented at the 2017/2018 T..."

Documentation:Digital Tattoo Case Studies Project/Education/Case Study Development

2017-12-12T18:59:11Z

EmilyFornwald: Created page with " Category: DT Case Studies"

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2017-12-12T18:48:02Z

EmilyFornwald:

=Survey Results=

'''Below are all of the results from the Digital Tattoo: Think Before You Ink presentation assessment surveys.'''

* Pre-Workshop Survey Results: [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* Post-Workshop Survey Results: [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]
:::* All written responses to post-workshop question 10b: [[File:Digital Tattoo Post-Workshop Survey 10b Responses.pdf|thumb|All open-text responses to question 10b on the Digital Tattoo post-workshop survey.]]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2017-12-12T18:47:43Z

EmilyFornwald:

=Survey Results=

Below are all of the results from the Digital Tattoo: Think Before You Ink presentation assessment surveys.

* Pre-Workshop Survey Results: [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* Post-Workshop Survey Results: [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]
:::* All written responses to post-workshop question 10b: [[File:Digital Tattoo Post-Workshop Survey 10b Responses.pdf|thumb|All open-text responses to question 10b on the Digital Tattoo post-workshop survey.]]

[[Category: DT Case Studies]]

File:Digital Tattoo Post-Workshop Survey 10b Responses.pdf

2017-12-12T18:46:08Z

EmilyFornwald: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=All open-text responses to question 10b on the Digital Tattoo post-workshop survey.}}
|date=2017-12-12 10:45:30
|source={{own}}
|author=[[User:EmilyFornwald|EmilyFornwald]]
|permission=
|other_versions=
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=={{int:license-header}}==
{{self|cc-by-sa-3.0}}

[[Category:Uploaded with UploadWizard]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2017-12-12T18:45:10Z

EmilyFornwald:

=Survey Results=

* Pre-Workshop Survey Results: [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* Post-Workshop Survey Results: [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]
:::* All written responses to post-workshop question 10b:
[[File:Digital Tattoo Post-Workshop Survey Question 10b Responses|thumbnail]]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2017-12-12T18:42:00Z

EmilyFornwald:

=Survey Results=

* Pre-Workshop Survey Results: [[File:Digital Tattoo Pre-Workshop Assessment Results.pdf|thumb|Breakdown of DT Pre-Workshop Survey Results.]]

* Post-Workshop Survey Results: [[File:Digital Tattoo Post-Workshop Assessment Results.pdf|thumb|Breakdown of Post-Workshop Survey Results]]

::::::* All written responses to post-workshop question 10b:

[[Category: DT Case Studies]]

File:Digital Tattoo Post-Workshop Assessment Results.pdf

2017-12-12T18:41:08Z

EmilyFornwald: User created page with UploadWizard

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