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Documentation:Digital Tattoo Curriculum/Case Studies Informationandtechnology AI Feedback Fiasco

2024-09-18T21:47:31Z

LucasWright: /* Citation */

== Case Study: AI Feedback Fiasco ==

<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>

== Theme ==
<blockquote>Balancing AI innovation with the need for ethical considerations and human connection in education.</blockquote>

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

''How can I balance the benefits and the ethical concerns of utilizing AI tools in education?''

''How can I promote critical thinking and human judgment in classrooms where AI is being leveraged for teaching and learning?''

== Case Study ==
[[File:A person sitting at a desk using a computer to write report card comments. The person is typing on a laptop with a clear view of the screen,.png|thumb|Person typing report card comments on a laptop at a tidy desk with a notebook and coffee cup, in a softly lit, calm setting.]]
'''Case Study: When AI Meets Report Cards – Alex Kim's ChatGPT Dilemma'''

Alex Kim, a new Grade 10 English teacher at Riverside Secondary School in Vancouver, BC, decided to use ChatGPT to help draft report card comments for his class of 20 students. The school does not have a policy on using AI tools for this purpose, but Alex believed that using ChatGPT would streamline his workload and allow him to focus more on classroom engagement and individual student needs.

Initially, Alex found the process efficient. ChatGPT generated report card comment drafts quickly, providing a helpful starting point for him to personalize them. However, the situation became complicated when the parents of Aisha Patel, one of his students, discovered that AI had been used in creating her report card comments. They expressed concerns that the use of AI diminished the personal connection and insights a teacher should offer when evaluating a student's progress. Even though Alex had reviewed and tailored the comments himself, the parents felt that the involvement of AI made the feedback feel impersonal and less meaningful. The parents also were concerned that Aisha’s privacy could have been impacted by generating comments using Generative AI.

Adding to the issue, Aisha's parents also questioned the authenticity of an email Alex had sent to inform them about an upcoming assignment. They felt the tone of the email was stiff and formulaic, suspecting that he had used ChatGPT for the message as well. The parents voiced their dissatisfaction, stating that the email lacked the warmth and personal touch they expected from a teacher communicating with them about their child's education.

This left Alex facing a dilemma: while using ChatGPT saved him valuable time and allowed him to deliver faster feedback and communication, it also raised concerns with parents about the authenticity and personal connection they expected from their child's teacher.

== Example Comment and Parents Critique ==
'''Comment:'''
Aisha has demonstrated strong analytical skills throughout the term. She engages thoughtfully with the material and is capable of producing insightful written responses. However, she would benefit from more consistent participation during group activities. I encourage her to share her ideas more frequently, as this will enhance her learning experience and contribute to the class dynamic.

'''Parent Feedback:'''
This comment feels like it could apply to almost any student. It lacks the specific details we expect when a teacher evaluates our child's progress. We’re also concerned about how AI-generated comments might compromise Aisha’s privacy and individual attention from the teacher.

== Discussion Questions ==
'''1. Addressing Parental Concerns in the Age of AI:'''
Given the parents' discomfort with Alex Kim's use of ChatGPT for report card comments and emails, how should he respond to their concerns? Who could he consult prior to responding? What opportunities are there for Alex addressing the potential benefits of AI in education? What communication strategies can Alex use to rebuild trust and demonstrate that AI can enhance, rather than replace, the personal connection between teacher and student?

'''2. Critical Decision-Making: When to Use AI and When to Avoid It:'''
AI has the potential to transform various aspects of teaching, from grading to designing classroom activities. In which specific situations could new teachers fully embrace AI, and in which situations is it crucial to maintain a human touch? How can teachers harness AI’s strengths without sacrificing the critical human elements of teaching?

'''3. Broader Risks of AI in Education and Mitigation Strategies:'''
Which risks of integrating AI into teaching practices, such as bias, privacy, loss of personal connection, or over-reliance on technology have you explored at your placement or within your courses? How can teachers and schools mitigate these risks while still taking advantage of the benefits AI offers?

== Additional Resources ==
* [https://genai.ubc.ca/guidance/ UBC Guidance on Generative AI Use]
* [https://learningdesignviews.educ.ubc.ca/ai-corner/ AI Corner UBC Faculty of Educaition]

== Process Statement ==
To develop this case study, Digital Tattoo team members inputted existing Digital Tattoo case studies into ChatGPT 4o<ref>OpenAI. (2024). ChapGPT (4.0 version) [Large language model]. https://chat.openai.com/chat</ref> to train the model on the typical language, style, and approach of our case studies. Previous case studies have been entirely developed by human team members. The model was then prompted to generate a new case study based on the scenario of a teacher using ChatGPT to generate student comments. Team members carefully reviewed ChatGPT’s output, significantly editing content, grammar, and style over multiple rounds of feedback. We provide this process statement for transparency and to encourage students to acknowledge their own use of GenAI in their work.

== 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 Curriculum/Case Studies Informationandtechnology AI Feedback Fiasco

2024-09-18T21:46:23Z

LucasWright:

== Case Study: AI Feedback Fiasco ==

<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>

== Theme ==
<blockquote>Balancing AI innovation with the need for ethical considerations and human connection in education.</blockquote>

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

''How can I balance the benefits and the ethical concerns of utilizing AI tools in education?''

''How can I promote critical thinking and human judgment in classrooms where AI is being leveraged for teaching and learning?''

== Case Study ==
[[File:A person sitting at a desk using a computer to write report card comments. The person is typing on a laptop with a clear view of the screen,.png|thumb|Person typing report card comments on a laptop at a tidy desk with a notebook and coffee cup, in a softly lit, calm setting.]]
'''Case Study: When AI Meets Report Cards – Alex Kim's ChatGPT Dilemma'''

Alex Kim, a new Grade 10 English teacher at Riverside Secondary School in Vancouver, BC, decided to use ChatGPT to help draft report card comments for his class of 20 students. The school does not have a policy on using AI tools for this purpose, but Alex believed that using ChatGPT would streamline his workload and allow him to focus more on classroom engagement and individual student needs.

Initially, Alex found the process efficient. ChatGPT generated report card comment drafts quickly, providing a helpful starting point for him to personalize them. However, the situation became complicated when the parents of Aisha Patel, one of his students, discovered that AI had been used in creating her report card comments. They expressed concerns that the use of AI diminished the personal connection and insights a teacher should offer when evaluating a student's progress. Even though Alex had reviewed and tailored the comments himself, the parents felt that the involvement of AI made the feedback feel impersonal and less meaningful. The parents also were concerned that Aisha’s privacy could have been impacted by generating comments using Generative AI.

Adding to the issue, Aisha's parents also questioned the authenticity of an email Alex had sent to inform them about an upcoming assignment. They felt the tone of the email was stiff and formulaic, suspecting that he had used ChatGPT for the message as well. The parents voiced their dissatisfaction, stating that the email lacked the warmth and personal touch they expected from a teacher communicating with them about their child's education.

This left Alex facing a dilemma: while using ChatGPT saved him valuable time and allowed him to deliver faster feedback and communication, it also raised concerns with parents about the authenticity and personal connection they expected from their child's teacher.

== Example Comment and Parents Critique ==
'''Comment:'''
Aisha has demonstrated strong analytical skills throughout the term. She engages thoughtfully with the material and is capable of producing insightful written responses. However, she would benefit from more consistent participation during group activities. I encourage her to share her ideas more frequently, as this will enhance her learning experience and contribute to the class dynamic.

'''Parent Feedback:'''
This comment feels like it could apply to almost any student. It lacks the specific details we expect when a teacher evaluates our child's progress. We’re also concerned about how AI-generated comments might compromise Aisha’s privacy and individual attention from the teacher.

== Discussion Questions ==
'''1. Addressing Parental Concerns in the Age of AI:'''
Given the parents' discomfort with Alex Kim's use of ChatGPT for report card comments and emails, how should he respond to their concerns? Who could he consult prior to responding? What opportunities are there for Alex addressing the potential benefits of AI in education? What communication strategies can Alex use to rebuild trust and demonstrate that AI can enhance, rather than replace, the personal connection between teacher and student?

'''2. Critical Decision-Making: When to Use AI and When to Avoid It:'''
AI has the potential to transform various aspects of teaching, from grading to designing classroom activities. In which specific situations could new teachers fully embrace AI, and in which situations is it crucial to maintain a human touch? How can teachers harness AI’s strengths without sacrificing the critical human elements of teaching?

'''3. Broader Risks of AI in Education and Mitigation Strategies:'''
Which risks of integrating AI into teaching practices, such as bias, privacy, loss of personal connection, or over-reliance on technology have you explored at your placement or within your courses? How can teachers and schools mitigate these risks while still taking advantage of the benefits AI offers?

== Additional Resources ==
* [https://genai.ubc.ca/guidance/ UBC Guidance on Generative AI Use]
* [https://learningdesignviews.educ.ubc.ca/ai-corner/ AI Corner UBC Faculty of Educaition]

== Citation ==
<ref>OpenAI. (2024). ChapGPT (4.0 version) [Large language model]. https://chat.openai.com/chat</ref>

== Process Statement ==
To develop this case study, Digital Tattoo team members inputted existing Digital Tattoo case studies into ChatGPT to train the model on the typical language, style, and approach of our case studies. Previous case studies have been entirely developed by human team members. The model was then prompted to generate a new case study based on the scenario of a teacher using ChatGPT to generate student comments. Team members carefully reviewed ChatGPT’s output, significantly editing content, grammar, and style over multiple rounds of feedback. We provide this process statement for transparency and to encourage students to acknowledge their own use of GenAI in their work.

== 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 Curriculum/Case Studies Information and Technology Students/Questionable Comments

2024-09-18T21:45:33Z

LucasWright:

== Questionable Comments (CCT 273) ==

<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>

== Theme ==
<blockquote>
When used appropriately, social media can be a source of connection and community for professionals.</blockquote>

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

''How would I respond to seeing a fellow colleague make inappropriate comments through social media?''

== Case Study ==
[[File:Texting-1490691_1920.jpg|alt=someone texting - hand on a cell phone|right|500x500px]]
'''Note: This scenario takes place outside of the current COVID-19 pandemic, but COVID can present significant demands on similar scenarios. Consider both how you might respond both during COVID and outside of it.'''

Before beginning their work placements for the Professional Experience Certificate in Digital Media, Communication and Technology, Chris, Marlow, Fernando, and Isabelle, a group of ICCIT students, were placed in the same town and created a private Facebook group and a group chat through text so that they could share resources, discuss their experiences, and plan times to connect outside of school. Because each of these students is trying to monitor their use of social media in order to avoid breaching any professional practices and standards, they decided to communicate through these private groups, as opposed to posting on any public profiles. Recognizing that they could help one another by monitoring their social media interactions, all of the students agreed not to post comments about each other or share any photos from their gatherings without asking for permission.

When Isabelle, Chris, Marlow and Fernando began their work placements, the Facebook group and group chat were primarily used to share resources, bounce ideas off of each other, and arrange meeting times and Zoom meet-ups. As the work placements continued Chris and Isabelle found themselves especially stressed because of increased workloads, disruptions from co-workers, and difficult interactions with placement supervisors that the students did not enjoy working under. Their frustrations were evident, as all the students had begun using the private Facebook groups as a way to vent about these situations and let off steam. Chris in particular found their co-workers to be consistently unmotivated which made the projects that they were doing with those folks difficult for them to manage. Chris also felt unfairly scrutinized by their work placement supervisor for their inability to maintain project timeline. They felt that the supervisor’s criticisms were unfair, especially because the supervisor wasn’t often present in the office; therefore, the supervisor was not there to help them find solutions to manage their project more effectively. Chris continued to express their frustration to Isabelle, Marlow, and Fernando through their texts and Facebook conversations, making comments like “I hope my co-workers enjoy their jobless futures!” and “Seriously, if this work placement supervisor is in charge of evaluating me, SHE SHOULD STAY IN THE OFFICE WHILE I AM HERE!” One day, while Chris and their coworkers were working on a project together. While the others on the team were brainstorming, Chris took photos of some of the co-workers ideas and later sent the pictures to the group chat, saying “Look at these hilarious answers- not even close! These people are such idiots sometimes. Maybe if they tried paying attention in our meeting they wouldn’t give answers like these!”

Isabelle understands Chris’ frustration about the difficulties of project managing and getting support from a work placement supervisor, as her placement has been frustrating too; however, she also feels that the comments Chris makes are inappropriate--even if their co-workers and the placement supervisor can’t see them--as they are unprofessional. Because she is a part of the Facebook group, Isabelle is worried that not saying or doing anything about Chris’ posts could suggest that she agrees with the things they said and that she is enabling Chris to continue sending these kinds of messages. She also worries that because the co-workers’ suggestions are so amusing, other group members will screen shot the messages and circulate them to others. At the same time, she considers Chris a friend and she recognizes the need for students to protect one another. She does not want to upset the other folks on the private Facebook group and group chat, especially Chris, by sharing the texts and Facebook posts with their professor or the school administrators, but she is also not comfortable ignoring them, especially if her name is associated with the group messages.

== Discussion Questions ==
'''1. Do Chris’ comments, made through private text exchanges and Facebook groups, violate social media policies and/or guidelines? Can comments like these be grounds for discipline? Who could be impacted by Chris’ messages?'''

Consider these resources as you brainstorm:
* [https://site-cbc.radio-canada.ca/documents/vision/governance/social-media-guidance-oct-2017-en.pdf CBC Social Media Guidance]
* [https://www2.gov.bc.ca/assets/gov/careers/about-the-bc-public-service/ethics/social_media_guidelines_for_personal_use.pdf SOCIAL MEDIA GUIDELINES for BC Public Service Employees]
* [https://www.ontario.ca/page/ontario-public-service-social-media-guidelines Ontario Public Service social media guide]
* [https://caj.ca/wp-content/uploads/ethics_guidelines.pdf Canadian Association of Journalists]

'''2. What would you do in Isabelle's situation? Is it reasonable for her to consider sharing the messages she deems inappropriate? What should she consider when making a decision?'''

Consider these resources as you brainstorm:
* [https://www.priv.gc.ca/en/privacy-topics/employers-and-employees/mobile-devices-and-online-services-at-work/02_05_d_41_sn/ Privacy and Social Media in the Workforce]

'''3. To what extent can we expect privacy when communicating digitally? What should professionals consider before sending messages to colleagues through social media?'''

Consider these resources as you brainstorm:
* [https://www.ctvnews.ca/canada/employee-who-got-6-bbq-sauce-as-holiday-gift-says-he-was-fired-for-angry-tweet-1.4752283#:~:text=TORONTO%20%2D%2D%20A%20Canadian%20man,materials%20that%20operates%20across%20Canada. Employee who got $6 BBQ sauce as holiday gift says he was fired for angry tweet]

* [https://nationalpost.com/news/canada/arbitrator-sides-with-former-cbc-employee-fired-after-supervisor-read-his-private-messages Arbitrator sides with former CBC employee fired after supervisor read his private messages]
*
'''4.What are the benefits of communicating with professionals in your field through social media? How would you use social media to connect with colleagues and how would you ensure that it is used effectively and appropriately?'''

Consider these resources as you brainstorm:
* [https://www.vox.com/recode/2020/1/24/21079275/slack-private-messages-privacy-law-enforcement-lawsuit Your Slack DMs aren’t as private as you think]
* [https://www.shrm.org/resourcesandtools/tools-and-samples/hr-qa/pages/socialnetworkingsitespolicy.aspx What are the pros and cons of using social media in the workplace? What should we include in a policy?]

== Additional Resources ==
* ''The Principal of Change'' blog: [http://georgecouros.ca/blog/archives/3432 "Personal and Professional vs. Public and Private]
* Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.

== 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 Curriculum/Case Studies Information and Technology Students/Questionable Comments

2024-09-18T21:44:53Z

LucasWright:

== Questionable Comments (CCT 273) ==

<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>

== Theme ==
<blockquote>
When used appropriately, social media can be a source of connection and community for professionals.</blockquote>

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

''How would I respond to seeing a fellow colleague make inappropriate comments through social media?''

== Case Study ==
[[File:Texting-1490691_1920.jpg|alt=someone texting - hand on a cell phone|right|500x500px]]
'''Note: This scenario takes place outside of the current COVID-19 pandemic, but COVID can present significant demands on similar scenarios. Consider both how you might respond both during COVID and outside of it.'''

Before beginning their work placements for the Professional Experience Certificate in Digital Media, Communication and Technology, Chris, Marlow, Fernando, and Isabelle, a group of ICCIT students, were placed in the same town and created a private Facebook group and a group chat through text so that they could share resources, discuss their experiences, and plan times to connect outside of school. Because each of these students is trying to monitor their use of social media in order to avoid breaching any professional practices and standards, they decided to communicate through these private groups, as opposed to posting on any public profiles. Recognizing that they could help one another by monitoring their social media interactions, all of the students agreed not to post comments about each other or share any photos from their gatherings without asking for permission.

When Isabelle, Chris, Marlow and Fernando began their work placements, the Facebook group and group chat were primarily used to share resources, bounce ideas off of each other, and arrange meeting times and Zoom meet-ups. As the work placements continued Chris and Isabelle found themselves especially stressed because of increased workloads, disruptions from co-workers, and difficult interactions with placement supervisors that the students did not enjoy working under. Their frustrations were evident, as all the students had begun using the private Facebook groups as a way to vent about these situations and let off steam. Chris in particular found their co-workers to be consistently unmotivated which made the projects that they were doing with those folks difficult for them to manage. Chris also felt unfairly scrutinized by their work placement supervisor for their inability to maintain project timeline. They felt that the supervisor’s criticisms were unfair, especially because the supervisor wasn’t often present in the office; therefore, the supervisor was not there to help them find solutions to manage their project more effectively. Chris continued to express their frustration to Isabelle, Marlow, and Fernando through their texts and Facebook conversations, making comments like “I hope my co-workers enjoy their jobless futures!” and “Seriously, if this work placement supervisor is in charge of evaluating me, SHE SHOULD STAY IN THE OFFICE WHILE I AM HERE!” One day, while Chris and their coworkers were working on a project together. While the others on the team were brainstorming, Chris took photos of some of the co-workers ideas and later sent the pictures to the group chat, saying “Look at these hilarious answers- not even close! These people are such idiots sometimes. Maybe if they tried paying attention in our meeting they wouldn’t give answers like these!”

Isabelle understands Chris’ frustration about the difficulties of project managing and getting support from a work placement supervisor, as her placement has been frustrating too; however, she also feels that the comments Chris makes are inappropriate--even if their co-workers and the placement supervisor can’t see them--as they are unprofessional. Because she is a part of the Facebook group, Isabelle is worried that not saying or doing anything about Chris’ posts could suggest that she agrees with the things they said and that she is enabling Chris to continue sending these kinds of messages. She also worries that because the co-workers’ suggestions are so amusing, other group members will screen shot the messages and circulate them to others. At the same time, she considers Chris a friend and she recognizes the need for students to protect one another. She does not want to upset the other folks on the private Facebook group and group chat, especially Chris, by sharing the texts and Facebook posts with their professor or the school administrators, but she is also not comfortable ignoring them, especially if her name is associated with the group messages.

== Discussion Questions ==
'''1. Do Chris’ comments, made through private text exchanges and Facebook groups, violate social media policies and/or guidelines? Can comments like these be grounds for discipline? Who could be impacted by Chris’ messages?'''

Consider these resources as you brainstorm:
* [https://site-cbc.radio-canada.ca/documents/vision/governance/social-media-guidance-oct-2017-en.pdf CBC Social Media Guidance]
* [https://www2.gov.bc.ca/assets/gov/careers/about-the-bc-public-service/ethics/social_media_guidelines_for_personal_use.pdf SOCIAL MEDIA GUIDELINES for BC Public Service Employees]
* [https://www.ontario.ca/page/ontario-public-service-social-media-guidelines Ontario Public Service social media guide]
* [https://caj.ca/wp-content/uploads/ethics_guidelines.pdf Canadian Association of Journalists]

'''2. What would you do in Isabelle's situation? Is it reasonable for her to consider sharing the messages she deems inappropriate? What should she consider when making a decision?'''

Consider these resources as you brainstorm:
* [https://www.priv.gc.ca/en/privacy-topics/employers-and-employees/mobile-devices-and-online-services-at-work/02_05_d_41_sn/ Privacy and Social Media in the Workforce]

'''3. To what extent can we expect privacy when communicating digitally? What should professionals consider before sending messages to colleagues through social media?'''

Consider these resources as you brainstorm:
* [https://www.ctvnews.ca/canada/employee-who-got-6-bbq-sauce-as-holiday-gift-says-he-was-fired-for-angry-tweet-1.4752283#:~:text=TORONTO%20%2D%2D%20A%20Canadian%20man,materials%20that%20operates%20across%20Canada. Employee who got $6 BBQ sauce as holiday gift says he was fired for angry tweet]

* [https://nationalpost.com/news/canada/arbitrator-sides-with-former-cbc-employee-fired-after-supervisor-read-his-private-messages Arbitrator sides with former CBC employee fired after supervisor read his private messages]
*
'''4.What are the benefits of communicating with professionals in your field through social media? How would you use social media to connect with colleagues and how would you ensure that it is used effectively and appropriately?'''

Consider these resources as you brainstorm:
* [https://www.vox.com/recode/2020/1/24/21079275/slack-private-messages-privacy-law-enforcement-lawsuit Your Slack DMs aren’t as private as you think]
* [https://www.shrm.org/resourcesandtools/tools-and-samples/hr-qa/pages/socialnetworkingsitespolicy.aspx What are the pros and cons of using social media in the workplace? What should we include in a policy?]

== Additional Resources ==
* ''The Principal of Change'' blog: [http://georgecouros.ca/blog/archives/3432 "Personal and Professional vs. Public and Private]
* Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.
== Citation ==
<ref>OpenAI. (2024). ChapGPT (4.0 version) [Large language model]. https://chat.openai.com/chat</ref>

== Process Statement ==
To develop this case study, Digital Tattoo team members inputted existing Digital Tattoo case studies into ChatGPT to train the model on the typical language, style, and approach of our case studies. Previous case studies have been entirely developed by human team members. The model was then prompted to generate a new case study based on the scenario of a teacher using ChatGPT to generate student comments. Team members carefully reviewed ChatGPT’s output, significantly editing content, grammar, and style over multiple rounds of feedback. We provide this process statement for transparency and to encourage students to acknowledge their own use of GenAI in their work.

== 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 Curriculum/Case Studies Informationandtechnology AI Feedback Fiasco

2024-09-18T17:26:33Z

LucasWright:

== Case Study: AI Feedback Fiasco ==

<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>

== Theme ==
<blockquote>Balancing AI innovation with the need for ethical considerations and human connection in education.</blockquote>

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

''How can I balance the benefits and the ethical concerns of utilizing AI tools in education?''

''How can I promote critical thinking and human judgment in classrooms where AI is being leveraged for teaching and learning?''

== Case Study ==
[[File:A person sitting at a desk using a computer to write report card comments. The person is typing on a laptop with a clear view of the screen,.png|thumb|Person typing report card comments on a laptop at a tidy desk with a notebook and coffee cup, in a softly lit, calm setting.]]
'''Case Study: When AI Meets Report Cards – Alex Kim's ChatGPT Dilemma'''

Alex Kim, a new Grade 10 English teacher at Riverside Secondary School in Vancouver, BC, decided to use ChatGPT to help draft report card comments for his class of 20 students. The school does not have a policy on using AI tools for this purpose, but Alex believed that using ChatGPT would streamline his workload and allow him to focus more on classroom engagement and individual student needs.

Initially, Alex found the process efficient. ChatGPT generated report card comment drafts quickly, providing a helpful starting point for him to personalize them. However, the situation became complicated when the parents of Aisha Patel, one of his students, discovered that AI had been used in creating her report card comments. They expressed concerns that the use of AI diminished the personal connection and insights a teacher should offer when evaluating a student's progress. Even though Alex had reviewed and tailored the comments himself, the parents felt that the involvement of AI made the feedback feel impersonal and less meaningful. The parents also were concerned that Aisha’s privacy could have been impacted by generating comments using Generative AI.

Adding to the issue, Aisha's parents also questioned the authenticity of an email Alex had sent to inform them about an upcoming assignment. They felt the tone of the email was stiff and formulaic, suspecting that he had used ChatGPT for the message as well. The parents voiced their dissatisfaction, stating that the email lacked the warmth and personal touch they expected from a teacher communicating with them about their child's education.

This left Alex facing a dilemma: while using ChatGPT saved him valuable time and allowed him to deliver faster feedback and communication, it also raised concerns with parents about the authenticity and personal connection they expected from their child's teacher.

== Example Comment and Parents Critique ==
'''Comment:'''
Aisha has demonstrated strong analytical skills throughout the term. She engages thoughtfully with the material and is capable of producing insightful written responses. However, she would benefit from more consistent participation during group activities. I encourage her to share her ideas more frequently, as this will enhance her learning experience and contribute to the class dynamic.

'''Parent Feedback:'''
This comment feels like it could apply to almost any student. It lacks the specific details we expect when a teacher evaluates our child's progress. We’re also concerned about how AI-generated comments might compromise Aisha’s privacy and individual attention from the teacher.

== Discussion Questions ==
'''1. Addressing Parental Concerns in the Age of AI:'''
Given the parents' discomfort with Alex Kim's use of ChatGPT for report card comments and emails, how should he respond to their concerns? Who could he consult prior to responding? What opportunities are there for Alex addressing the potential benefits of AI in education? What communication strategies can Alex use to rebuild trust and demonstrate that AI can enhance, rather than replace, the personal connection between teacher and student?

'''2. Critical Decision-Making: When to Use AI and When to Avoid It:'''
AI has the potential to transform various aspects of teaching, from grading to designing classroom activities. In which specific situations could new teachers fully embrace AI, and in which situations is it crucial to maintain a human touch? How can teachers harness AI’s strengths without sacrificing the critical human elements of teaching?

'''3. Broader Risks of AI in Education and Mitigation Strategies:'''
Which risks of integrating AI into teaching practices, such as bias, privacy, loss of personal connection, or over-reliance on technology have you explored at your placement or within your courses? How can teachers and schools mitigate these risks while still taking advantage of the benefits AI offers?

== Additional Resources ==
* [https://genai.ubc.ca/guidance/ UBC Guidance on Generative AI Use]
* [https://learningdesignviews.educ.ubc.ca/ai-corner/ AI Corner UBC Faculty of Educaition]

== 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 Curriculum/Case Studies Informationandtechnology AI Feedback Fiasco

2024-09-18T17:23:31Z

LucasWright:

== Case Study: AI Feedback Fiasco ==

<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>

== Theme ==
<blockquote>Balancing AI innovation with the need for ethical considerations and human connection in education.</blockquote>

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

''How can I balance the benefits and the ethical concerns of utilizing AI tools in education?''

''How can I promote critical thinking and human judgment in classrooms where AI is being leveraged for teaching and learning?''

== Case Study ==
[[File:A person sitting at a desk using a computer to write report card comments. The person is typing on a laptop with a clear view of the screen,.png|thumb|Person typing report card comments on a laptop at a tidy desk with a notebook and coffee cup, in a softly lit, calm setting.]]
'''Case Study: When AI Meets Report Cards – Alex Kim's ChatGPT Dilemma'''

Alex Kim, a new Grade 10 English teacher at Riverside Secondary School in Vancouver, BC, decided to use ChatGPT to help draft report card comments for his class of 20 students. The school does not have a policy on using AI tools for this purpose, but Alex believed that using ChatGPT would streamline his workload and allow him to focus more on classroom engagement and individual student needs.

Initially, Alex found the process efficient. ChatGPT generated report card comment drafts quickly, providing a helpful starting point for him to personalize them. However, the situation became complicated when the parents of Aisha Patel, one of his students, discovered that AI had been used in creating her report card comments. They expressed concerns that the use of AI diminished the personal connection and insights a teacher should offer when evaluating a student's progress. Even though Alex had reviewed and tailored the comments himself, the parents felt that the involvement of AI made the feedback feel impersonal and less meaningful. The parents also were concerned that Aisha’s privacy could have been impacted by generating comments using Generative AI.

Adding to the issue, Aisha's parents also questioned the authenticity of an email Alex had sent to inform them about an upcoming assignment. They felt the tone of the email was stiff and formulaic, suspecting that he had used ChatGPT for the message as well. The parents voiced their dissatisfaction, stating that the email lacked the warmth and personal touch they expected from a teacher communicating with them about their child's education.

This left Alex facing a dilemma: while using ChatGPT saved him valuable time and allowed him to deliver faster feedback and communication, it also raised concerns with parents about the authenticity and personal connection they expected from their child's teacher.

== Example Comment and Parents Critique ==
'''Comment:'''
Aisha has demonstrated strong analytical skills throughout the term. She engages thoughtfully with the material and is capable of producing insightful written responses. However, she would benefit from more consistent participation during group activities. I encourage her to share her ideas more frequently, as this will enhance her learning experience and contribute to the class dynamic.

'''Parent Feedback:'''
This comment feels like it could apply to almost any student. It lacks the specific details we expect when a teacher evaluates our child's progress. We’re also concerned about how AI-generated comments might compromise Aisha’s privacy and individual attention from the teacher.

== Discussion Questions ==
'''1. Addressing Parental Concerns in the Age of AI:'''
Given the parents' discomfort with Alex Kim's use of ChatGPT for report card comments and emails, how should he respond to their concerns? Who could he consult prior to responding? What opportunities are there for Alex addressing the potential benefits of AI in education? What communication strategies can Alex use to rebuild trust and demonstrate that AI can enhance, rather than replace, the personal connection between teacher and student?

'''2. Critical Decision-Making: When to Use AI and When to Avoid It:'''
AI has the potential to transform various aspects of teaching, from grading to designing classroom activities. In which specific situations could new teachers fully embrace AI, and in which situations is it crucial to maintain a human touch? How can teachers harness AI’s strengths without sacrificing the critical human elements of teaching?

'''3. Broader Risks of AI in Education and Mitigation Strategies:'''
Which risks of integrating AI into teaching practices, such as bias, privacy, loss of personal connection, or over-reliance on technology have you explored at your placement or within your courses? How can teachers and schools mitigate these risks while still taking advantage of the benefits AI offers?

== Additional Resources ==
* ''The Principal of Change'' blog: [http://georgecouros.ca/blog/archives/3432 "Personal and Professional vs. Public and Private]
* Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.

== 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 Curriculum/Case Studies Informationandtechnology AI Feedback Fiasco

2024-09-18T17:22:39Z

LucasWright:

File:A person sitting at a desk using a computer to write report card comments. The person is typing on a laptop with a clear view of the screen,.png

2024-09-18T17:21:00Z

LucasWright: Uploaded a work by ChatGPT from ChatGPT with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Person typing report card comments on a laptop at a tidy desk with a notebook and coffee cup, in a softly lit, calm setting.}}
|date=2024-09-18
|source=ChatGPT
|author=ChatGPT
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-by-sa-4.0}}

Documentation:Digital Tattoo Curriculum/Case Studies Informationandtechnology AI Feedback Fiasco

2024-09-18T17:18:24Z

LucasWright: Created page with "==Case Study: AI Feedback Fiasco== <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 stu..."

==Case Study: AI Feedback Fiasco==

<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>

==Theme==
<blockquote>Balancing AI innovation with the need for ethical considerations and human connection in education.</blockquote>

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

''How can I balance the benefits and the ethical concerns of utilizing AI tools in education?''

''How can I promote critical thinking and human judgment in classrooms where AI is being leveraged for teaching and learning?''

==Case Study==
[[File:Texting-1490691_1920.jpg|alt=someone texting - hand on a cell phone|right|500x500px]]
'''Case Study: When AI Meets Report Cards – Alex Kim's ChatGPT Dilemma'''

Alex Kim, a new Grade 10 English teacher at Riverside Secondary School in Vancouver, BC, decided to use ChatGPT to help draft report card comments for his class of 20 students. The school does not have a policy on using AI tools for this purpose, but Alex believed that using ChatGPT would streamline his workload and allow him to focus more on classroom engagement and individual student needs.

Initially, Alex found the process efficient. ChatGPT generated report card comment drafts quickly, providing a helpful starting point for him to personalize them. However, the situation became complicated when the parents of Aisha Patel, one of his students, discovered that AI had been used in creating her report card comments. They expressed concerns that the use of AI diminished the personal connection and insights a teacher should offer when evaluating a student's progress. Even though Alex had reviewed and tailored the comments himself, the parents felt that the involvement of AI made the feedback feel impersonal and less meaningful. The parents also were concerned that Aisha’s privacy could have been impacted by generating comments using Generative AI.

Adding to the issue, Aisha's parents also questioned the authenticity of an email Alex had sent to inform them about an upcoming assignment. They felt the tone of the email was stiff and formulaic, suspecting that he had used ChatGPT for the message as well. The parents voiced their dissatisfaction, stating that the email lacked the warmth and personal touch they expected from a teacher communicating with them about their child's education.

This left Alex facing a dilemma: while using ChatGPT saved him valuable time and allowed him to deliver faster feedback and communication, it also raised concerns with parents about the authenticity and personal connection they expected from their child's teacher.

==Example Comment and Parents Critique==
'''Comment:'''
Aisha has demonstrated strong analytical skills throughout the term. She engages thoughtfully with the material and is capable of producing insightful written responses. However, she would benefit from more consistent participation during group activities. I encourage her to share her ideas more frequently, as this will enhance her learning experience and contribute to the class dynamic.

'''Parent Feedback:'''
This comment feels like it could apply to almost any student. It lacks the specific details we expect when a teacher evaluates our child's progress. We’re also concerned about how AI-generated comments might compromise Aisha’s privacy and individual attention from the teacher.

==Discussion Questions==
'''1. Addressing Parental Concerns in the Age of AI:'''
Given the parents' discomfort with Alex Kim's use of ChatGPT for report card comments and emails, how should he respond to their concerns? Who could he consult prior to responding? What opportunities are there for Alex addressing the potential benefits of AI in education? What communication strategies can Alex use to rebuild trust and demonstrate that AI can enhance, rather than replace, the personal connection between teacher and student?

'''2. Critical Decision-Making: When to Use AI and When to Avoid It:'''
AI has the potential to transform various aspects of teaching, from grading to designing classroom activities. In which specific situations could new teachers fully embrace AI, and in which situations is it crucial to maintain a human touch? How can teachers harness AI’s strengths without sacrificing the critical human elements of teaching?

'''3. Broader Risks of AI in Education and Mitigation Strategies:'''
Which risks of integrating AI into teaching practices, such as bias, privacy, loss of personal connection, or over-reliance on technology have you explored at your placement or within your courses? How can teachers and schools mitigate these risks while still taking advantage of the benefits AI offers?

==Additional Resources==
*''The Principal of Change'' blog: [http://georgecouros.ca/blog/archives/3432 "Personal and Professional vs. Public and Private]
*Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.

==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 Curriculum/Case Studies for Student Teachers/Questionable Comments for NITEP Student Teachers

2024-08-27T22:23:29Z

LucasWright:

== Theme ==
<blockquote>
When used appropriately, social media can be a source of connection and community for teachers</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:'''

''How would I respond to seeing a fellow teacher or teacher candidate make comments you disagree with on social media?''

== Case Study ==
[[File:Texting-1490691_1920.jpg|link=|alt=someone texting - hand on a cell phone|right|440x440px]]
Before embarking on their educational placements, a cohort of NITEP teacher candidates established a Group Chat on Facebook. They aimed to communicate their daily experiences as student teachers, along with aspects of their personal lives. They chose Facebook rather than posting on a public social media platform.
These teacher candidates were drawn to Facebook because they were familiar with it and could make a private group. They were committed to using this platform responsibly, agreeing not to send inappropriate messages about one another or share any photos or videos deemed unsuitable without permission, especially those involving partying.

As the candidates began their placements, the Facebook Group Chat served as a forum for sharing daily updates on their student lives, discussing their educational experiences, and coordinating meetings and social gatherings. However, as the practicum progressed, some of the candidates found themselves stressed and frustrated. This dissatisfaction began to show up in their conversations, and included complaints about their mentor teachers and administrators and students. The Group Chat evolved into a space to vent and express these feelings.

Joseph, a teacher candidate, began to feel unsupported by his mentor teacher; feeling that he was not receiving enough opportunities to discuss his practicum experiences. He also felt that he was being assigned tasks, such as grading, that he was unprepared for. His frustration spilled over into the Group Chat, where he posted comments like “Another day of don’t know why I’m here” and “Free labour – when your mentor asks you to do her job. I wish I could have an assistant to take up ALL my marking load in the future too.” One day, he shared photos of students’ incorrect answers, commenting, “How these kids perform reflects how their teacher teaches.”

Tina, another candidate in the group, sympathized with Joseph's feelings of frustration but found his comments troubling. She considered them to be unprofessional. Though she did not want to betray the trust of her fellow candidates, especially Joseph, she felt uneasy with the possibility that her silence might be seen as agreement. Her association with the group messages placed her in a difficult position; she was torn between the urge to report the issue to their practicum advisor and the desire to support and protect her colleagues, all while maintaining a sense of professionalism and integrity within the group.
== Discussion Questions ==

'''1. Are Joseph's messages on the Facebook Group Chat a violation of social media policies and/or the Teacher Education Office’s program or practicum guidelines? Can comments like these be grounds for discipline? Who could be impacted by Joseph 's messages?'''

''Alternative Questions: Do you consider Joseph’s posts inappropriate? Why or why not? What could be the impact of Joseph’s messages?''

Consider these resources as you answer:

* UBC Teacher Education Office: [https://teach.educ.ubc.ca/students/policies-and-guides/practicum/ Program Practicum Guidelines]
** Refer to "Professional Conduct" on the second tab. Click "Teacher Candidates,"
* Delta School District: [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/1196__Procedure146.pdf Social Media Procedure] ***
* Regina Public Schools (SK): [https://drive.google.com/file/d/1lPzNimxhWyE94xwP6cKxKzms_YINKWuw/view Online Communication and Interaction/Social Media] ***
** Read guidelines 1 through 4.4.

<nowiki>*</nowiki>Focus on the two resources with *** for discussion

'''2. What would you do in Tina's situation? Is it reasonable for her to consider sharing the messages she deems inappropriate? What should she consider when making a decision?'''

Consider these resources as you answer:

* British Columbia Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292 BCTF Code of Ethics] ***
* BC Teacher Regulation Branch: [https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/SASTRY_CRA_20160623.pdf Consent Resolution Agreement: Sastry]
** Read "Background and Facts" on pages 1-2.

<nowiki>*</nowiki>Focus on the resource with *** for discussion

'''3. To what extent can teachers expect privacy when communicating digitally? Do private messages sent through social media contribute to teachers’ professionalism?'''

Consider these resources as you answer:

* Newfoundland and Labrador Teachers’ Association: [http://files.nlta.nl.ca/wp-content/uploads/public/documents/infosheets/info_26.pdf Cyberconduct and Electronic Communications – Important Information and Guidelines for Teachers] ***
** Read the "Why Be Concerned?" and "Guidelines and Advice" sections.
* Ontario College of Teachers: [https://www.oct.ca/-/media/PDF/Advisory%20Social%20Media/ProfAdvSocMediaENPRINT.pdf Professional Advisory - Use of Electronic Communication and Social Media]
** Read "Minimizing the Risk: Advice to Members" on pages 6-7.
* Ontario College of Teachers: [http://www.oct.ca/ShowDocument.pdf?documentType=Decision&id=1063&lang=E Discipline Summary: Dorothe Joan Fair]
** Read "The Inappropriate E-mail Incident" on page 10.

<nowiki>*</nowiki>Focus on the resource with *** for discussion

'''4. What are the benefits of communicating with other teachers and teacher candidates through social media? How would you use social media to connect with colleagues and how would you ensure that it is used effectively and appropriately?'''

''Alternative Questions: Would you use social media to connect with colleagues? Why or why not?''

Consider these resources as you answer:

''USCRossierOnline blog'': [https://rossieronline.usc.edu/blog/teacher-interviews-social-media/ "How Social Media Enhances Teacher Professional Development: Interviews with Experts"]

== Additional Resources ==
If time allows, explore these additional resources:

* Read Kieran Forde's [https://open.library.ubc.ca/cIRcle/collections/graduateresearch/42591/items/1.0380582 "Regulation of Teacher Professionalism and Social Media: An Analysis of Disciplinary Outcomes and Teacher Candidates’ Self-Regulation in British Columbia"; July, 2019.]
* BC Teacher Regulation Branch: [https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/learn/learnmagazine_spring_2016.pdf ''Learn'', Spring 2016]

:::* Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.

* ''The Principal of Change'' blog: [http://georgecouros.ca/blog/archives/3432 "Personal and Professional vs. Public and Private"]
* BC Teacher Regulation Branch: [https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/CRAWFORD_CRA_20151223.pdf Consent Resolution Agreement: Crawford]

* Read CTV News's [https://bc.ctvnews.ca/wish-they-d-been-nicer-students-in-my-class-b-c-teacher-in-trouble-over-facebook-post-1.5720204 "'Wish they'd been nicer students in my class': B.C. teacher in trouble over Facebook post"; December 2021]

== 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]]''.

Case Study 3: Blurred Boundaries

2022-11-14T18:30:10Z

LucasWright:

== Case Study 3: Blurred Boundaries ==
<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 essential questions posed below.

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>

== Themes Addressed ==

== Learning Outcomes ==
'''By the end of this workshop and upon further reflection, students will:'''

== Essential Questions ==
'''As you read the case study, consider your response to the following questions:'''

== Case Study ==
Amira is a social media intern at an advertising agency in Toronto, Lamperon. She has been working at the firm for a few weeks, and believes she’s getting to know some of the company’s culture. Colleagues and supervisors often communicate on multiple platforms—ranging from email, to discussions on Signal, and social media using Instagram and TikTok. Lamperon is a company with 45 employees; thus, while most employees recognise each other, not everyone works directly with one another. As an intern, Amira doesn’t often interact with the CEO, Xavier; however, he does monitor the company’s instagram page. He, weekly, if not more likes the company’s posts, and often comments on them or reposts on his own accounts.

The company utilises an Instagram group chat to discuss potential posts they have created for their various clients. Amira has been working with an Italian restaurant, Franco’, to promote the opening of its new location.On the company account she posted a story that captured her and another intern in a photo at the restaurant with a text overlay that reads “Their carbonara is a must—honestly mind-blowing how good it is!” Xavier, the CEO responds to the story, which is sent to the company’s via DM: “Super hyped that we’re working with them! One of my all-time favourite Italian places”.

A few days later, Amira goes to a Jay’s game with a few of her friends who are also interns at the company. On her personal Instagram story, she posts a video of her and her friends cheering when the Jays won. When she gets home and realises her boss, Xavier, has responded to her story with three flame emojis. Usually her boss only interacts with work posts, but there is a culture of following each other on social media at her company. She reacts to his message by liking it (which puts a red heart emoji on the message) and puts it out of her mind.

Shortly after, Amira has the following conversation with Xavier:

[[File:Conversation between Amira and her boss Xavier.png|thumb|Instagram dm conversation between Amira and her boss, Xavier.|alt=Xavier: Amira! I've been meaning to discuss a new project with you. I have yet to try the mind-blowing carbonara - how about we do it at Franco's? Are you available at 8pm on Thursday? Amira: Wow sounds great Xavier! Thursday is perfect. Can't wait [heart eyes emoji] Xavier: Perfect! The bill will be taken care of [smiley emoji]|center|467x467px]]

She observes that the other social media intern was not invited, however the other intern was also in the photo at the Italian restaurant. Amira feels conflicted about this situation. On one hand, she’s excited that she’s getting a new opportunity presented to her by her boss, and that he wants to further connect with her. On the other hand, she worries this may go beyond the confines of work. She needs clarity about the context of meeting outside of work. Amira is also an international student, so she doesn’t know if this is a part of Canadian culture.

Amira would like to bring this up with her internship supervisor, but she doesn’t want to offend her boss. She worries that her career prospects at the company will be jeopardised if she doesn’t attend the dinner. She decides to ask her roommate, Skylar, what they think about the situation. Skylar was born and raised in Toronto and is also doing an internship, so Amira thinks that they’ll offer a different perspective. Skylar also feels conflicted about the situation, and says that at the bank Skylar interns at it’s not commonplace for bosses to have one-on-one dinners with interns in the evening.

Amira would like to make a request from her boss, but doesn’t know how to approach the situation.

== Discussion Questions ==

# '''Reflect on Amira’s correspondence with Xavier. What about her communication could have led to different interpretations of her intentions? How could Xavier have communicated differently?'''
You can use the following resources to help you answer:

* [https://www.utm.utoronto.ca/iccit/students/code-conduct ICCIT Code of Conduct]
* [https://www.priv.gc.ca/en/privacy-topics/employers-and-employees/mobile-devices-and-online-services-at-work/02_05_d_41_sn/ Privacy and social media in the workplace | Office of the Privacy Commissioner of Canada]
* [https://equity.ubc.ca/resources/student-guidelines-for-respectful-online-conduct/ Student Guidelines for Respectful Online Conduct | University of British Columbia Equity and Inclusion Office]
# '''How do you think having this conversation online, and on a social media platform, impacted Amira’s and Xavier’s understanding of each other?'''
# '''What would be your next actions if you were Amira?'''
# '''Why is the context of the industry important when considering how to navigate these situations professionally?'''

== Additional Resources ==
[https://centerforinquiry.org/blog/post-mortem-on-a-misunderstood-post-online-misunderstandings-and-how-to-avoid-them/ Post Mortem on a Misunderstood Post, Centre for Inquiry]

Case Study 3: Blurred Boundaries

2022-11-14T18:29:42Z

LucasWright:

== Case Study 3: Blurred Boundaries ==
<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 essential questions posed below.

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>

== Themes Addressed ==

== Learning Outcomes ==
'''By the end of this workshop and upon further reflection, students will:'''

== Essential Questions ==
'''As you read the case study, consider your response to the following questions:'''

== Case Study ==
Amira is a social media intern at an advertising agency in Toronto, Lamperon. She has been working at the firm for a few weeks, and believes she’s getting to know some of the company’s culture. Colleagues and supervisors often communicate on multiple platforms—ranging from email, to discussions on Signal, and social media using Instagram and TikTok. Lamperon is a company with 45 employees; thus, while most employees recognise each other, not everyone works directly with one another. As an intern, Amira doesn’t often interact with the CEO, Xavier; however, he does monitor the company’s instagram page. He, weekly, if not more likes the company’s posts, and often comments on them or reposts on his own accounts.

The company utilises an Instagram group chat to discuss potential posts they have created for their various clients. Amira has been working with an Italian restaurant, Franco’, to promote the opening of its new location.On the company account she posted a story that captured her and another intern in a photo at the restaurant with a text overlay that reads “Their carbonara is a must—honestly mind-blowing how good it is!” Xavier, the CEO responds to the story, which is sent to the company’s via DM: “Super hyped that we’re working with them! One of my all-time favourite Italian places”.

A few days later, Amira goes to a Jay’s game with a few of her friends who are also interns at the company. On her personal Instagram story, she posts a video of her and her friends cheering when the Jays won. When she gets home and realises her boss, Xavier, has responded to her story with three flame emojis. Usually her boss only interacts with work posts, but there is a culture of following each other on social media at her company. She reacts to his message by liking it (which puts a red heart emoji on the message) and puts it out of her mind.

Shortly after, Amira has the following conversation with Xavier:

[[File:Conversation between Amira and her boss Xavier.png|thumb|Instagram dm conversation between Amira and her boss, Xavier.|alt=Xavier: Amira! I've been meaning to discuss a new project with you. I have yet to try the mind-blowing carbonara - how about we do it at Franco's? Are you available at 8pm on Thursday? Amira: Wow sounds great Xavier! Thursday is perfect. Can't wait [heart eyes emoji] Xavier: Perfect! The bill will be taken care of [smiley emoji]|center|467x467px]]

She observes that the other social media intern was not invited, however the other intern was also in the photo at the Italian restaurant. Amira feels conflicted about this situation. On one hand, she’s excited that she’s getting a new opportunity presented to her by her boss, and that he wants to further connect with her. On the other hand, she worries this may go beyond the confines of work. She needs clarity about the context of meeting outside of work. Amira is also an international student, so she doesn’t know if this is a part of Canadian culture.

Amira would like to bring this up with her internship supervisor, but she doesn’t want to offend her boss. She worries that her career prospects at the company will be jeopardised if she doesn’t attend the dinner. She decides to ask her roommate, Skylar, what they think about the situation. Skylar was born and raised in Toronto and is also doing an internship, so Amira thinks that they’ll offer a different perspective. Skylar also feels conflicted about the situation, and says that at the bank Skylar interns at it’s not commonplace for bosses to have one-on-one dinners with interns in the evening.

Amira would like to make a request from her boss, but doesn’t know how to approach the situation.

== Discussion Questions ==

# '''Reflect on Amira’s correspondence with Xavier. What about her communication could have led to different interpretations of her intentions? How could Xavier have communicated differently?'''
You can use the following resources to help you answer:

* [https://www.utm.utoronto.ca/iccit/students/code-conduct ICCIT Code of Conduct]
* [https://www.priv.gc.ca/en/privacy-topics/employers-and-employees/mobile-devices-and-online-services-at-work/02_05_d_41_sn/ Privacy and social media in the workplace | Office of the Privacy Commissioner of Canada]
* [https://equity.ubc.ca/resources/student-guidelines-for-respectful-online-conduct/ Student Guidelines for Respectful Online Conduct | University of British Columbia Equity and Inclusion Office]
# '''How do you think having this conversation online, and on a social media platform, impacted Amira’s and Xavier’s understanding of each other?'''
# '''What would be your next actions if you were Amira?'''
# '''Why is the context of the industry important when considering how to navigate these situations professionally?'''

== Additional Resources ==
Post Mortem on a Misunderstood Post, Centre for Inquiry

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Viral Venting

2022-09-27T17:13:48Z

LucasWright: /* Discussion Questions */

== Case Study 2: Viral Venting ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

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

== Themes Addressed ==
* Permanence and public nature of the internet
* Patient confidentiality
* Raising the profile of the profession
* Group affiliation
* Interconnectedness of the pharmacy community

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will ...
# Describe the interface between the private/public nature of online spaces
# Discuss the challenges in presuming anonymity on the internet
# Illustrate the benefits and drawbacks of high-profile social media accounts dedicated to elevating the profession

== Essential Question ==
As you read the case, consider your response to the question:

''How does the term "act conscientiously" apply to digital spaces?''
== Case ==
Sarah is in her second year of the Doctor of Pharmacy (PharmD) program. For the past 2 months she has been working part-time at "Canada Plus Pharmacy" in Vancouver to help offset the high costs of being a student.

Sarah has been active on her personal social media accounts throughout her time in the pharmacy program, specifically Facebook, Snapchat, and Instagram. Since moving to Vancouver from Prince George, social media has helped her stay connected to friends and family. This has helped her feel less isolated in a new city. Since beginning the Pharmacy program, Sarah has actively ensured that all of her social media accounts are private, including Instagram, which she uses the most. As such, only her username and bio - which notes her institutional affiliation - is visible to the public.

These accounts have also allowed her to make new friends and connect to people in her program. She often responds to event invitations on Facebook, and invites classmates to study with her over Snapchat and Facebook Messenger. Additionally, during exam periods, Sarah often checks her classmates' Instagram stories to de-stress.

Because the particular "Canada Plus Pharmacy" branch Sarah works at is centrally located in Vancouver’s downtown core, it tends to be quite busy. Average wait times are approximately 15 minutes, but can often run as long as 30 minutes. Sarah typically enjoys this fast-paced environment, however the past few days have been especially busy and stressful. Sarah is also experiencing high levels of stress outside of work due to an upcoming EOB exam which she is studying for.

A patient named Mandy comes into the pharmacy rushing to pick up her medications for her type 2 diabetes, hypertension, osteoarthritis, and gout. Upon looking up Mandy’s medication profile in the pharmacy’s computer system, Sarah sees that Mandy is 71 years old.

Several patients had been waiting for their prescriptions before Mandy arrived, so Sarah gives her an approximate wait-time of 20 minutes. Mandy, irritated, comments back: “Why does it need 20 minutes, don't you just put a label on the bottle?"

Sarah calmly explains that, due to the number of patients currently waiting for prescriptions, the wait time will be a bit longer than usual. This explanation does not seem to calm Mandy, who angrily stands at the counter, glaring at Sarah and the supervising pharmacist while they work.

Sarah feels frustrated by the comment Mandy made. While she had heard remarks like this from patients in the past, she wished patients would be more understanding of the long wait times, particularly for prescription refills like Mandy’s which involve multiple medications.

While on her lunch break, Sarah takes a picture of one of the vitamin shelves at the pharmacy. She posts the image to her Instagram Story with the following text:
[[File:Emoji screenshot.png|center|thumb|655x655px]]

Sarah elected to make the post on her story rather than on her usual feed, as it will self-delete in 24 hours. She also replaced Mandy’s name with the fake name, “Lisa.”

Finding the post funny and relatable, one of Sarah’s followers, who is also a pharmacy student stressed about the upcoming EOB exam, screenshots it and forwards it to another classmate. This classmate saves it, and direct-messages it to the @pharmacymemes Instagram page, which has over 27k followers. The @pharmacymemes page posts it to their feed with a caption that credits Sarah’s username.

Sarah’s manager, Henry, is a recent graduate of the UBC PharmD Program. He has become friends with her while working together, bonding over their shared experiences in Pharmacy. While a student at UBC, Henry started following @pharmacymemes.

Shortly after Sarah's Instagram post is made, Henry comes across it while on his own Instagram account, and sees that Sarah is tagged in the post. Henry is immediately worried about his Pharmacy’s reputation, and that of himself as manager. He thinks that this does not reflect well on their organization, their patient-centred care philosophy, and violates the patient’s privacy. He is also concerned that the location of his pharmacy will be distinguishable based on the image Sarah used.

Henry confronts Sarah with these concerns. Sarah, whose post on Instagram has already been deleted (since 24 hours have passed), is unsure how to proceed. She immediately feels regretful about her actions and the position she has put Henry in. Henry saves the screenshots on file for future reference. Sarah is now stressed about how the incident may impact her professionally as she moves forward in her career. She is also unsure if she should resign from her job as a result of the incident, and realizes she will be unable to use Henry as a professional reference.
== Discussion Questions ==
# <span class="s1"></span>To what extent are private social media accounts truly private? How might the digital path between Sarah's Instagram Story and the @pharmacymemes account impact her relationship with various stakeholders?
#*<span class="s1"></span>[https://www.computerworld.com/article/3171669/true-privacy-online-is-not-viable.html True Privacy Online is Not Viable] (News article)
#*<span class="s1"></span><span class="s1"></span>[https://www.clinicaladvisor.com/home/my-practice/legal-advisor/social-media-post-prompts-firing/ Social Media Post Prompts Firing] (News Article)<span class="s1"></span>
# How has social media complicated the professional relationships between patients and Healthcare providers?
#* [https://www.afro.who.int/publications/legal-frameworks-ehealth Legal Frameworks eHealth - World Health Organization] (Report)
#* To Tweet or not to Tweet: A Social Media Primer for Pharmacists [https://go.exlibris.link/8RmXSDMP (Journal Article UBC elink)]
# Discuss the implications of @pharmacymemes sharing Sarah's post. Did they have the right to share it? What positive and/or negative effects do pharmacy-based social media accounts, like @pharmacymemes, and hashtags like #pharmacyproblems, have on the profession?
#*[https://www.skyword.com/contentstandard/creativity/how-social-media-for-healthcare-marketing-engages-patients-and-boosts-brand-awareness/ How Social Media for Healthcare Marketing Engages and Boosts Brand Awareness] (News Article)
#* [https://pharmaceutical-journal.com/article/opinion/what-to-do-when-social-media-goes-bad What To Do When Social Media Goes Bad] (Blog post)
#* [https://www.pharmacytimes.com/view/white-coats-on-instagram-what-does-pharmacy-look-like White Coats on Instagram: What Does Pharmacy Look Like?] (News Article)
# Can you identify any discrepancies between Henry's handling of the situation and his own online behaviour?
#*[https://www.instagram.com/pharmacymemes/ Pharmacy Instagram Memes]

== Open Access Scholarly Material ==
* [https://www.pharmacytoday.org/article/S1042-0991(17)30083-X/fulltext Social Media and Gossip in the Pharmacy] (Journal Article)

== Scholarly Material ==

* [https://www.academia.edu/22069009/The_use_of_social_media_in_pharmacy_practice_and_education The Use of Social Media in Pharmacy Practice and Education] [https://go.exlibris.link/ZT0fYXWq (UBC Library Link)]
* No filter: A characterization of #pharmacist posts on Instagram [https://go.exlibris.link/B8TKG8g3 (UBC Library Link)]

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Curriculum

2022-09-14T17:23:49Z

LucasWright: /* Digital Tattoo Background, Themes, and Content Development: */

This is a collection of workshop content and related educational materials created by the Digital Tattoo Project. We encourage you to use the content and slides and adapt them to your own context.

== '''Curriculum Pages:''' ==
* [[Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies|Case Studies for Pharmacy Students]]
* [[Documentation:Digital Tattoo Curriculum/Case Studies for Student Teachers|Case Studies for Student Teachers]]
* [https://wiki.ubc.ca/Documentation:Digital_Tattoo_Curriculum/Informationandtechnology/Case_Studies Case Studies for Information and Technology Students]

== '''Facilitator Guides:''' ==
'''Post-Secondary'''
* [[Documentation:Digital Tattoo Case Studies Project/Education/Facilitator's Guide|Student Teachers]] (Faculty of Education)- Facilitating guide to Case Studies
* [[Documentation:Digital Tattoo Case Studies Project/Pharmacy/Piloted Case Studies/Facilitator's Page|Pharmacy Students]] (Faculty of Pharmacy)- Facilitating guide to Case Studies
* [[Documentation:Digital Tattoo Curriculum/Case Study Scenarios for Undergrads|Undergraduate]] and [[Documentation:Digital Tattoo Curriculum/University Students|University Students]]- Facilitating guides with scenarios and videos

'''Primary & Secondary'''
* [[Documentation:Digital Tattoo Curriculum/Elementary School Students|Elementary Students]] - Facilitating guide to open discussion around digital identity
* [[Documentation:Digital Tattoo Curriculum/High School Students|High School Students]] - Facilitating guide to open discussion around digital identity
* [[Documentation:Digital Tattoo Curriculum/High School Teachers|High School Teachers]] - Facilitating guide to open discussion around digital identity

'''Related Education'''
* [[Documentation:Digital Tattoo Curriculum/New Immigrants|New Immigrants]] - Facilitating guide reflecting on new immigrant experiences and needs
* [[Documentation:Digital Tattoo Curriculum/Generation Like|Generation Like]] - Facilitating guide around PBS Special
* [[Documentation:Digital Tattoo Curriculum/Open Access|Open Access]] - Facilitating guide around what open access is and how to use it
* [[Documentation:Digital Tattoo Curriculum/Parents and Caregivers|Parents and Caregivers]] - Facilitating guide to open discussion around digital identity

'''Professional'''
* [[Documentation:Digital Tattoo Curriculum/Employee|Employee]] - Facilitating guide reflecting on digital identity for those looking for employment
* [[Documentation:Digital Tattoo Curriculum/Photographers|Photographers]] - Facilitating guide reflecting on digital identity in photography

== '''Digital Tattoo Background, Themes, and Content Development:''' ==
'''Background'''
* [[Documentation:Digital Tattoo Curriculum/Digital Tattoo site orientation|Digital Tattoo Site Orientation]]
* [[Documentation:Digital_Tattoo_Student_Orientation/Tutorial_Objectives|Tutorial Objectives]] and [[Sandbox:Digital_Literacy_Framework|Digital Literacy Framework]].

'''Themes and Content Development'''
* [[Documentation:Digital Tattoo Curriculum/Student Privacy and Learning Analytics|Student Privacy and Learning Analytics]] - Find out more about LMS and what student privacy means
* [[Documentation:Digital Tattoo Curriculum/Students & Data Ownership|Student Data and Ownership]] - Themes currently under development
* [[Documentation:Digital Tattoo Curriculum/University Faculty|University Faculty]] - Presentation to University Faculty, Education Dept. on Case Study Scenarios
* [[Documentation:Digital Tattoo Case Studies Project|Documentation for Case studies development]] - Links to both Pharmacy and Student Teacher Development
* [[Documentation:Digital Tattoo Curriculum/Social Media|Social Media]] - How Digital Tattoo employs social media
* [[Documentation:Digital Tattoo Curriculum/Web Archiving|Web Archiving]] - What it is and how to get involved

== CC Licence for Content ==
{{cc-by-4.0}}

[[Category:CTLT]][[Category:Digital Tattoo]][[Category:Online Privacy]]

Documentation:TDPforNewFaculty

2022-06-18T21:05:51Z

LucasWright:

== '''Teaching Development Program for New Faculty''' ==
[[File:Outline-wb_incandescent-24px.png|left|35px]]

The '''Teaching Development Program (TDP) for New Faculty''' is an annual faculty development program offering by CTLT.

The TDP for New Faculty will help participants build a foundation for their teaching careers by providing a network of support around teaching and learning. The intended audience is faculty who are either [https://ctlt2013.sites.olt.ubc.ca/files/2019/09/2019-NFOG_web.pdf new to teaching, new to UBC] or both. The Teaching Development Program for New Faculty recognizes and caters to the specific professional development needs of new faculty at UBC.

{{YouTube|id=db_82ZGM4Qw|width=550|height=}}

== Intended Audience ==
[[File:Audience.png|left|35px]]
The intended audience:
{| class="wikitable"
|'''Category'''
|'''Description'''
|
|-
|'''New to teaching'''
|Newly hired faculty members (up to two years) who have little or no experience or training in teaching.

Postdoctoral fellows teaching an undergraduate or graduate course.
|See note 1
|-
|'''New to teaching at UBC'''
|New to teaching at UBC - e.g., newly hired faculty members who have taught at another higher education institution, but are new to teaching at UBC
|See note 1
|-
|'''New role within UBC (not new to UBC)'''
|Faculty members who are not new to UBC and who have transitioned into a new appointment type.
|Examples:

* Sessional faculty member who has transitioned to lecturer or to a tenure-track position

* Clinical faculty member who now has a teaching-focussed role.

* Lecturer who has transitioned to a tenure track position

* Someone who did their graduate studies or postdoc at UBC and worked as a teaching assistant and is now in a faculty role.
See note 1
|}

* '''''Note 1''': Sessional faculty members are eligible to apply if they fall within this category and have taught, or will be teaching between May 2022 and April 2023 (whether only for Winter 1, or Winter 2 or both Winter Terms)"''

== Program Outcomes for Participants ==
[[File: Outline-touch.png |left|30px]] These outcomes represent the TDP for New Faculty's vision of the knowledge and skills that participants should be well positioned to achieve by graduation:
# Develop skills to design and deliver face-to-face, blended and online teaching to respond to dynamic and diverse learning needs.
# Develop a sense of community and belonging within a group of supportive peers and amongst the current UBC teaching and learning networks.
# Learn about teaching and learning resources and research.
# Co-create a shared space of inquiry and reflection to consider approaches, strategies, and practices in the classroom.
# Learn about and consider the institutional contexts for diversity, inclusion, equity, and Indigenous engagement at UBC.
# Begin developing a teaching and learning portfolio.

== Program Format ==
[[File: Programformat.png |left|30px]]
One of the most distinctive features of the TDP for New Faculty is our innovative blended program delivery model. The format includes face-to-face sessions at UBC combined with interaction in the online Canvas Online Hub. Those who complete all core and elective courses are awarded a TDP for New Faculty '''Certificate of Completion'''.
{| class="wikitable"
|+
!'''PLEASE NOTE:''' Adhering to physical distancing and other public health requirements, the TDP Program for New Faculty is '''subject to change.''' We will maintain a clear focus on ensuring high-quality online, and when possible, in-person instruction. This approach is based on the current guidelines and direction of the Provincial Health Officer, public health agencies, and the Ministry of Advanced Education, Skills and Training. The above core elements may move completely online.
|}

==Coursework Overview ==
[[File: TimeTDP.png |left|30px]]

=== Time Commitment ===
The TDP for New Faculty is intended to be a flexible program for new faculty with significant responsibilities such as a teaching appointment and family. We anticipate a total time commitment of approximately 59 hours between August 2022 and April 2023. For success in the program, participants are expected to complete a combination of '''CORE''' (required), '''ELECTIVE''' (required with broad choice), and '''OPTIONAL''' (not required) elements that are offered in '''synchronous''' and '''asynchronous''' formats:
*Approximately 35 hours of '''core''' program elements (see below for details)
*Approximately 8 hours of '''elective''' workshops elements
*4 in-person program meetings [our in-person meetings are subject to change; see above note regarding physical distancing]
*Approximately 16 hours of '''online engagement and reflection''' (about two hours per month - this includes portfolio development)
*Approximately 3 hours of small group meetings (3 times a year)
== Coursework ==

=== TDP Program Sessions ===
Meet your TDP colleagues, take part in '''core''' learning activities, explore your teaching identity and philosophy, check-in on program requirements, share your learning. Attendance required at all TDP Program Sessions, with the exception of Community Meetings.
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|Kick-off Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|August 23, 2022
9-11 am
|-
|Midpoint Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|December 2022
Date and Time TBD
|-
|Capstone Cohort Session
|Core
|Attendance required
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|TBA - April 2023
Date and Time TBD
|-
|4 x TDP Community Meetings
|Optional/Elective
|Optional - may count two of these towards your “Electives” (see below ''"4 x Elective Workshops"''). [[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|TBD - dates will be announced in Canvas Online Hub
|}

=== Workshops (details subject to change) ===
Take part in workshops from CTLT programs or other relevant professional development workshops based on your teaching and learning interests.
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|ISW
|Core
|Previously completed ISW may count toward this requirement (proof of completion/certificate required)
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|2022 dates: https://ctlt.ubc.ca/programs/all-our-programs/instructional-skills-workshop-isw/
|-
|TWO x Classroom Climate / Indigenous Initiatives*
|Core
|Select two online workshops or Classroom Climate modules located in Canvas Online Hub
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous or

[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year; see [https://events.ctlt.ubc.ca/event-category/indigenous-initiatives/ Indigenous Initiatives programming and Classroom Climate Series events listing page]
|-
|ONE x Inclusive Teaching*
|Core
|Select one online workshop or complete Inclusive Teaching Module located in Canvas Online Hub
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous or

[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year; see Throughout the year; see [https://events.ctlt.ubc.ca/ CTLT Events]
|-
|FOUR x Elective Workshops*
|Elective
|Select four workshops from CTLT or UBC-wide professional development offerings;

(Note: up to two TDP Community Meetings (see above ''"4 x TDP Community Meetings"'') may be counted towards this requirement
[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|
|}
'''*''' ''You can count up to 2 CTLT workshops that you attended between May-August 2022 towards your core or elective program requirements. For example, if you attended a Classroom Climate / Indigenous Initiatives workshop during the 2022 summer, you can apply this to the core requirement.''

=== Canvas - TDP Online Hub '''(details subject to change)''' ===
Average of 2 hours of online work per month. Complete pre-activities for Program Meetings, record completion of requirements, take part in online discussions about required readings and course materials; complete your TDP Program Portfolio. ('''Note:''' you will access this online course space a week before the TDP for New Faculty Kickoff session)
{| class="wikitable"
|'''Component'''
|'''Requirement'''
|'''Info'''
|'''Schedule'''
|-
|FOUR x Readings/Discussions
|Core
|Engage with materials on teaching skills and topics and contribute to online discussions with your colleagues.
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous
|Throughout the year
|-
|Program Portfolio
|Core
|Teaching Philosophy Statement; Worked Artifacts; Reflections
[[File:CalendarASYNC.png|Asynchronous|39x39px]] Asynchronous and

[[File:ClockSYNC.png|width="10" height="10"|35x35px]] Synchronous
|
* Deadline to upload portfolio to Canvas: Apr 2023
* Share portfolio-in-progress at Mid-point check-in with peers
* Final-check in with consultant to go over completed portfolio (April/May 2023)
|}

==2022 Registration Information==
To express your interest in the '''<u>UBC-Vancouver</u>''' and '''<u>UBC-Okanagan</u>''' Teaching Development Program for New Faculty, please complete the '''2022 TDP Pre-registration Application - Click here:''' https://events.ctlt.ubc.ca/events/2022-teaching-development-program-for-new-faculty-preliminary-application/.

====Registration Requirements====
When you apply for the program, you will be asked to submit a '''Letter of Intent'''. In the '''Letter of Intent (300 words max)''', we ask you to please include the following information (please clearly highlight as headers in the document):

* Disciplinary background
* Teaching background
* Broad goals for your teaching and student learning
* 2-3 concrete goals you have for the program

==== Timeline for Application Review ====

* When you submit your online application, you will receive an automatic ''“Thank you for submitting the 2022 Teaching Development Program for New Faculty – Preliminary Application”'' notification in your email.

* When you submit your application, it will be marked as ‘pending review’ and will be assigned to a TDP Consultant.
* A TDP Consultant will then review the application and reach out to schedule a chat with you.
* When your application has been accepted, you will receive an email notification between May-August 2022

'''Note:''' Rolling applications will be accepted until August 23, 2022.

==== Certificate of Completion ====
Those who successfully complete '''all core and elective courses''' will be awarded a Teaching Development Program for New Faculty Certificate of Completion.

== How much does it cost? ==

* The '''Teaching Development Program for New Faculty at UBC-Vancouver''' is FREE.
* The '''Teaching Development Program for New Faculty at UBC-Okanagan''' is FREE.

== 2022 Program Dates ==

<div style="border:5px #97D4E9 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: #97D4E9; -moz-box-shadow: 3px 3px 5px 6px #ccc; -webkit-box-shadow: 3px 3px 5px 6px #ccc; box-shadow: 3px 3px 5px 6px #ccc; width:70%; font-size:1.0em; ">
* '''April 20th, 2022''' - Registration opens for both TDP UBC-Vancouver and UBC-Okanagan applicants. '''Submit a preliminary application at this link:''' https://events.ctlt.ubc.ca/events/2022-teaching-development-program-for-new-faculty-preliminary-application/
* '''August 23rd, 2022''' - TDP Kick Off Cohort - Virtual '''<u>or</u>''' face-to-face session ['''core''' element - attendance compulsory]
* '''December 9, 2022''' - TDP Midpoint Cohort Session ['''core''' element]
* '''TBA -''' '''April 2023''' - TDP Capstone Cohort Session ['''core''' element]Explore the TDP for New Faculty

=== '''Click "[https://focusonpeople.ubc.ca/2020/01/15/career-development-program-helps-build-a-sense-of-community-for-new-faculty-at-ubc/ Focus on People]"''' to explore more about the TDP for New Faculty ===

== Contact Info ==
If you have questions about the 2022 Teaching Development Program for New Faculty, please contact [https://ctlt.ubc.ca/people/emily-renoe/ Emily Renoe]

Sandbox:Usingwikitoquiz

2021-10-14T23:39:18Z

LucasWright: Created page with "Start"

Start

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Viral Venting

2021-10-09T00:21:00Z

LucasWright: /* Open Access Scholarly Material */

== Case Study 2: Viral Venting ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

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

== Themes Addressed ==
* Permanence and public nature of the internet
* Patient confidentiality
* Raising the profile of the profession
* Group affiliation
* Interconnectedness of the pharmacy community

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will ...
# Describe the interface between the private/public nature of online spaces
# Discuss the challenges in presuming anonymity on the internet
# Illustrate the benefits and drawbacks of high-profile social media accounts dedicated to elevating the profession

== Essential Question ==
As you read the case, consider your response to the question:

''How does the term "act conscientiously" apply to digital spaces?''
== Case ==
Sarah is in her second year of the Doctor of Pharmacy (PharmD) program. For the past 2 months she has been working part-time at "Canada Plus Pharmacy" in Vancouver to help offset the high costs of being a student.

Sarah has been active on her personal social media accounts throughout her time in the pharmacy program, specifically Facebook, Snapchat, and Instagram. Since moving to Vancouver from Prince George, social media has helped her stay connected to friends and family. This has helped her feel less isolated in a new city. Since beginning the Pharmacy program, Sarah has actively ensured that all of her social media accounts are private, including Instagram, which she uses the most. As such, only her username and bio - which notes her institutional affiliation - is visible to the public.

These accounts have also allowed her to make new friends and connect to people in her program. She often responds to event invitations on Facebook, and invites classmates to study with her over Snapchat and Facebook Messenger. Additionally, during exam periods, Sarah often checks her classmates' Instagram stories to de-stress.

Because the particular "Canada Plus Pharmacy" branch Sarah works at is centrally located in Vancouver’s downtown core, it tends to be quite busy. Average wait times are approximately 15 minutes, but can often run as long as 30 minutes. Sarah typically enjoys this fast-paced environment, however the past few days have been especially busy and stressful. Sarah is also experiencing high levels of stress outside of work due to an upcoming EOB exam which she is studying for.

A patient named Mandy comes into the pharmacy rushing to pick up her medications for her type 2 diabetes, hypertension, osteoarthritis, and gout. Upon looking up Mandy’s medication profile in the pharmacy’s computer system, Sarah sees that Mandy is 71 years old.

Several patients had been waiting for their prescriptions before Mandy arrived, so Sarah gives her an approximate wait-time of 20 minutes. Mandy, irritated, comments back: “Why does it need 20 minutes, don't you just put a label on the bottle?"

Sarah calmly explains that, due to the number of patients currently waiting for prescriptions, the wait time will be a bit longer than usual. This explanation does not seem to calm Mandy, who angrily stands at the counter, glaring at Sarah and the supervising pharmacist while they work.

Sarah feels frustrated by the comment Mandy made. While she had heard remarks like this from patients in the past, she wished patients would be more understanding of the long wait times, particularly for prescription refills like Mandy’s which involve multiple medications.

While on her lunch break, Sarah takes a picture of one of the vitamin shelves at the pharmacy. She posts the image to her Instagram Story with the following text:
[[File:Emoji screenshot.png|center|thumb|655x655px]]

Sarah elected to make the post on her story rather than on her usual feed, as it will self-delete in 24 hours. She also replaced Mandy’s name with the fake name, “Lisa.”

Finding the post funny and relatable, one of Sarah’s followers, who is also a pharmacy student stressed about the upcoming EOB exam, screenshots it and forwards it to another classmate. This classmate saves it, and direct-messages it to the @pharmacymemes Instagram page, which has over 27k followers. The @pharmacymemes page posts it to their feed with a caption that credits Sarah’s username.

Sarah’s manager, Henry, is a recent graduate of the UBC PharmD Program. He has become friends with her while working together, bonding over their shared experiences in Pharmacy. While a student at UBC, Henry started following @pharmacymemes.

Shortly after Sarah's Instagram post is made, Henry comes across it while on his own Instagram account, and sees that Sarah is tagged in the post. Henry is immediately worried about his Pharmacy’s reputation, and that of himself as manager. He thinks that this does not reflect well on their organization, their patient-centred care philosophy, and violates the patient’s privacy. He is also concerned that the location of his pharmacy will be distinguishable based on the image Sarah used.

Henry confronts Sarah with these concerns. Sarah, whose post on Instagram has already been deleted (since 24 hours have passed), is unsure how to proceed. She immediately feels regretful about her actions and the position she has put Henry in. Henry saves the screenshots on file for future reference. Sarah is now stressed about how the incident may impact her professionally as she moves forward in her career. She is also unsure if she should resign from her job as a result of the incident, and realizes she will be unable to use Henry as a professional reference.
== Discussion Questions ==
# <span class="s1"></span>To what extent are private social media accounts truly private? How might the digital path between Sarah's Instagram Story and the @pharmacymemes account impact her relationship with various stakeholders?
#*<span class="s1"></span>[https://www.computerworld.com/article/3171669/true-privacy-online-is-not-viable.html True Privacy Online is Not Viable] (News article)
#*<span class="s1"></span><span class="s1"></span>[https://www.clinicaladvisor.com/home/my-practice/legal-advisor/social-media-post-prompts-firing/ Social Media Post Prompts Firing] (News Article)<span class="s1"></span>
# How has social media complicated the professional relationships between patients and Healthcare providers?
#*[https://s3.amazonaws.com/rdcms-himss/files/production/public/HIMSSorg/Content/files/SocialMediaWSHIMA042012LG.pdf Social Media in Healthcare: Privacy and Security Considerations] (PDF Guideline by the Healthcare Information and Management Systems Society and Security Committee)
#* [https://www.who.int/goe/publications/legal_framework_web.pdf Legal Frameworks eHealth - World Health Organization] (Report)
#* To Tweet or not to Twee: A Social Media Primer for Pharmacists [https://go.exlibris.link/8RmXSDMP (Journal Article UBC elink)]
# Discuss the implications of @pharmacymemes sharing Sarah's post. Did they have the right to share it? What positive and/or negative effects do pharmacy-based social media accounts, like @pharmacymemes, and hashtags like #pharmacyproblems, have on the profession?
#*[https://www.skyword.com/contentstandard/creativity/how-social-media-for-healthcare-marketing-engages-patients-and-boosts-brand-awareness/ How Social Media for Healthcare Marketing Engages and Boosts Brand Awareness] (News Article)
#* [https://pharmaceutical-journal.com/article/opinion/what-to-do-when-social-media-goes-bad What To Do When Social Media Goes Bad] (Blog post)
#* [https://www.pharmacytimes.com/view/white-coats-on-instagram-what-does-pharmacy-look-like White Coats on Instagram: What Does Pharmacy Look Like?] (News Article)
# Can you identify any discrepancies between Henry's handling of the situation and his own online behaviour?
#*[https://www.instagram.com/pharmacymemes/ Pharmacy Instagram Memes]

== Open Access Scholarly Material ==
* [https://www.pharmacytoday.org/article/S1042-0991(17)30083-X/fulltext Social Media and Gossip in the Pharmacy] (Journal Article)

== Scholarly Material ==

* [https://www.academia.edu/22069009/The_use_of_social_media_in_pharmacy_practice_and_education The Use of Social Media in Pharmacy Practice and Education] [https://go.exlibris.link/ZT0fYXWq (UBC Library Link)]
* No filter: A characterization of #pharmacist posts on Instagram [https://go.exlibris.link/B8TKG8g3 (UBC Library Link)]

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Viral Venting

2021-10-09T00:17:15Z

LucasWright: /* Open Access Scholarly Material */

== Case Study 2: Viral Venting ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

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

== Themes Addressed ==
* Permanence and public nature of the internet
* Patient confidentiality
* Raising the profile of the profession
* Group affiliation
* Interconnectedness of the pharmacy community

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will ...
# Describe the interface between the private/public nature of online spaces
# Discuss the challenges in presuming anonymity on the internet
# Illustrate the benefits and drawbacks of high-profile social media accounts dedicated to elevating the profession

== Essential Question ==
As you read the case, consider your response to the question:

''How does the term "act conscientiously" apply to digital spaces?''
== Case ==
Sarah is in her second year of the Doctor of Pharmacy (PharmD) program. For the past 2 months she has been working part-time at "Canada Plus Pharmacy" in Vancouver to help offset the high costs of being a student.

Sarah has been active on her personal social media accounts throughout her time in the pharmacy program, specifically Facebook, Snapchat, and Instagram. Since moving to Vancouver from Prince George, social media has helped her stay connected to friends and family. This has helped her feel less isolated in a new city. Since beginning the Pharmacy program, Sarah has actively ensured that all of her social media accounts are private, including Instagram, which she uses the most. As such, only her username and bio - which notes her institutional affiliation - is visible to the public.

These accounts have also allowed her to make new friends and connect to people in her program. She often responds to event invitations on Facebook, and invites classmates to study with her over Snapchat and Facebook Messenger. Additionally, during exam periods, Sarah often checks her classmates' Instagram stories to de-stress.

Because the particular "Canada Plus Pharmacy" branch Sarah works at is centrally located in Vancouver’s downtown core, it tends to be quite busy. Average wait times are approximately 15 minutes, but can often run as long as 30 minutes. Sarah typically enjoys this fast-paced environment, however the past few days have been especially busy and stressful. Sarah is also experiencing high levels of stress outside of work due to an upcoming EOB exam which she is studying for.

A patient named Mandy comes into the pharmacy rushing to pick up her medications for her type 2 diabetes, hypertension, osteoarthritis, and gout. Upon looking up Mandy’s medication profile in the pharmacy’s computer system, Sarah sees that Mandy is 71 years old.

Several patients had been waiting for their prescriptions before Mandy arrived, so Sarah gives her an approximate wait-time of 20 minutes. Mandy, irritated, comments back: “Why does it need 20 minutes, don't you just put a label on the bottle?"

Sarah calmly explains that, due to the number of patients currently waiting for prescriptions, the wait time will be a bit longer than usual. This explanation does not seem to calm Mandy, who angrily stands at the counter, glaring at Sarah and the supervising pharmacist while they work.

Sarah feels frustrated by the comment Mandy made. While she had heard remarks like this from patients in the past, she wished patients would be more understanding of the long wait times, particularly for prescription refills like Mandy’s which involve multiple medications.

While on her lunch break, Sarah takes a picture of one of the vitamin shelves at the pharmacy. She posts the image to her Instagram Story with the following text:
[[File:Emoji screenshot.png|center|thumb|655x655px]]

Sarah elected to make the post on her story rather than on her usual feed, as it will self-delete in 24 hours. She also replaced Mandy’s name with the fake name, “Lisa.”

Finding the post funny and relatable, one of Sarah’s followers, who is also a pharmacy student stressed about the upcoming EOB exam, screenshots it and forwards it to another classmate. This classmate saves it, and direct-messages it to the @pharmacymemes Instagram page, which has over 27k followers. The @pharmacymemes page posts it to their feed with a caption that credits Sarah’s username.

Sarah’s manager, Henry, is a recent graduate of the UBC PharmD Program. He has become friends with her while working together, bonding over their shared experiences in Pharmacy. While a student at UBC, Henry started following @pharmacymemes.

Shortly after Sarah's Instagram post is made, Henry comes across it while on his own Instagram account, and sees that Sarah is tagged in the post. Henry is immediately worried about his Pharmacy’s reputation, and that of himself as manager. He thinks that this does not reflect well on their organization, their patient-centred care philosophy, and violates the patient’s privacy. He is also concerned that the location of his pharmacy will be distinguishable based on the image Sarah used.

Henry confronts Sarah with these concerns. Sarah, whose post on Instagram has already been deleted (since 24 hours have passed), is unsure how to proceed. She immediately feels regretful about her actions and the position she has put Henry in. Henry saves the screenshots on file for future reference. Sarah is now stressed about how the incident may impact her professionally as she moves forward in her career. She is also unsure if she should resign from her job as a result of the incident, and realizes she will be unable to use Henry as a professional reference.
== Discussion Questions ==
# <span class="s1"></span>To what extent are private social media accounts truly private? How might the digital path between Sarah's Instagram Story and the @pharmacymemes account impact her relationship with various stakeholders?
#*<span class="s1"></span>[https://www.computerworld.com/article/3171669/true-privacy-online-is-not-viable.html True Privacy Online is Not Viable] (News article)
#*<span class="s1"></span><span class="s1"></span>[https://www.clinicaladvisor.com/home/my-practice/legal-advisor/social-media-post-prompts-firing/ Social Media Post Prompts Firing] (News Article)<span class="s1"></span>
# How has social media complicated the professional relationships between patients and Healthcare providers?
#*[https://s3.amazonaws.com/rdcms-himss/files/production/public/HIMSSorg/Content/files/SocialMediaWSHIMA042012LG.pdf Social Media in Healthcare: Privacy and Security Considerations] (PDF Guideline by the Healthcare Information and Management Systems Society and Security Committee)
#* [https://www.who.int/goe/publications/legal_framework_web.pdf Legal Frameworks eHealth - World Health Organization] (Report)
#* To Tweet or not to Twee: A Social Media Primer for Pharmacists [https://go.exlibris.link/8RmXSDMP (Journal Article UBC elink)]
# Discuss the implications of @pharmacymemes sharing Sarah's post. Did they have the right to share it? What positive and/or negative effects do pharmacy-based social media accounts, like @pharmacymemes, and hashtags like #pharmacyproblems, have on the profession?
#*[https://www.skyword.com/contentstandard/creativity/how-social-media-for-healthcare-marketing-engages-patients-and-boosts-brand-awareness/ How Social Media for Healthcare Marketing Engages and Boosts Brand Awareness] (News Article)
#* [https://pharmaceutical-journal.com/article/opinion/what-to-do-when-social-media-goes-bad What To Do When Social Media Goes Bad] (Blog post)
#* [https://www.pharmacytimes.com/view/white-coats-on-instagram-what-does-pharmacy-look-like White Coats on Instagram: What Does Pharmacy Look Like?] (News Article)
# Can you identify any discrepancies between Henry's handling of the situation and his own online behaviour?
#*[https://www.instagram.com/pharmacymemes/ Pharmacy Instagram Memes]

== Open Access Scholarly Material ==
* [https://www.pharmacytoday.org/article/S1042-0991(17)30083-X/fulltext Social Media and Gossip in the Pharmacy] (Journal Article)
* [https://www.academia.edu/22069009/The_use_of_social_media_in_pharmacy_practice_and_education The Use of Social Media in Pharmacy Practice and Education] [https://go.exlibris.link/ZT0fYXWq (UBC Library Link)]

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Viral Venting

2021-10-09T00:14:54Z

LucasWright: /* Discussion Questions */

== Case Study 2: Viral Venting ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

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

== Themes Addressed ==
* Permanence and public nature of the internet
* Patient confidentiality
* Raising the profile of the profession
* Group affiliation
* Interconnectedness of the pharmacy community

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will ...
# Describe the interface between the private/public nature of online spaces
# Discuss the challenges in presuming anonymity on the internet
# Illustrate the benefits and drawbacks of high-profile social media accounts dedicated to elevating the profession

== Essential Question ==
As you read the case, consider your response to the question:

''How does the term "act conscientiously" apply to digital spaces?''
== Case ==
Sarah is in her second year of the Doctor of Pharmacy (PharmD) program. For the past 2 months she has been working part-time at "Canada Plus Pharmacy" in Vancouver to help offset the high costs of being a student.

Sarah has been active on her personal social media accounts throughout her time in the pharmacy program, specifically Facebook, Snapchat, and Instagram. Since moving to Vancouver from Prince George, social media has helped her stay connected to friends and family. This has helped her feel less isolated in a new city. Since beginning the Pharmacy program, Sarah has actively ensured that all of her social media accounts are private, including Instagram, which she uses the most. As such, only her username and bio - which notes her institutional affiliation - is visible to the public.

These accounts have also allowed her to make new friends and connect to people in her program. She often responds to event invitations on Facebook, and invites classmates to study with her over Snapchat and Facebook Messenger. Additionally, during exam periods, Sarah often checks her classmates' Instagram stories to de-stress.

Because the particular "Canada Plus Pharmacy" branch Sarah works at is centrally located in Vancouver’s downtown core, it tends to be quite busy. Average wait times are approximately 15 minutes, but can often run as long as 30 minutes. Sarah typically enjoys this fast-paced environment, however the past few days have been especially busy and stressful. Sarah is also experiencing high levels of stress outside of work due to an upcoming EOB exam which she is studying for.

A patient named Mandy comes into the pharmacy rushing to pick up her medications for her type 2 diabetes, hypertension, osteoarthritis, and gout. Upon looking up Mandy’s medication profile in the pharmacy’s computer system, Sarah sees that Mandy is 71 years old.

Several patients had been waiting for their prescriptions before Mandy arrived, so Sarah gives her an approximate wait-time of 20 minutes. Mandy, irritated, comments back: “Why does it need 20 minutes, don't you just put a label on the bottle?"

Sarah calmly explains that, due to the number of patients currently waiting for prescriptions, the wait time will be a bit longer than usual. This explanation does not seem to calm Mandy, who angrily stands at the counter, glaring at Sarah and the supervising pharmacist while they work.

Sarah feels frustrated by the comment Mandy made. While she had heard remarks like this from patients in the past, she wished patients would be more understanding of the long wait times, particularly for prescription refills like Mandy’s which involve multiple medications.

While on her lunch break, Sarah takes a picture of one of the vitamin shelves at the pharmacy. She posts the image to her Instagram Story with the following text:
[[File:Emoji screenshot.png|center|thumb|655x655px]]

Sarah elected to make the post on her story rather than on her usual feed, as it will self-delete in 24 hours. She also replaced Mandy’s name with the fake name, “Lisa.”

Finding the post funny and relatable, one of Sarah’s followers, who is also a pharmacy student stressed about the upcoming EOB exam, screenshots it and forwards it to another classmate. This classmate saves it, and direct-messages it to the @pharmacymemes Instagram page, which has over 27k followers. The @pharmacymemes page posts it to their feed with a caption that credits Sarah’s username.

Sarah’s manager, Henry, is a recent graduate of the UBC PharmD Program. He has become friends with her while working together, bonding over their shared experiences in Pharmacy. While a student at UBC, Henry started following @pharmacymemes.

Shortly after Sarah's Instagram post is made, Henry comes across it while on his own Instagram account, and sees that Sarah is tagged in the post. Henry is immediately worried about his Pharmacy’s reputation, and that of himself as manager. He thinks that this does not reflect well on their organization, their patient-centred care philosophy, and violates the patient’s privacy. He is also concerned that the location of his pharmacy will be distinguishable based on the image Sarah used.

Henry confronts Sarah with these concerns. Sarah, whose post on Instagram has already been deleted (since 24 hours have passed), is unsure how to proceed. She immediately feels regretful about her actions and the position she has put Henry in. Henry saves the screenshots on file for future reference. Sarah is now stressed about how the incident may impact her professionally as she moves forward in her career. She is also unsure if she should resign from her job as a result of the incident, and realizes she will be unable to use Henry as a professional reference.
== Discussion Questions ==
# <span class="s1"></span>To what extent are private social media accounts truly private? How might the digital path between Sarah's Instagram Story and the @pharmacymemes account impact her relationship with various stakeholders?
#*<span class="s1"></span>[https://www.computerworld.com/article/3171669/true-privacy-online-is-not-viable.html True Privacy Online is Not Viable] (News article)
#*<span class="s1"></span><span class="s1"></span>[https://www.clinicaladvisor.com/home/my-practice/legal-advisor/social-media-post-prompts-firing/ Social Media Post Prompts Firing] (News Article)<span class="s1"></span>
# How has social media complicated the professional relationships between patients and Healthcare providers?
#*[https://s3.amazonaws.com/rdcms-himss/files/production/public/HIMSSorg/Content/files/SocialMediaWSHIMA042012LG.pdf Social Media in Healthcare: Privacy and Security Considerations] (PDF Guideline by the Healthcare Information and Management Systems Society and Security Committee)
#* [https://www.who.int/goe/publications/legal_framework_web.pdf Legal Frameworks eHealth - World Health Organization] (Report)
#* To Tweet or not to Twee: A Social Media Primer for Pharmacists [https://go.exlibris.link/8RmXSDMP (Journal Article UBC elink)]
# Discuss the implications of @pharmacymemes sharing Sarah's post. Did they have the right to share it? What positive and/or negative effects do pharmacy-based social media accounts, like @pharmacymemes, and hashtags like #pharmacyproblems, have on the profession?
#*[https://www.skyword.com/contentstandard/creativity/how-social-media-for-healthcare-marketing-engages-patients-and-boosts-brand-awareness/ How Social Media for Healthcare Marketing Engages and Boosts Brand Awareness] (News Article)
#* [https://pharmaceutical-journal.com/article/opinion/what-to-do-when-social-media-goes-bad What To Do When Social Media Goes Bad] (Blog post)
#* [https://www.pharmacytimes.com/view/white-coats-on-instagram-what-does-pharmacy-look-like White Coats on Instagram: What Does Pharmacy Look Like?] (News Article)
# Can you identify any discrepancies between Henry's handling of the situation and his own online behaviour?
#*[https://www.instagram.com/pharmacymemes/ Pharmacy Instagram Memes]

== Open Access Scholarly Material ==
* [https://www.pharmacytoday.org/article/S1042-0991(17)30083-X/fulltext Social Media and Gossip in the Pharmacy] (Journal Article)
* [https://www.academia.edu/22069009/The_use_of_social_media_in_pharmacy_practice_and_education The Use of Social Media in Pharmacy Practice and Education] (Journal article)

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Viral Venting

2021-10-09T00:10:37Z

LucasWright: /* Open Access Scholarly Material */

== Case Study 2: Viral Venting ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

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

== Themes Addressed ==
* Permanence and public nature of the internet
* Patient confidentiality
* Raising the profile of the profession
* Group affiliation
* Interconnectedness of the pharmacy community

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will ...
# Describe the interface between the private/public nature of online spaces
# Discuss the challenges in presuming anonymity on the internet
# Illustrate the benefits and drawbacks of high-profile social media accounts dedicated to elevating the profession

== Essential Question ==
As you read the case, consider your response to the question:

''How does the term "act conscientiously" apply to digital spaces?''
== Case ==
Sarah is in her second year of the Doctor of Pharmacy (PharmD) program. For the past 2 months she has been working part-time at "Canada Plus Pharmacy" in Vancouver to help offset the high costs of being a student.

Sarah has been active on her personal social media accounts throughout her time in the pharmacy program, specifically Facebook, Snapchat, and Instagram. Since moving to Vancouver from Prince George, social media has helped her stay connected to friends and family. This has helped her feel less isolated in a new city. Since beginning the Pharmacy program, Sarah has actively ensured that all of her social media accounts are private, including Instagram, which she uses the most. As such, only her username and bio - which notes her institutional affiliation - is visible to the public.

These accounts have also allowed her to make new friends and connect to people in her program. She often responds to event invitations on Facebook, and invites classmates to study with her over Snapchat and Facebook Messenger. Additionally, during exam periods, Sarah often checks her classmates' Instagram stories to de-stress.

Because the particular "Canada Plus Pharmacy" branch Sarah works at is centrally located in Vancouver’s downtown core, it tends to be quite busy. Average wait times are approximately 15 minutes, but can often run as long as 30 minutes. Sarah typically enjoys this fast-paced environment, however the past few days have been especially busy and stressful. Sarah is also experiencing high levels of stress outside of work due to an upcoming EOB exam which she is studying for.

A patient named Mandy comes into the pharmacy rushing to pick up her medications for her type 2 diabetes, hypertension, osteoarthritis, and gout. Upon looking up Mandy’s medication profile in the pharmacy’s computer system, Sarah sees that Mandy is 71 years old.

Several patients had been waiting for their prescriptions before Mandy arrived, so Sarah gives her an approximate wait-time of 20 minutes. Mandy, irritated, comments back: “Why does it need 20 minutes, don't you just put a label on the bottle?"

Sarah calmly explains that, due to the number of patients currently waiting for prescriptions, the wait time will be a bit longer than usual. This explanation does not seem to calm Mandy, who angrily stands at the counter, glaring at Sarah and the supervising pharmacist while they work.

Sarah feels frustrated by the comment Mandy made. While she had heard remarks like this from patients in the past, she wished patients would be more understanding of the long wait times, particularly for prescription refills like Mandy’s which involve multiple medications.

While on her lunch break, Sarah takes a picture of one of the vitamin shelves at the pharmacy. She posts the image to her Instagram Story with the following text:
[[File:Emoji screenshot.png|center|thumb|655x655px]]

Sarah elected to make the post on her story rather than on her usual feed, as it will self-delete in 24 hours. She also replaced Mandy’s name with the fake name, “Lisa.”

Finding the post funny and relatable, one of Sarah’s followers, who is also a pharmacy student stressed about the upcoming EOB exam, screenshots it and forwards it to another classmate. This classmate saves it, and direct-messages it to the @pharmacymemes Instagram page, which has over 27k followers. The @pharmacymemes page posts it to their feed with a caption that credits Sarah’s username.

Sarah’s manager, Henry, is a recent graduate of the UBC PharmD Program. He has become friends with her while working together, bonding over their shared experiences in Pharmacy. While a student at UBC, Henry started following @pharmacymemes.

Shortly after Sarah's Instagram post is made, Henry comes across it while on his own Instagram account, and sees that Sarah is tagged in the post. Henry is immediately worried about his Pharmacy’s reputation, and that of himself as manager. He thinks that this does not reflect well on their organization, their patient-centred care philosophy, and violates the patient’s privacy. He is also concerned that the location of his pharmacy will be distinguishable based on the image Sarah used.

Henry confronts Sarah with these concerns. Sarah, whose post on Instagram has already been deleted (since 24 hours have passed), is unsure how to proceed. She immediately feels regretful about her actions and the position she has put Henry in. Henry saves the screenshots on file for future reference. Sarah is now stressed about how the incident may impact her professionally as she moves forward in her career. She is also unsure if she should resign from her job as a result of the incident, and realizes she will be unable to use Henry as a professional reference.
== Discussion Questions ==
# <span class="s1"></span>To what extent are private social media accounts truly private? How might the digital path between Sarah's Instagram Story and the @pharmacymemes account impact her relationship with various stakeholders?
#*<span class="s1"></span>[https://www.computerworld.com/article/3171669/true-privacy-online-is-not-viable.html True Privacy Online is Not Viable] (News article)
#*<span class="s1"></span><span class="s1"></span>[https://www.clinicaladvisor.com/home/my-practice/legal-advisor/social-media-post-prompts-firing/ Social Media Post Prompts Firing] (News Article)<span class="s1"></span>
# How has social media complicated the professional relationships between patients and Healthcare providers?
#* [https://s3.amazonaws.com/rdcms-himss/files/production/public/HIMSSorg/Content/files/SocialMediaWSHIMA042012LG.pdf Social Media in Healthcare: Privacy and Security Considerations] (PDF Guideline by the Healthcare Information and Management Systems Society and Security Committee)
#* [https://www.who.int/goe/publications/legal_framework_web.pdf Legal Frameworks eHealth - World Health Organization] (Report)
# Discuss the implications of @pharmacymemes sharing Sarah's post. Did they have the right to share it? What positive and/or negative effects do pharmacy-based social media accounts, like @pharmacymemes, and hashtags like #pharmacyproblems, have on the profession?
#*[https://www.skyword.com/contentstandard/creativity/how-social-media-for-healthcare-marketing-engages-patients-and-boosts-brand-awareness/ How Social Media for Healthcare Marketing Engages and Boosts Brand Awareness] (News Article)
#* [https://pharmaceutical-journal.com/article/opinion/what-to-do-when-social-media-goes-bad What To Do When Social Media Goes Bad] (Blog post)
#* [https://www.pharmacytimes.com/view/white-coats-on-instagram-what-does-pharmacy-look-like White Coats on Instagram: What Does Pharmacy Look Like?] (News Article)
# Can you identify any discrepancies between Henry's handling of the situation and his own online behaviour?
#*[https://www.instagram.com/pharmacymemes/ Pharmacy Instagram Memes]

== Open Access Scholarly Material ==
* [https://www.pharmacytoday.org/article/S1042-0991(17)30083-X/fulltext Social Media and Gossip in the Pharmacy] (Journal Article)
* [https://www.academia.edu/22069009/The_use_of_social_media_in_pharmacy_practice_and_education The Use of Social Media in Pharmacy Practice and Education] (Journal article)

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Viral Venting

2021-10-09T00:03:31Z

LucasWright: /* Open Access Scholarly Material */

== Case Study 2: Viral Venting ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

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

== Themes Addressed ==
* Permanence and public nature of the internet
* Patient confidentiality
* Raising the profile of the profession
* Group affiliation
* Interconnectedness of the pharmacy community

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will ...
# Describe the interface between the private/public nature of online spaces
# Discuss the challenges in presuming anonymity on the internet
# Illustrate the benefits and drawbacks of high-profile social media accounts dedicated to elevating the profession

== Essential Question ==
As you read the case, consider your response to the question:

''How does the term "act conscientiously" apply to digital spaces?''
== Case ==
Sarah is in her second year of the Doctor of Pharmacy (PharmD) program. For the past 2 months she has been working part-time at "Canada Plus Pharmacy" in Vancouver to help offset the high costs of being a student.

Sarah has been active on her personal social media accounts throughout her time in the pharmacy program, specifically Facebook, Snapchat, and Instagram. Since moving to Vancouver from Prince George, social media has helped her stay connected to friends and family. This has helped her feel less isolated in a new city. Since beginning the Pharmacy program, Sarah has actively ensured that all of her social media accounts are private, including Instagram, which she uses the most. As such, only her username and bio - which notes her institutional affiliation - is visible to the public.

These accounts have also allowed her to make new friends and connect to people in her program. She often responds to event invitations on Facebook, and invites classmates to study with her over Snapchat and Facebook Messenger. Additionally, during exam periods, Sarah often checks her classmates' Instagram stories to de-stress.

Because the particular "Canada Plus Pharmacy" branch Sarah works at is centrally located in Vancouver’s downtown core, it tends to be quite busy. Average wait times are approximately 15 minutes, but can often run as long as 30 minutes. Sarah typically enjoys this fast-paced environment, however the past few days have been especially busy and stressful. Sarah is also experiencing high levels of stress outside of work due to an upcoming EOB exam which she is studying for.

A patient named Mandy comes into the pharmacy rushing to pick up her medications for her type 2 diabetes, hypertension, osteoarthritis, and gout. Upon looking up Mandy’s medication profile in the pharmacy’s computer system, Sarah sees that Mandy is 71 years old.

Several patients had been waiting for their prescriptions before Mandy arrived, so Sarah gives her an approximate wait-time of 20 minutes. Mandy, irritated, comments back: “Why does it need 20 minutes, don't you just put a label on the bottle?"

Sarah calmly explains that, due to the number of patients currently waiting for prescriptions, the wait time will be a bit longer than usual. This explanation does not seem to calm Mandy, who angrily stands at the counter, glaring at Sarah and the supervising pharmacist while they work.

Sarah feels frustrated by the comment Mandy made. While she had heard remarks like this from patients in the past, she wished patients would be more understanding of the long wait times, particularly for prescription refills like Mandy’s which involve multiple medications.

While on her lunch break, Sarah takes a picture of one of the vitamin shelves at the pharmacy. She posts the image to her Instagram Story with the following text:
[[File:Emoji screenshot.png|center|thumb|655x655px]]

Sarah elected to make the post on her story rather than on her usual feed, as it will self-delete in 24 hours. She also replaced Mandy’s name with the fake name, “Lisa.”

Finding the post funny and relatable, one of Sarah’s followers, who is also a pharmacy student stressed about the upcoming EOB exam, screenshots it and forwards it to another classmate. This classmate saves it, and direct-messages it to the @pharmacymemes Instagram page, which has over 27k followers. The @pharmacymemes page posts it to their feed with a caption that credits Sarah’s username.

Sarah’s manager, Henry, is a recent graduate of the UBC PharmD Program. He has become friends with her while working together, bonding over their shared experiences in Pharmacy. While a student at UBC, Henry started following @pharmacymemes.

Shortly after Sarah's Instagram post is made, Henry comes across it while on his own Instagram account, and sees that Sarah is tagged in the post. Henry is immediately worried about his Pharmacy’s reputation, and that of himself as manager. He thinks that this does not reflect well on their organization, their patient-centred care philosophy, and violates the patient’s privacy. He is also concerned that the location of his pharmacy will be distinguishable based on the image Sarah used.

Henry confronts Sarah with these concerns. Sarah, whose post on Instagram has already been deleted (since 24 hours have passed), is unsure how to proceed. She immediately feels regretful about her actions and the position she has put Henry in. Henry saves the screenshots on file for future reference. Sarah is now stressed about how the incident may impact her professionally as she moves forward in her career. She is also unsure if she should resign from her job as a result of the incident, and realizes she will be unable to use Henry as a professional reference.
== Discussion Questions ==
# <span class="s1"></span>To what extent are private social media accounts truly private? How might the digital path between Sarah's Instagram Story and the @pharmacymemes account impact her relationship with various stakeholders?
#*<span class="s1"></span>[https://www.computerworld.com/article/3171669/true-privacy-online-is-not-viable.html True Privacy Online is Not Viable] (News article)
#*<span class="s1"></span><span class="s1"></span>[https://www.clinicaladvisor.com/home/my-practice/legal-advisor/social-media-post-prompts-firing/ Social Media Post Prompts Firing] (News Article)<span class="s1"></span>
# How has social media complicated the professional relationships between patients and Healthcare providers?
#* [https://s3.amazonaws.com/rdcms-himss/files/production/public/HIMSSorg/Content/files/SocialMediaWSHIMA042012LG.pdf Social Media in Healthcare: Privacy and Security Considerations] (PDF Guideline by the Healthcare Information and Management Systems Society and Security Committee)
#* [https://www.who.int/goe/publications/legal_framework_web.pdf Legal Frameworks eHealth - World Health Organization] (Report)
# Discuss the implications of @pharmacymemes sharing Sarah's post. Did they have the right to share it? What positive and/or negative effects do pharmacy-based social media accounts, like @pharmacymemes, and hashtags like #pharmacyproblems, have on the profession?
#*[https://www.skyword.com/contentstandard/creativity/how-social-media-for-healthcare-marketing-engages-patients-and-boosts-brand-awareness/ How Social Media for Healthcare Marketing Engages and Boosts Brand Awareness] (News Article)
#* [https://pharmaceutical-journal.com/article/opinion/what-to-do-when-social-media-goes-bad What To Do When Social Media Goes Bad] (Blog post)
# Can you identify any discrepancies between Henry's handling of the situation and his own online behaviour?
#*[https://www.instagram.com/pharmacymemes/ Pharmacy Instagram Memes]

== Open Access Scholarly Material ==
* [https://www.pharmacytoday.org/article/S1042-0991(17)30083-X/fulltext Social Media and Gossip in the Pharmacy] (Journal Article)
* [https://www.academia.edu/22069009/The_use_of_social_media_in_pharmacy_practice_and_education The Use of Social Media in Pharmacy Practice and Education] (Journal article)

== Scholarly Material ==

* To Tweet or not To Tweet? A primer on social media for Pharmacists (Journal Article, [https://go.exlibris.link/8RmXSDMP UBC eLINK])

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Viral Venting

2021-10-08T23:45:02Z

LucasWright: /* Discussion Questions */

== Case Study 2: Viral Venting ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

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

== Themes Addressed ==
* Permanence and public nature of the internet
* Patient confidentiality
* Raising the profile of the profession
* Group affiliation
* Interconnectedness of the pharmacy community

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will ...
# Describe the interface between the private/public nature of online spaces
# Discuss the challenges in presuming anonymity on the internet
# Illustrate the benefits and drawbacks of high-profile social media accounts dedicated to elevating the profession

== Essential Question ==
As you read the case, consider your response to the question:

''How does the term "act conscientiously" apply to digital spaces?''
== Case ==
Sarah is in her second year of the Doctor of Pharmacy (PharmD) program. For the past 2 months she has been working part-time at "Canada Plus Pharmacy" in Vancouver to help offset the high costs of being a student.

Sarah has been active on her personal social media accounts throughout her time in the pharmacy program, specifically Facebook, Snapchat, and Instagram. Since moving to Vancouver from Prince George, social media has helped her stay connected to friends and family. This has helped her feel less isolated in a new city. Since beginning the Pharmacy program, Sarah has actively ensured that all of her social media accounts are private, including Instagram, which she uses the most. As such, only her username and bio - which notes her institutional affiliation - is visible to the public.

These accounts have also allowed her to make new friends and connect to people in her program. She often responds to event invitations on Facebook, and invites classmates to study with her over Snapchat and Facebook Messenger. Additionally, during exam periods, Sarah often checks her classmates' Instagram stories to de-stress.

Because the particular "Canada Plus Pharmacy" branch Sarah works at is centrally located in Vancouver’s downtown core, it tends to be quite busy. Average wait times are approximately 15 minutes, but can often run as long as 30 minutes. Sarah typically enjoys this fast-paced environment, however the past few days have been especially busy and stressful. Sarah is also experiencing high levels of stress outside of work due to an upcoming EOB exam which she is studying for.

A patient named Mandy comes into the pharmacy rushing to pick up her medications for her type 2 diabetes, hypertension, osteoarthritis, and gout. Upon looking up Mandy’s medication profile in the pharmacy’s computer system, Sarah sees that Mandy is 71 years old.

Several patients had been waiting for their prescriptions before Mandy arrived, so Sarah gives her an approximate wait-time of 20 minutes. Mandy, irritated, comments back: “Why does it need 20 minutes, don't you just put a label on the bottle?"

Sarah calmly explains that, due to the number of patients currently waiting for prescriptions, the wait time will be a bit longer than usual. This explanation does not seem to calm Mandy, who angrily stands at the counter, glaring at Sarah and the supervising pharmacist while they work.

Sarah feels frustrated by the comment Mandy made. While she had heard remarks like this from patients in the past, she wished patients would be more understanding of the long wait times, particularly for prescription refills like Mandy’s which involve multiple medications.

While on her lunch break, Sarah takes a picture of one of the vitamin shelves at the pharmacy. She posts the image to her Instagram Story with the following text:
[[File:Emoji screenshot.png|center|thumb|655x655px]]

Sarah elected to make the post on her story rather than on her usual feed, as it will self-delete in 24 hours. She also replaced Mandy’s name with the fake name, “Lisa.”

Finding the post funny and relatable, one of Sarah’s followers, who is also a pharmacy student stressed about the upcoming EOB exam, screenshots it and forwards it to another classmate. This classmate saves it, and direct-messages it to the @pharmacymemes Instagram page, which has over 27k followers. The @pharmacymemes page posts it to their feed with a caption that credits Sarah’s username.

Sarah’s manager, Henry, is a recent graduate of the UBC PharmD Program. He has become friends with her while working together, bonding over their shared experiences in Pharmacy. While a student at UBC, Henry started following @pharmacymemes.

Shortly after Sarah's Instagram post is made, Henry comes across it while on his own Instagram account, and sees that Sarah is tagged in the post. Henry is immediately worried about his Pharmacy’s reputation, and that of himself as manager. He thinks that this does not reflect well on their organization, their patient-centred care philosophy, and violates the patient’s privacy. He is also concerned that the location of his pharmacy will be distinguishable based on the image Sarah used.

Henry confronts Sarah with these concerns. Sarah, whose post on Instagram has already been deleted (since 24 hours have passed), is unsure how to proceed. She immediately feels regretful about her actions and the position she has put Henry in. Henry saves the screenshots on file for future reference. Sarah is now stressed about how the incident may impact her professionally as she moves forward in her career. She is also unsure if she should resign from her job as a result of the incident, and realizes she will be unable to use Henry as a professional reference.
== Discussion Questions ==
# <span class="s1"></span>To what extent are private social media accounts truly private? How might the digital path between Sarah's Instagram Story and the @pharmacymemes account impact her relationship with various stakeholders?
#*<span class="s1"></span>[https://www.computerworld.com/article/3171669/true-privacy-online-is-not-viable.html True Privacy Online is Not Viable] (News article)
#*<span class="s1"></span><span class="s1"></span>[https://www.clinicaladvisor.com/home/my-practice/legal-advisor/social-media-post-prompts-firing/ Social Media Post Prompts Firing] (News Article)<span class="s1"></span>
# How has social media complicated the professional relationships between patients and Healthcare providers?
#* [https://s3.amazonaws.com/rdcms-himss/files/production/public/HIMSSorg/Content/files/SocialMediaWSHIMA042012LG.pdf Social Media in Healthcare: Privacy and Security Considerations] (PDF Guideline by the Healthcare Information and Management Systems Society and Security Committee)
#* [https://www.who.int/goe/publications/legal_framework_web.pdf Legal Frameworks eHealth - World Health Organization] (Report)
# Discuss the implications of @pharmacymemes sharing Sarah's post. Did they have the right to share it? What positive and/or negative effects do pharmacy-based social media accounts, like @pharmacymemes, and hashtags like #pharmacyproblems, have on the profession?
#*[https://www.skyword.com/contentstandard/creativity/how-social-media-for-healthcare-marketing-engages-patients-and-boosts-brand-awareness/ How Social Media for Healthcare Marketing Engages and Boosts Brand Awareness] (News Article)
#* [https://pharmaceutical-journal.com/article/opinion/what-to-do-when-social-media-goes-bad What To Do When Social Media Goes Bad] (Blog post)
# Can you identify any discrepancies between Henry's handling of the situation and his own online behaviour?
#*[https://www.instagram.com/pharmacymemes/ Pharmacy Instagram Memes]

== Open Access Scholarly Material ==
* [https://www.pharmacytoday.org/article/S1042-0991(17)30083-X/fulltext Social Media and Gossip in the Pharmacy] (Journal Article)
* [https://www.academia.edu/22069009/The_use_of_social_media_in_pharmacy_practice_and_education The Use of Social Media in Pharmacy Practice and Education] (Journal article)

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Good Intentions Gone Awry

2021-10-08T23:00:52Z

LucasWright: /* Discussion Questions */

== Case Study 3: Good Intentions Gone Awry ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

3. Take notes on your discussion to share when the large group reconvenes.
</div>
== Themes Addressed ==
* Professional relationships with various stakeholders
* Methods for addressing misinformation online
* Public health advocacy in online spaces
* Limitations of privacy settings

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will...
# Discuss the significance of virtual collegiality as it pertains to healthcare professionals
# Examine the benefits and limitations of online public discussion boards/forums
# Identify the ways advocacy relates to, and is shaped by, online platforms

== Essential Question ==
As you read the case, consider your response to the question:

''How do the principles of professional accountability and advocacy apply to online spaces?''
== Case ==
[[File:Flu Shot Advertising.jpg|thumb|350x350px]]
Devon is a graduate of the UBC Doctor of Pharmacy (PharmD) Program. During his time at the Program, he was a top student, actively involved in the UBC Pharmacy Undergraduate Society. Within two years after graduation, and after passing his Pharmacy Examining Board of Canada Qualifying Examination and completing a Pharmacy Practice Residency Program, Devon landed his dream job as a pharmacist at "General Care Hospital" (GCH).

Devon has been working at GCH for 6 months, and has thrived in this fast-paced environment. Devon especially enjoys having the opportunity to collaborate inter-professionally with physicians, nurses, physiotherapists, social workers, and the rest of the patient care team.

Per GCH requirements, with peak flu season approaching, all patients and visitors must receive the flu shot before December 1st, or wear a face mask before entering the facilities. Healthcare providers at GCH have been asked to verify with hospital visitors that they have received the flu shot prior to entering any patient care areas.

Devon is completing rounds with Ryan, a physiotherapist he was worked with a few times before. While stopped outside the room of an immunocompromised patient, Devon asks Ryan to verify that her two visitors have been vaccinated with the flu shot.

Ryan appears hesitant. When Devon inquires further, Ryan tells Devon that he is skeptical about vaccines due to concerns about autism, and that he himself used to get the flu shot yet "still got sick every year.” As a result, Ryan does not feel comfortable discussing the subject with patients nor being an ambassador for the flu vaccination program.

Devon is shocked to learn of Ryan’s stance on the issue, and is inclined to argue with Ryan about this misinformation. Before approaching Ryan, Devon is approached by a physician asking about a different patient. Due to the heavy workload that day, Devon does not get the opportunity to discuss the matter with Ryan before the end of his shift.
In the days following, Devon cannot stop thinking about his interaction with Ryan. He feels shocked that a healthcare professional working in an acute care setting could hold such a misinformed and negative view about vaccines. Finally, after a few days of considering his role as a healthcare provider, and professional obligation to share evidenced-based information, Devon decides to take action. Devon goes on his personal Facebook account to post about the incident. His current privacy settings ensure that his status can only be viewed by those on his Friend List. He shares the following exposition about the importance of vaccines:[[File:Revised facebook.png|center|thumb|800x800px]]

The post immediately receives several “likes,” as well as “angry” and “sad” reactions from healthcare providers and non-experts on Devon’s Friend List. Many also begin to add comments to the post. Some comments merely express shock (many “wows,” and “I can’t believe this!”), while others make more inflammatory statements (including “what an idiot,” and “this physiotherapist should be fired!”).

Devon feels immediate vindication at the swift response to his post. One of the commenters, Devon's former UBC Pharmacy classmate, Stephanie, shares it on her ''own'' Facebook page. Devon believes that it is his ''responsibility'' to call out such beliefs as Ryan's, and feels pleased that Stephanie is helping to spread the word. Devon deletes all of the inflammatory comments made on his own page beneath the post.

A Facebook friend of Stephanie named Ali - who happens to be a personal friend of Ryan's - sees the post on Stephanie's Facebook page. Ali is curious about where the incident took place, and decides to look up Devon on LinkedIn to see where he works.

Ali sees that Devon works at GCH. Knowing that Ryan is a physiotherapist at GCH, he sends the post to Ryan on Facebook Messenger along with the following message: “Is this about you, LOL?”

Realizing that the post is about him, Ryan immediately feels angry and defensive both at Devon, for sharing the experience online, and at the inflammatory statements directed at him made by the commenters on Stephanie's profile.

The next day at work, Ryan displays cold, and passive aggressive behaviour towards Devon throughout the day, making comments like “I better not say anything or it might end up online.”

Devon suspects that Ryan has seen his Facebook post. However, Devon is adamant that it is his duty to advocate for public health, and is pleased that Ryan was “put on blast” for his views online. He decides not to discuss the issue with Ryan.

Devon begins to question what might happen to him as a result of his conflict with Ryan. In particular, he is worried that the standoffishness between them will happen every time they work together, and how this tension may impact his reputation at GCH.

== Discussion Questions ==
# How might collegiality extend to online spaces? Is this covered under the “[https://www.bcpharmacists.org/duty-report Duty to Report]” or does this fall under each professional’s moral decision-making framework? List some potential parameters that could be used to guide direct, and in-direct, interactions with colleagues and classmates online.
#* [https://www.bcpharmacists.org/duty-report Health Professions Act] (Online report)
#**
# In what ways have online discussion boards impacted professional communities? What opportunities and/or consequences do these discussion boards present, particularly in regards to representing the profession?
#* [http://www.cidrap.umn.edu/news-perspective/2019/04/online-anti-vax-efforts-prove-daunting-public-health-challenge Online Anti-Vax Efforts Prove Daunting Public Health Challenge] (News article)
#* [https://www.reddit.com/r/pharmacy/ r/pharmacy/] (Discussion Website)
# How might a pharmacist’s role as a public health advocate extend to online spaces? Should there be limits to this advocacy?
#*[https://www.kevinmd.com/blog/2018/08/the-best-way-to-fight-misinformation-in-health-care.html The Best Way to Fight Misinformation in Health Care] (Blog post)
#* [https://www.bbc.com/news/health-48512923?ocid=socialflow_facebook&ns_mchannel=social&ns_campaign=bbcnews&ns_source=facebook Low Trust in Vaccination 'A Global Crisis'] (News article)
#* [https://www.pharmacytimes.com/view/tiktok-presents-covid-19-educational-opportunities-alongside-dancing-videos TikTok Presents COVID-19 Educational Opportunities Alongside Dancing Videos] (Pharmacy Times)
#* [https://www.bcpharmacy.ca/tablet/fall-20/expanding-your-reach-through-social-media Expanding your Reach Through Social Media], (BC Pharmacy Association Post)

== Open Access Scholarly Material ==
* [https://www.researchgate.net/publication/291690013_How_Your_Colleagues'_Reputation_Impact_Your_Patients'_Odds_of_Posting_Experiences_Evidence_from_an_Online_Health_Community How Your Colleagues’ Reputation Impact Your Patients’ Odds of Posting Experiences: Evidence from an Online Health Community] (Journal article)
* [https://www.researchgate.net/publication/251877968_Virtual_colleagues_virtually_colleagues-_Physicians'_use_of_Twitter_A_population-based_observational_study Virtual colleagues, Virtually Colleagues- Physicians' Use of Twitter: A Population-Based Observational Study] (Journal article)

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Viral Venting

2021-10-08T22:42:05Z

LucasWright:

== Case Study 2: Viral Venting ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

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

== Themes Addressed ==
* Permanence and public nature of the internet
* Patient confidentiality
* Raising the profile of the profession
* Group affiliation
* Interconnectedness of the pharmacy community

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will ...
# Describe the interface between the private/public nature of online spaces
# Discuss the challenges in presuming anonymity on the internet
# Illustrate the benefits and drawbacks of high-profile social media accounts dedicated to elevating the profession

== Essential Question ==
As you read the case, consider your response to the question:

''How does the term "act conscientiously" apply to digital spaces?''
== Case ==
Sarah is in her second year of the Doctor of Pharmacy (PharmD) program. For the past 2 months she has been working part-time at "Canada Plus Pharmacy" in Vancouver to help offset the high costs of being a student.

Sarah has been active on her personal social media accounts throughout her time in the pharmacy program, specifically Facebook, Snapchat, and Instagram. Since moving to Vancouver from Prince George, social media has helped her stay connected to friends and family. This has helped her feel less isolated in a new city. Since beginning the Pharmacy program, Sarah has actively ensured that all of her social media accounts are private, including Instagram, which she uses the most. As such, only her username and bio - which notes her institutional affiliation - is visible to the public.

These accounts have also allowed her to make new friends and connect to people in her program. She often responds to event invitations on Facebook, and invites classmates to study with her over Snapchat and Facebook Messenger. Additionally, during exam periods, Sarah often checks her classmates' Instagram stories to de-stress.

Because the particular "Canada Plus Pharmacy" branch Sarah works at is centrally located in Vancouver’s downtown core, it tends to be quite busy. Average wait times are approximately 15 minutes, but can often run as long as 30 minutes. Sarah typically enjoys this fast-paced environment, however the past few days have been especially busy and stressful. Sarah is also experiencing high levels of stress outside of work due to an upcoming EOB exam which she is studying for.

A patient named Mandy comes into the pharmacy rushing to pick up her medications for her type 2 diabetes, hypertension, osteoarthritis, and gout. Upon looking up Mandy’s medication profile in the pharmacy’s computer system, Sarah sees that Mandy is 71 years old.

Several patients had been waiting for their prescriptions before Mandy arrived, so Sarah gives her an approximate wait-time of 20 minutes. Mandy, irritated, comments back: “Why does it need 20 minutes, don't you just put a label on the bottle?"

Sarah calmly explains that, due to the number of patients currently waiting for prescriptions, the wait time will be a bit longer than usual. This explanation does not seem to calm Mandy, who angrily stands at the counter, glaring at Sarah and the supervising pharmacist while they work.

Sarah feels frustrated by the comment Mandy made. While she had heard remarks like this from patients in the past, she wished patients would be more understanding of the long wait times, particularly for prescription refills like Mandy’s which involve multiple medications.

While on her lunch break, Sarah takes a picture of one of the vitamin shelves at the pharmacy. She posts the image to her Instagram Story with the following text:
[[File:Emoji screenshot.png|center|thumb|655x655px]]

Sarah elected to make the post on her story rather than on her usual feed, as it will self-delete in 24 hours. She also replaced Mandy’s name with the fake name, “Lisa.”

Finding the post funny and relatable, one of Sarah’s followers, who is also a pharmacy student stressed about the upcoming EOB exam, screenshots it and forwards it to another classmate. This classmate saves it, and direct-messages it to the @pharmacymemes Instagram page, which has over 27k followers. The @pharmacymemes page posts it to their feed with a caption that credits Sarah’s username.

Sarah’s manager, Henry, is a recent graduate of the UBC PharmD Program. He has become friends with her while working together, bonding over their shared experiences in Pharmacy. While a student at UBC, Henry started following @pharmacymemes.

Shortly after Sarah's Instagram post is made, Henry comes across it while on his own Instagram account, and sees that Sarah is tagged in the post. Henry is immediately worried about his Pharmacy’s reputation, and that of himself as manager. He thinks that this does not reflect well on their organization, their patient-centred care philosophy, and violates the patient’s privacy. He is also concerned that the location of his pharmacy will be distinguishable based on the image Sarah used.

Henry confronts Sarah with these concerns. Sarah, whose post on Instagram has already been deleted (since 24 hours have passed), is unsure how to proceed. She immediately feels regretful about her actions and the position she has put Henry in. Henry saves the screenshots on file for future reference. Sarah is now stressed about how the incident may impact her professionally as she moves forward in her career. She is also unsure if she should resign from her job as a result of the incident, and realizes she will be unable to use Henry as a professional reference.
== Discussion Questions ==
# <span class="s1"></span>To what extent are private social media accounts truly private? How might the digital path between Sarah's Instagram Story and the @pharmacymemes account impact her relationship with various stakeholders?
#*<span class="s1"></span>[https://www.computerworld.com/article/3171669/true-privacy-online-is-not-viable.html True Privacy Online is Not Viable] (News article)
#*<span class="s1"></span><span class="s1"></span>[https://www.clinicaladvisor.com/home/my-practice/legal-advisor/social-media-post-prompts-firing/ Social Media Post Prompts Firing] (News Article)<span class="s1"></span>
# How has social media complicated the professional relationships between patients and Healthcare providers?
#* [https://s3.amazonaws.com/rdcms-himss/files/production/public/HIMSSorg/Content/files/SocialMediaWSHIMA042012LG.pdf Social Media in Healthcare: Privacy and Security Considerations] (PDF Guideline by the Healthcare Information and Management Systems Society and Security Committee)
#* [https://www.who.int/goe/publications/legal_framework_web.pdf Legal Frameworks eHealth - World Health Organization] (Report)
# Discuss the implications of @pharmacymemes sharing Sarah's post. Did they have the right to share it? What positive and/or negative effects do pharmacy-based social media accounts, like @pharmacymemes, and hashtags like #pharmacyproblems, have on the profession?
#* [https://www.skyword.com/contentstandard/creativity/how-social-media-for-healthcare-marketing-engages-patients-and-boosts-brand-awareness/ How Social Media for Healthcare Marketing Engages and Boosts Brand Awareness] (News Article)
#* [https://www.pharmaceutical-journal.com/opinion/blogs/what-to-do-when-social-media-goes-bad/20206319.blog?firstPass=false What To Do When Social Media Goes Bad] (Blog post)
# Can you identify any discrepancies between Henry's handling of the situation and his own online behaviour?
#*[https://www.instagram.com/pharmacymemes/ Pharmacy Instagram Memes]

== Open Access Scholarly Material ==
* [https://www.pharmacytoday.org/article/S1042-0991(17)30083-X/fulltext Social Media and Gossip in the Pharmacy] (Journal Article)
* [https://www.academia.edu/22069009/The_use_of_social_media_in_pharmacy_practice_and_education The Use of Social Media in Pharmacy Practice and Education] (Journal article)

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Good Intentions Gone Awry

2021-10-08T22:39:09Z

LucasWright: /* Discussion Questions */

== Case Study 3: Good Intentions Gone Awry ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

3. Take notes on your discussion to share when the large group reconvenes.
</div>
== Themes Addressed ==
* Professional relationships with various stakeholders
* Methods for addressing misinformation online
* Public health advocacy in online spaces
* Limitations of privacy settings

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will...
# Discuss the significance of virtual collegiality as it pertains to healthcare professionals
# Examine the benefits and limitations of online public discussion boards/forums
# Identify the ways advocacy relates to, and is shaped by, online platforms

== Essential Question ==
As you read the case, consider your response to the question:

''How do the principles of professional accountability and advocacy apply to online spaces?''
== Case ==
[[File:Flu Shot Advertising.jpg|thumb|350x350px]]
Devon is a graduate of the UBC Doctor of Pharmacy (PharmD) Program. During his time at the Program, he was a top student, actively involved in the UBC Pharmacy Undergraduate Society. Within two years after graduation, and after passing his Pharmacy Examining Board of Canada Qualifying Examination and completing a Pharmacy Practice Residency Program, Devon landed his dream job as a pharmacist at "General Care Hospital" (GCH).

Devon has been working at GCH for 6 months, and has thrived in this fast-paced environment. Devon especially enjoys having the opportunity to collaborate inter-professionally with physicians, nurses, physiotherapists, social workers, and the rest of the patient care team.

Per GCH requirements, with peak flu season approaching, all patients and visitors must receive the flu shot before December 1st, or wear a face mask before entering the facilities. Healthcare providers at GCH have been asked to verify with hospital visitors that they have received the flu shot prior to entering any patient care areas.

Devon is completing rounds with Ryan, a physiotherapist he was worked with a few times before. While stopped outside the room of an immunocompromised patient, Devon asks Ryan to verify that her two visitors have been vaccinated with the flu shot.

Ryan appears hesitant. When Devon inquires further, Ryan tells Devon that he is skeptical about vaccines due to concerns about autism, and that he himself used to get the flu shot yet "still got sick every year.” As a result, Ryan does not feel comfortable discussing the subject with patients nor being an ambassador for the flu vaccination program.

Devon is shocked to learn of Ryan’s stance on the issue, and is inclined to argue with Ryan about this misinformation. Before approaching Ryan, Devon is approached by a physician asking about a different patient. Due to the heavy workload that day, Devon does not get the opportunity to discuss the matter with Ryan before the end of his shift.
In the days following, Devon cannot stop thinking about his interaction with Ryan. He feels shocked that a healthcare professional working in an acute care setting could hold such a misinformed and negative view about vaccines. Finally, after a few days of considering his role as a healthcare provider, and professional obligation to share evidenced-based information, Devon decides to take action. Devon goes on his personal Facebook account to post about the incident. His current privacy settings ensure that his status can only be viewed by those on his Friend List. He shares the following exposition about the importance of vaccines:[[File:Revised facebook.png|center|thumb|800x800px]]

The post immediately receives several “likes,” as well as “angry” and “sad” reactions from healthcare providers and non-experts on Devon’s Friend List. Many also begin to add comments to the post. Some comments merely express shock (many “wows,” and “I can’t believe this!”), while others make more inflammatory statements (including “what an idiot,” and “this physiotherapist should be fired!”).

Devon feels immediate vindication at the swift response to his post. One of the commenters, Devon's former UBC Pharmacy classmate, Stephanie, shares it on her ''own'' Facebook page. Devon believes that it is his ''responsibility'' to call out such beliefs as Ryan's, and feels pleased that Stephanie is helping to spread the word. Devon deletes all of the inflammatory comments made on his own page beneath the post.

A Facebook friend of Stephanie named Ali - who happens to be a personal friend of Ryan's - sees the post on Stephanie's Facebook page. Ali is curious about where the incident took place, and decides to look up Devon on LinkedIn to see where he works.

Ali sees that Devon works at GCH. Knowing that Ryan is a physiotherapist at GCH, he sends the post to Ryan on Facebook Messenger along with the following message: “Is this about you, LOL?”

Realizing that the post is about him, Ryan immediately feels angry and defensive both at Devon, for sharing the experience online, and at the inflammatory statements directed at him made by the commenters on Stephanie's profile.

The next day at work, Ryan displays cold, and passive aggressive behaviour towards Devon throughout the day, making comments like “I better not say anything or it might end up online.”

Devon suspects that Ryan has seen his Facebook post. However, Devon is adamant that it is his duty to advocate for public health, and is pleased that Ryan was “put on blast” for his views online. He decides not to discuss the issue with Ryan.

Devon begins to question what might happen to him as a result of his conflict with Ryan. In particular, he is worried that the standoffishness between them will happen every time they work together, and how this tension may impact his reputation at GCH.

== Discussion Questions ==
# How might collegiality extend to online spaces? Is this covered under the “[https://www.bcpharmacists.org/duty-report Duty to Report]” or does this fall under each professional’s moral decision-making framework? List some potential parameters that could be used to guide direct, and in-direct, interactions with colleagues and classmates online.
#* [https://www.bcpharmacists.org/duty-report Health Professions Act] (Online report)
#**
# In what ways have online discussion boards impacted professional communities? What opportunities and/or consequences do these discussion boards present, particularly in regards to representing the profession?
#* [http://www.cidrap.umn.edu/news-perspective/2019/04/online-anti-vax-efforts-prove-daunting-public-health-challenge Online Anti-Vax Efforts Prove Daunting Public Health Challenge] (News article)
#* [https://www.reddit.com/r/pharmacy/ r/pharmacy/] (Discussion Website)
# How might a pharmacist’s role as a public health advocate extend to online spaces? Should there be limits to this advocacy?
#*[https://www.kevinmd.com/blog/2018/08/the-best-way-to-fight-misinformation-in-health-care.html The Best Way to Fight Misinformation in Health Care] (Blog post)
#* [https://www.bbc.com/news/health-48512923?ocid=socialflow_facebook&ns_mchannel=social&ns_campaign=bbcnews&ns_source=facebook Low Trust in Vaccination 'A Global Crisis'] (News article)
#* [https://www.pharmacytimes.com/view/tiktok-presents-covid-19-educational-opportunities-alongside-dancing-videos TikTok Presents COVID-19 Educational Opportunities Alongside Dancing Videos] (Pharmacy Times)
#* [https://www.insidehook.com/article/internet/covid-19-myths-vaccine-misinformation-tiktok Meet the Experts Debunking COVID-19 Myths and Vaccine Misinformation on TikTok] (Blog post)

== Open Access Scholarly Material ==
* [https://www.researchgate.net/publication/291690013_How_Your_Colleagues'_Reputation_Impact_Your_Patients'_Odds_of_Posting_Experiences_Evidence_from_an_Online_Health_Community How Your Colleagues’ Reputation Impact Your Patients’ Odds of Posting Experiences: Evidence from an Online Health Community] (Journal article)
* [https://www.researchgate.net/publication/251877968_Virtual_colleagues_virtually_colleagues-_Physicians'_use_of_Twitter_A_population-based_observational_study Virtual colleagues, Virtually Colleagues- Physicians' Use of Twitter: A Population-Based Observational Study] (Journal article)

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Curriculum/Pharmacy/Case Studies/Good Intentions Gone Awry

2021-10-08T22:20:17Z

LucasWright: /* Discussion Questions */

== Case Study 3: Good Intentions Gone Awry ==
<div style="border:5px #222 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: #00af89;
-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 Essential Question(s) posed below.

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

3. Take notes on your discussion to share when the large group reconvenes.
</div>
== Themes Addressed ==
* Professional relationships with various stakeholders
* Methods for addressing misinformation online
* Public health advocacy in online spaces
* Limitations of privacy settings

== Learning Outcomes ==
By the end of this workshop and upon further reflection, students will...
# Discuss the significance of virtual collegiality as it pertains to healthcare professionals
# Examine the benefits and limitations of online public discussion boards/forums
# Identify the ways advocacy relates to, and is shaped by, online platforms

== Essential Question ==
As you read the case, consider your response to the question:

''How do the principles of professional accountability and advocacy apply to online spaces?''
== Case ==
[[File:Flu Shot Advertising.jpg|thumb|350x350px]]
Devon is a graduate of the UBC Doctor of Pharmacy (PharmD) Program. During his time at the Program, he was a top student, actively involved in the UBC Pharmacy Undergraduate Society. Within two years after graduation, and after passing his Pharmacy Examining Board of Canada Qualifying Examination and completing a Pharmacy Practice Residency Program, Devon landed his dream job as a pharmacist at "General Care Hospital" (GCH).

Devon has been working at GCH for 6 months, and has thrived in this fast-paced environment. Devon especially enjoys having the opportunity to collaborate inter-professionally with physicians, nurses, physiotherapists, social workers, and the rest of the patient care team.

Per GCH requirements, with peak flu season approaching, all patients and visitors must receive the flu shot before December 1st, or wear a face mask before entering the facilities. Healthcare providers at GCH have been asked to verify with hospital visitors that they have received the flu shot prior to entering any patient care areas.

Devon is completing rounds with Ryan, a physiotherapist he was worked with a few times before. While stopped outside the room of an immunocompromised patient, Devon asks Ryan to verify that her two visitors have been vaccinated with the flu shot.

Ryan appears hesitant. When Devon inquires further, Ryan tells Devon that he is skeptical about vaccines due to concerns about autism, and that he himself used to get the flu shot yet "still got sick every year.” As a result, Ryan does not feel comfortable discussing the subject with patients nor being an ambassador for the flu vaccination program.

Devon is shocked to learn of Ryan’s stance on the issue, and is inclined to argue with Ryan about this misinformation. Before approaching Ryan, Devon is approached by a physician asking about a different patient. Due to the heavy workload that day, Devon does not get the opportunity to discuss the matter with Ryan before the end of his shift.
In the days following, Devon cannot stop thinking about his interaction with Ryan. He feels shocked that a healthcare professional working in an acute care setting could hold such a misinformed and negative view about vaccines. Finally, after a few days of considering his role as a healthcare provider, and professional obligation to share evidenced-based information, Devon decides to take action. Devon goes on his personal Facebook account to post about the incident. His current privacy settings ensure that his status can only be viewed by those on his Friend List. He shares the following exposition about the importance of vaccines:[[File:Revised facebook.png|center|thumb|800x800px]]

The post immediately receives several “likes,” as well as “angry” and “sad” reactions from healthcare providers and non-experts on Devon’s Friend List. Many also begin to add comments to the post. Some comments merely express shock (many “wows,” and “I can’t believe this!”), while others make more inflammatory statements (including “what an idiot,” and “this physiotherapist should be fired!”).

Devon feels immediate vindication at the swift response to his post. One of the commenters, Devon's former UBC Pharmacy classmate, Stephanie, shares it on her ''own'' Facebook page. Devon believes that it is his ''responsibility'' to call out such beliefs as Ryan's, and feels pleased that Stephanie is helping to spread the word. Devon deletes all of the inflammatory comments made on his own page beneath the post.

A Facebook friend of Stephanie named Ali - who happens to be a personal friend of Ryan's - sees the post on Stephanie's Facebook page. Ali is curious about where the incident took place, and decides to look up Devon on LinkedIn to see where he works.

Ali sees that Devon works at GCH. Knowing that Ryan is a physiotherapist at GCH, he sends the post to Ryan on Facebook Messenger along with the following message: “Is this about you, LOL?”

Realizing that the post is about him, Ryan immediately feels angry and defensive both at Devon, for sharing the experience online, and at the inflammatory statements directed at him made by the commenters on Stephanie's profile.

The next day at work, Ryan displays cold, and passive aggressive behaviour towards Devon throughout the day, making comments like “I better not say anything or it might end up online.”

Devon suspects that Ryan has seen his Facebook post. However, Devon is adamant that it is his duty to advocate for public health, and is pleased that Ryan was “put on blast” for his views online. He decides not to discuss the issue with Ryan.

Devon begins to question what might happen to him as a result of his conflict with Ryan. In particular, he is worried that the standoffishness between them will happen every time they work together, and how this tension may impact his reputation at GCH.

== Discussion Questions ==
# How might collegiality extend to online spaces? Is this covered under the “[https://www.bcpharmacists.org/duty-report Duty to Report]” or does this fall under each professional’s moral decision-making framework? List some potential parameters that could be used to guide direct, and in-direct, interactions with colleagues and classmates online.
#* [https://www.bcpharmacists.org/duty-report Health Professions Act] (Online report)
#**
# In what ways have online discussion boards impacted professional communities? What opportunities and/or consequences do these discussion boards present, particularly in regards to representing the profession?
#* [http://www.cidrap.umn.edu/news-perspective/2019/04/online-anti-vax-efforts-prove-daunting-public-health-challenge Online Anti-Vax Efforts Prove Daunting Public Health Challenge] (News article)
#* [https://www.reddit.com/r/pharmacy/ r/pharmacy/] (Discussion Website)
# How might a pharmacist’s role as a public health advocate extend to online spaces? Should there be limits to this advocacy?
#*[https://www.kevinmd.com/blog/2018/08/the-best-way-to-fight-misinformation-in-health-care.html The Best Way to Fight Misinformation in Health Care] (Blog post)
#* [https://www.bbc.com/news/health-48512923?ocid=socialflow_facebook&ns_mchannel=social&ns_campaign=bbcnews&ns_source=facebook Low Trust in Vaccination 'A Global Crisis'] (News article)
#* [https://www.pharmacytimes.com/view/tiktok-presents-covid-19-educational-opportunities-alongside-dancing-videos TikTok Presents COVID-19 Educational Opportunities Alongside Dancing Videos] (Pharmacy Times)

== Open Access Scholarly Material ==
* [https://www.researchgate.net/publication/291690013_How_Your_Colleagues'_Reputation_Impact_Your_Patients'_Odds_of_Posting_Experiences_Evidence_from_an_Online_Health_Community How Your Colleagues’ Reputation Impact Your Patients’ Odds of Posting Experiences: Evidence from an Online Health Community] (Journal article)
* [https://www.researchgate.net/publication/251877968_Virtual_colleagues_virtually_colleagues-_Physicians'_use_of_Twitter_A_population-based_observational_study Virtual colleagues, Virtually Colleagues- Physicians' Use of Twitter: A Population-Based Observational Study] (Journal article)

== Sharing Permission ==
{{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/Pharmacy/Case Studies/Attribution|Digital Tattoo – Case Studies Project Team]]''.

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2021-10-07T21:05:11Z

LucasWright:

=Survey Results=
==2017==
'''Below are the results of the survey from the Digital Tattoo: Think Before You Ink class workshop assessment surveys.''' Note that results are skewed as time ran out and many students had to leave immediately to get to their next class.

* [https://wiki.ubc.ca/images/4/43/Digital_Tattoo_Pre-Workshop_Assessment_Results.pdf Pre-Workshop Survey Results 2017] Approximately 538 students responded to the pre-survey.

* [https://wiki.ubc.ca/images/a/a2/Digital_Tattoo_Post-Workshop_Assessment_Results.pdf Post-Workshop Survey Results]. Approximately 244 students responded to the post survey.

==2018==

Below are the results for the 2018 survey.
*[https://wiki.ubc.ca/images/0/0c/Digital_Tattoo_Evaluation_Report_Complete.pdf 2018 Post Survey Report]
*[https://wiki.ubc.ca/images/c/c1/Comments_from_Both_Cohorts.pdf 2018 Post Survey Comments (Grouped)]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2021-10-07T21:04:26Z

LucasWright:

=Survey Results=
==2017==
'''Below are the results of the survey from the Digital Tattoo: Think Before You Ink class workshop assessment surveys.''' Note that results are skewed as time ran out and many students had to leave immediately to get to their next class.

* [https://wiki.ubc.ca/images/4/43/Digital_Tattoo_Pre-Workshop_Assessment_Results.pdf Pre-Workshop Survey Results 2017] Approximately 538 students responded to the pre-survey.

* [https://wiki.ubc.ca/images/a/a2/Digital_Tattoo_Post-Workshop_Assessment_Results.pdf Post-Workshop Survey Results]. Approximately 244 students responded to the post survey.

*<nowiki>[[File:Digital Tattoo Post-Workshop Survey 10b Responses.pdf|thumb|All open-text responses to question 10b on the Digital Tattoo post-workshop survey.]]</nowiki>

==2018==

Below are the results for the 2018 survey.
*[https://wiki.ubc.ca/images/0/0c/Digital_Tattoo_Evaluation_Report_Complete.pdf 2018 Post Survey Report]
*[https://wiki.ubc.ca/images/c/c1/Comments_from_Both_Cohorts.pdf 2018 Post Survey Comments (Grouped)]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2021-10-07T21:04:04Z

LucasWright:

=Survey Results=
==2017==
'''Below are the results of the survey from the Digital Tattoo: Think Before You Ink class workshop assessment surveys.''' Note that results are skewed as time ran out and many students had to leave immediately to get to their next class.

* [https://wiki.ubc.ca/images/4/43/Digital_Tattoo_Pre-Workshop_Assessment_Results.pdf Pre-Workshop Survey Results 2017] Approximately 538 students responded to the pre-survey.

* [https://wiki.ubc.ca/images/a/a2/Digital_Tattoo_Post-Workshop_Assessment_Results.pdf Post-Workshop Survey Results]. Approximately 244 students responded to the post survey.

*[[File:Digital Tattoo Post-Workshop Survey 10b Responses.pdf|thumb|All open-text responses to question 10b on the Digital Tattoo post-workshop survey.]

==2018==

Below are the results for the 2018 survey.
*[https://wiki.ubc.ca/images/0/0c/Digital_Tattoo_Evaluation_Report_Complete.pdf 2018 Post Survey Report]
*[https://wiki.ubc.ca/images/c/c1/Comments_from_Both_Cohorts.pdf 2018 Post Survey Comments (Grouped)]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2021-10-07T21:03:44Z

LucasWright:

=Survey Results=
==2017==
'''Below are the results of the survey from the Digital Tattoo: Think Before You Ink class workshop assessment surveys.''' Note that results are skewed as time ran out and many students had to leave immediately to get to their next class.

* [https://wiki.ubc.ca/images/4/43/Digital_Tattoo_Pre-Workshop_Assessment_Results.pdf Pre-Workshop Survey Results 2017] Approximately 538 students responded to the pre-survey.

* [https://wiki.ubc.ca/images/a/a2/Digital_Tattoo_Post-Workshop_Assessment_Results.pdf Post-Workshop Survey Results]. Approximately 244 students responded to the post survey.

*[File:Digital Tattoo Post-Workshop Survey 10b Responses.pdf|thumb|All open-text responses to question 10b on the Digital Tattoo post-workshop survey.]

==2018==

Below are the results for the 2018 survey.
*[https://wiki.ubc.ca/images/0/0c/Digital_Tattoo_Evaluation_Report_Complete.pdf 2018 Post Survey Report]
*[https://wiki.ubc.ca/images/c/c1/Comments_from_Both_Cohorts.pdf 2018 Post Survey Comments (Grouped)]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2021-10-07T21:03:18Z

LucasWright:

=Survey Results=
==2017==
'''Below are the results of the survey from the Digital Tattoo: Think Before You Ink class workshop assessment surveys.''' Note that results are skewed as time ran out and many students had to leave immediately to get to their next class.

* [https://wiki.ubc.ca/images/4/43/Digital_Tattoo_Pre-Workshop_Assessment_Results.pdf Pre-Workshop Survey Results 2017] Approximately 538 students responded to the pre-survey.

* [https://wiki.ubc.ca/images/a/a2/Digital_Tattoo_Post-Workshop_Assessment_Results.pdf Post-Workshop Survey Results]. Approximately 244 students responded to the post survey.

*[[File:Digital Tattoo Post-Workshop Survey 10b Responses.pdf|thumb|All open-text responses to question 10b on the Digital Tattoo post-workshop survey.]]

==2018==

Below are the results for the 2018 survey.
*[https://wiki.ubc.ca/images/0/0c/Digital_Tattoo_Evaluation_Report_Complete.pdf 2018 Post Survey Report]
*[https://wiki.ubc.ca/images/c/c1/Comments_from_Both_Cohorts.pdf 2018 Post Survey Comments (Grouped)]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2021-10-07T21:02:58Z

LucasWright:

=Survey Results=
==2017==
'''Below are the results of the survey from the Digital Tattoo: Think Before You Ink class workshop assessment surveys.''' Note that results are skewed as time ran out and many students had to leave immediately to get to their next class.

* [https://wiki.ubc.ca/images/4/43/Digital_Tattoo_Pre-Workshop_Assessment_Results.pdf Pre-Workshop Survey Results 2017] Approximately 538 students responded to the pre-survey.

* [https://wiki.ubc.ca/images/a/a2/Digital_Tattoo_Post-Workshop_Assessment_Results.pdf Post-Workshop Survey Results]. Approximately 244 students responded to the post survey.

[[File:Digital Tattoo Post-Workshop Survey 10b Responses.pdf|thumb|All open-text responses to question 10b on the Digital Tattoo post-workshop survey.]]

==2018==

Below are the results for the 2018 survey.
*[https://wiki.ubc.ca/images/0/0c/Digital_Tattoo_Evaluation_Report_Complete.pdf 2018 Post Survey Report]
*[https://wiki.ubc.ca/images/c/c1/Comments_from_Both_Cohorts.pdf 2018 Post Survey Comments (Grouped)]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2021-10-07T21:01:18Z

LucasWright: /* Survey Results */

=Survey Results=
==2017==
'''Below are the results of the survey from the Digital Tattoo: Think Before You Ink class workshop assessment surveys.''' Note that results are skewed as time ran out and many students had to leave immediately to get to their next class.

* [https://wiki.ubc.ca/images/4/43/Digital_Tattoo_Pre-Workshop_Assessment_Results.pdf Pre-Workshop Survey Results 2017] Approximately 538 students responded to the pre-survey.

* [https://wiki.ubc.ca/images/a/a2/Digital_Tattoo_Post-Workshop_Assessment_Results.pdf Post-Workshop Survey Results]. Approximately 244 students responded to the post survey.
:[[File:Digital Tattoo Post-Workshop Survey 10b Responses.pdf|thumb|All open-text responses to question 10b on the Digital Tattoo post-workshop survey.]]

==2018==

Below are the results for the 2018 survey.
*[https://wiki.ubc.ca/images/0/0c/Digital_Tattoo_Evaluation_Report_Complete.pdf 2018 Post Survey Report]
*[https://wiki.ubc.ca/images/c/c1/Comments_from_Both_Cohorts.pdf 2018 Post Survey Comments (Grouped)]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Case Studies Project/Education/Survey Results

2021-10-07T20:59:41Z

LucasWright: /* 2017 */

=Survey Results=
==2017==
'''Below are the results of the survey from the Digital Tattoo: Think Before You Ink class workshop assessment surveys.''' Note that results are skewed as time ran out and many students had to leave immediately to get to their next class.

* [https://wiki.ubc.ca/images/4/43/Digital_Tattoo_Pre-Workshop_Assessment_Results.pdf Pre-Workshop Survey Results 2017] Approximately 538 students responded to the pre-survey.

* [https://wiki.ubc.ca/images/a/a2/Digital_Tattoo_Post-Workshop_Assessment_Results.pdf Post-Workshop Survey Results]. Approximately 244 students responded to the post survey.
* 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.]]

==2018==

Below are the results for the 2018 survey.
*[https://wiki.ubc.ca/images/0/0c/Digital_Tattoo_Evaluation_Report_Complete.pdf 2018 Post Survey Report]
*[https://wiki.ubc.ca/images/c/c1/Comments_from_Both_Cohorts.pdf 2018 Post Survey Comments (Grouped)]

[[Category: DT Case Studies]]

Documentation:Digital Tattoo Curriculum/Case Studies for Student Teachers/Questionable Comments

2021-09-21T18:02:39Z

LucasWright: /* Discussion Questions */

==Theme==
<blockquote>
When used appropriately, social media can be a source of connection and community for teachers.</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:'''

''How would I respond to seeing a fellow teacher or teacher candidate make inappropriate comments through social media?''

==Case Study==
[[File:Texting-1490691 1920.jpg|500x500px|alt=someone texting - hand on a cell phone|right]]
Before beginning their practicums, a group of teacher candidates who were placed in the same school to teach created a private Facebook group and a group chat through text so that they could share resources, discuss their experiences, and plan times to get together outside of school. Because they were all trying to monitor their use of social media in order to avoid breaching any policies, they decided to communicate through these private groups, as opposed to posting on any public profiles. Recognizing that they could help one another succeed by monitoring their social media interactions, all of the teacher candidates agreed not to post comments about each other or share any photos from their parties without asking for permission, especially if they were drinking alcohol or wearing revealing clothing that they would not wear while teaching.

When they began their practicums, the Facebook group and group chat were primarily used to share resources and suggestions for their teaching, and arrange meeting times and places for their parties and meet-ups. As the practicum progressed, however, the teacher candidates became more stressed because of their workloads and frustrated by some of their experiences, and this became evident in their social media conversations. Common experiences included disruptions and disrespect from students, difficult interactions with school advisors, and administrators that teacher candidates did not enjoy working with, and some members of the group began using the social media groups as a way to vent about these situations and let off steam. One particular teacher candidate, Mark, finds his ninth grade science class to be consistently unmotivated and difficult to manage and he feels unfairly scrutinized by his school advisor for his inability to maintain control of the class at times. He feels that her criticisms are unearned, especially because she often leaves the classroom for long periods of time during his lessons and is not there to help him find better ways to manage the students when they will not complete their schoolwork. Mark has started expressing his frustration to his fellow teacher candidates through their texts and Facebook conversations, making comments like “I hope these kids enjoy their jobs at McDonald's--they’ll be working there forever at this rate” and “Seriously, if this woman is in charge of evaluating me, SHE SHOULD STAY IN THE ROOM WHILE I TEACH!” One day, while his students are working on an assignment, and while he is grading their most recent tests, he takes photos of some of his students’ wrong answers and later sends them to the group message, saying “These kids are such idiots sometimes. Maybe if they tried paying attention in class they wouldn’t give answers like these on tests!”

Maria, another teacher candidate in the group, understands his frustration about the difficulties of managing students in the classroom and getting support from other teachers; however, she also feels that the comments he makes are inappropriate--even if the students and other teachers can’t see them--and that they might represent professional misconduct for a certified teacher. Because she is a part of the group, Maria is worried that not saying or doing anything about Mark's posts could suggest that she agrees with the things he says and encourage him to continue sending these kinds of messages. At the same time, she considers Mark a friend and she recognizes the need for teacher candidates to protect one another. She does not want to upset her fellow teacher candidates, especially Mark, by sharing the texts and Facebook posts with their facilitator or the school administrators, but she is also not comfortable ignoring them, especially if her name is associated with the group messages.

==Discussion Questions==
'''1. Are Mark's comments, made through private text exchanges and Facebook groups, a violation of social media policies and/or the Teacher Education Office’s practicum guidelines? Can comments like these be grounds for discipline? Who could be impacted by Mark's messages?'''

Consider these resources as you answer:
* UBC Teacher Education Office: [https://teach.educ.ubc.ca/students/policies-and-guides/practicum/ Program Practicum Guidelines]
:::* Refer to "Professional Conduct" on the second tab. Click "Teacher Candidates,"
* Delta School District: [https://district.public.deltasd.bc.ca/wp-content/uploads/sites/2/2017/07/1196__Procedure146.pdf Social Media Procedure]
* Regina Public Schools (SK): [https://drive.google.com/file/d/1lPzNimxhWyE94xwP6cKxKzms_YINKWuw/view Online Communication and Interaction/Social Media]
:::* Read guidelines 1 through 4.4.

'''2. What would you do in Maria's situation? Is it reasonable for her to consider sharing the messages she deems inappropriate? What should she consider when making a decision? '''

Consider these resources as you answer:
* British Columbia Teachers' Federation: [https://bctf.ca/ProfessionalResponsibility.aspx?id=4292 BCTF Code of Ethics]
* BC Teacher Regulation Branch: [https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/SASTRY_CRA_20160623.pdf Consent Resolution Agreement: Sastry]
:::* Read "Background and Facts" on pages 1-2.

'''3. To what extent can teachers expect privacy when communicating digitally? What should teachers consider before sending messages to colleagues through social media?'''

Consider these resources as you answer:
* Newfoundland and Labrador Teachers’ Association: [http://files.nlta.nl.ca/wp-content/uploads/public/documents/infosheets/info_26.pdf Cyberconduct and Electronic Communications – Important Information and Guidelines for Teachers]
:::* Read the "Why Be Concerned?" and "Guidelines and Advice" sections.
* Ontario College of Teachers: [https://www.oct.ca/-/media/PDF/Advisory%20Social%20Media/ProfAdvSocMediaENPRINT.pdf Professional Advisory - Use of Electronic Communication and Social Media]
:::* Read "Minimizing the Risk: Advice to Members" on pages 6-7.
* Ontario College of Teachers: [http://www.oct.ca/ShowDocument.pdf?documentType=Decision&id=1063&lang=E Discipline Summary: Dorothe Joan Fair]
:::* Read "The Inappropriate E-mail Incident" on page 10.

'''4. What are the benefits of communicating with other teachers and teacher candidates through social media? How would you use social media to connect with colleagues and how would you ensure that it is used effectively and appropriately?'''

Consider these resources as you answer:
* ''USCRossierOnline'' blog: [https://rossieronline.usc.edu/blog/teacher-interviews-social-media/ "How Social Media Enhances Teacher Professional Development: Interviews with Experts"]

==Additional Resources==
If time allows, explore these additional resources:
* Read Kieran Forde's [https://open.library.ubc.ca/cIRcle/collections/graduateresearch/42591/items/1.0380582 "Regulation of Teacher Professionalism and Social Media: An Analysis of Disciplinary Outcomes and Teacher Candidates’ Self-Regulation in British Columbia"; July, 2019.]
* BC Teacher Regulation Branch: [https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/learn/learnmagazine_spring_2016.pdf ''Learn'', Spring 2016]
:::* Read "Professional Conduct Advisory: Professional Boundaries and Social Media” on page 14.
* ''The Principal of Change'' blog: [http://georgecouros.ca/blog/archives/3432 "Personal and Professional vs. Public and Private"]
* BC Teacher Regulation Branch: [https://teacherregulation.gov.bc.ca/documents/FormsandPublications/ProfConduct/DisciplineOutcomes/CRAWFORD_CRA_20151223.pdf Consent Resolution Agreement: Crawford]

==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]]''.

==Page View Statistics==
This represents the number of times this page has been viewed since its creation:{{#googleanalyticsmetrics: metric=pageviews|page=Documentation:Digital_Tattoo_Curriculum/Case_Studies_for_Student_Teachers/Questionable_Comments}}

Learning Commons:Student Orientation/Learning Design

2021-09-17T23:00:13Z

LucasWright: /* Session Slides */

This is for a mini-workshop (1.5 hours) on Open Learning Design for students involved with the Learning Commons web team and the Digital Tattoo project.
[[File:Design Thinking Workshop for Creative Media PostGrads.jpg|thumb|Design Thinking Workshop for Creative Media PostGrads]]
==Proposed Outcomes==
''Big picture: Participate in a learning design process that can used to develop learning courses, resources''. Today, you'll have the opportunity to work as a group to:
* apply empathy mapping as a design strategy to help you think deeply about the students you are designing for.
* develop a mindmap to start determining what learners will know, do and value by the completion of the tutorial
[[File:Empathy Map Example.jpg|thumb|Empathy Map Example]]

==Agenda==
'''Part 1: Understanding our learners'''
* What are we designing?
* persona/empathy mapping
'''Part 2: Mapping out a resource/course'''
* Use a mindmap for planning
* Wrap up (5 min)

== Session Slides ==

* [https://docs.google.com/presentation/d/1FS4bbicxF8d_5oaGlVBxydsWezULdwZA3-bxZ71F-K0/edit?usp=sharing Approaching Learning Design Google Slides<br />]
* [https://ubcca.sharepoint.com/:w:/t/ubcLBRY-gr-DigitalTattooProject/EQX0HFvsnsNDqF1bYVkq4JABMJBGdlHVpBhxx6IedksUxg?e=kiNrHS Session Worksheet]

==Session Resources==
* [https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/ Introduction to understanding by design and backward design], Vanderbilt University
* [https://dschool.stanford.edu/resources/design-thinking-bootleg Design Thinking Bootleg - Stanford University]

==Additional Resources==
===Learning===

* The [https://dschool.stanford.edu/resources Stanford-d School] resources
* The [https://dlibrary.stanford.edu/ambiguity Stanford-d School, Library of Ambiguity]
* What We Know About Belonging from Scientific Research – Carissa Romero- Mindset Scholars Network (2015): http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Belonging.pdf
* When Students Zone Out, Zero In on Their Desire to Matter in Life – Research Summary – Mindset Scholars Network (2015): http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/When-Students-Zone-Out.pdf
* Purpose & Relevance - Mindset Scholars Network: http://mindsetscholarsnetwork.org/learning-mindsets/purpose-relevance/#
* Learning Principles – Carnegie-Mellon University https://www.cmu.edu/teaching/principles/learning.html

===Design Thinking===

Design Thinking Bootleg (resources and methods) – Stanford University: [https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/5b19b2f2aa4a99e99b26b6bb/1528410876119/dschool_bootleg_deck_2018_final_sm+%282%29.pdf Revised Deck]

[[Category: Learning Design]]

Learning Commons:Student Orientation/Learning Design

2021-09-17T21:24:39Z

LucasWright: /* Session Resources */

Learning Commons:Student Orientation/Learning Design

2021-09-17T21:01:32Z

LucasWright: /* Proposed Agenda */

Learning Commons:Student Orientation/Learning Design

2021-09-17T16:21:40Z

LucasWright:

Learning Commons:Student Orientation/Learning Design

2021-09-16T22:42:25Z

LucasWright: /* Proposed Outcomes */

This is for a mini-workshop (1.5 hours) on Open Learning Design for students involved with the Learning Commons web team and the Digital Tattoo project.
[[File:Design Thinking Workshop for Creative Media PostGrads.jpg|thumb|Design Thinking Workshop for Creative Media PostGrads]]
==Proposed Outcomes==
''Big picture: Participate in a learning design process that can used to develop learning courses, resources''. Today, you'll have the opportunity to work as a group to:
* apply empathy mapping as a design strategy to help you think deeply about the students you are designing for.
* develop a mindmap to start determining what learners will know, do and value by the completion of the tutorial
[[File:Empathy Map Example.jpg|thumb|Empathy Map Example]]

==Proposed Agenda==
'''Part 1: Understanding our learners'''
* What are we designing?
* persona/empathy mapping

* Use a mindmap for planning
* Wrap up (5 min)
==Session Resources==
* [https://wiki.ubc.ca/images/e/e4/Designing_For_Learning_Students%282%29.pdf session handout]
* [https://wiki.ubc.ca/images/4/4d/Empathy_Map_example.pdf sample empathy map]
* flip chart paper
* felt pens
* sticky notes
* wall space or rolling white boards
* [http://www.openwa.org/attrib-builder/ Open Attribution Builder]
* [https://wiki.creativecommons.org/wiki/Best_practices_for_attribution Best Practices for Attribution Creative Commons]
* [https://search.creativecommons.org/ Creative Commons Search]
* [https://creativecommons.org/choose/ Creative Commons License Builder]

==Additional Resources==
===Learning===

What We Know About Belonging from Scientific Research – Carissa Romero- Mindset Scholars Network (2015):
http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Belonging.pdf

When Students Zone Out, Zero In on Their Desire to Matter in Life – Research Summary – Mindset Scholars Network (2015):
http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/When-Students-Zone-Out.pdf

Purpose & Relevance - Mindset Scholars Network: http://mindsetscholarsnetwork.org/learning-mindsets/purpose-relevance/#

Helping Students Find Relevance – Psychology Teacher Network – APA (2013)
http://www.apa.org/ed/precollege/ptn/2013/09/students-relevance.aspx

Top 5 Ways Students Benefit from Diversity on Campus (2016)
http://www.campusanswers.com/top-5-ways-students-benefit-from-diversity-on-campus/

Diversity Can Benefit Teamwork in STEM - Berkeley
https://teaching.berkeley.edu/diversity-can-benefit-teamwork-stem

Learning Principles – Carnegie-Mellon University
https://www.cmu.edu/teaching/principles/learning.html

===Design Thinking===

Design Thinking Bootleg (resources and methods) – Stanford University: [https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/5b19b2f2aa4a99e99b26b6bb/1528410876119/dschool_bootleg_deck_2018_final_sm+%282%29.pdf Revised Deck]

===Sharing Your Work===
[http://www.spencerauthor.com/share-work/ Seven Things That Happen When Students Share Their Work] - 2018 (by [https://www.georgefox.edu/education/faculty/bios/spencer.html John Spencer], Assoc. Professor of Education - George Fox University)

==Extended Session: 3 Part Commitment==
20 minutes

[http://wiki.ubc.ca/images/1/16/Part_1_UBC_Students.pdf Part 1: Our Commitment to UBC Students]

[http://wiki.ubc.ca/images/0/0d/Part_2_Community.pdf Part 2: Our Commitment to Community]

[http://wiki.ubc.ca/images/3/37/Part_3_Team.pdf Part 3: Our Commitment to the Design Team]

[[Category: Learning Design]]

Documentation:Digital Tattoo Case Studies Project/Evaluation

2021-05-21T18:15:30Z

LucasWright:

===== Teacher Education Workshops =====

* 2017 Digital Tattoo Pre and Post Workshop Survey
* [https://wiki.ubc.ca/images/5/54/Digital_Tattoo_Evaluation_Report_2018.pdf 2018 Digital Tattoo Pre and Post Workshop Survey Report]
* [https://wiki.ubc.ca/images/b/be/Digital-Tattoo-2019-Survey-.pdf 2019 Digital Tattoo Pre and Post Survey Report]
* 2020 Digital Tattoo Pre and Post Survey

'''Pharmacy Workshop'''

* [https://wiki.ubc.ca/images/d/d0/Digital_Tattoo_Pharmacy_Report_2020.pdf 2020 Digital Tattoo Pre and Post Survey]

File:Digital Tattoo Pharmacy Report 2020.pdf

2021-05-21T18:14:52Z

LucasWright: Uploaded own work with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Digital Tattoo Pharmacy Report 2020}}
|date=2021-05-21
|source={{own}}
|author=[[User:LucasWright|LucasWright]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:DigitalTattoo]]
[[Category:Digital Tattoo]]

Documentation:Student Orientation Learning Design

2021-05-17T23:35:49Z

LucasWright: /* Activity 2: Empathy Mapping Activity */

Documentation:Student Orientation Learning Design

2021-05-17T22:39:49Z

LucasWright: /* Empathy Mapping */

Documentation:Student Orientation Learning Design

2021-05-17T22:38:58Z

LucasWright: /* Activity 2: Empathy Mapping Activity */

Documentation:Student Orientation Learning Design

2021-05-17T22:37:40Z

LucasWright:

This is for a mini-workshop (1 hour) on Open Learning Design for students involved with the Learning Commons web team and desk team.
== Proposed Outcomes ==
''Big picture: Understand open learning design as a human centered, collaborative, iterative process''. Today, you'll have the opportunity to work as a group to:
* apply empathy mapping as a design strategy to help you think deeply about the students you are designing for.

== Agenda ==
# Exploring learning design overall and approaches to design thinking
# Introduction to Empathy Mapping
# Empathy Mapping activity
# Wrap up
==Presentation Slides==
{{#widget:Google Presentation|docid=10jDpEaJGJi9h9F572ih0GdHwDBuUgbLHplMAzpCQ7mU}}

==What is learning design?==

Learning design, simply put, is the design of a learning experience. The purpose may be to support a learning goal or to address an expressed or defined challenge or problem in the learning environment. At its core is a consideration of the actions that learners may take in order to learn, and design decisions are based on current knowledge about how people learn.

== How Do We Design Learning Materials ==

=== '''Part 1: Understanding our learners''' ===
*Design Thinking: Principles, Processes and Methods (50 min)

==== What is Design Thinking? ====
Design thinking is both a process and a methodology. The goal is to gain insight into the challenges faced by our students so that we design resources that are relevant and speak to their concerns.

==== Empathy Mapping ====
[[File:Empathy Map Example.jpg|thumb]]
===== What is empathy mapping =====
Is a tool to help designers to synthesize their observations and come up with new insights about processes or products

===== Why empathy mapping =====
Good design is grounded in a deep understanding of the person for whom you are designing. Designers have many techniques for developing this sort of empathy. An Empathy Map is one tool to help you synthesize your observations and draw out unexpected insights.

===== Steps in Empathy Mapping =====
#Define your goals and purpose for using an empathy map
# Gather data - i.e. use interviews, analytics
# Divide a flip chart or paper into 4-Quadrants (See example)
# In the circle in the centre come up with a name - and some attributes for the person
# Use post it notes to write out points about the following categories for the person.
## Feelings: What are some quotes and defining words your user said?
## Actions: What actions and behaviors did you notice?
## Thoughts: What might your user be thinking? What does this tell you about his or her beliefs?
## Influences: What influences their way of thinking and behaving
## Pain Points: What challenges are they dealing with
## Goals: What are there goals?
#[[File:Empathy Map 2.jpg|alt=Empathy Map for Learning Commons|thumb|Empathy Map for Learning Commons]]Stick these on the paper and cluster them according to related themes or challenges
# Identify Needs and Insights for the persona
## Needs are verbs (activities and desires with which your user could use help), not nouns (solutions). Identify needs directly out of the user traits you noted, or from contradictions between two traits – such as a disconnect between what she does and what she thinks. Write down needs on the side of your Empathy Map.
##An “Insight” is a remarkable realization that you could leverage to better respond to a design challenge. Insights often grow from contradictions between two user attributes (either within a quadrant or from two different quadrants) or from asking yourself “Why?” when you notice strange behavior. Write down potential insights on the side of your Empathy Map. One way to identify the seeds of insights is to capture “tensions” and “contradictions” as you work.

====Activity 2: Empathy Mapping Activity====
[[File:Empathy Map Digital Tattoo.jpg|alt=Empathy Map for the Digital Tattoo|thumb|Empathy Map for the Digital Tattoo ]]
#Think of a goal or a purpose for a resource you want to develop as part of the Digital Tattoo or the Learning Commons related to the current pandemic.
#Follow the steps above to create an empathy map using the Jamboards below, post-it notes and pens. Be prepared to share insights and Needs to share with the group.
##[https://jamboard.google.com/d/1_dKx2H6fvbJgtnoDLIJTczBhRdhpO8q_Ttydk-rHgiU/edit?usp=sharing Digital Tattoo]
##[https://jamboard.google.com/d/11Uiq8EugrdkOcIrKeMz1H_lp2Dctkbx0aRbvQeBNxac/edit?usp=sharing Learning Commons]

== Part 3: Finding, Using and Creating OER ==
'''Creative Commons''' ('''CC''') is an American non-profit organization devoted to expanding the range of creativeworks available for others to build upon legally and to share. The organization has released several copyright-licenses, known as Creative Commons licenses, free of charge to the public. These licenses allow creators to communicate which rights they reserve and which rights they waive for the benefit of recipients or other creators. An easy-to-understand one-page explanation of rights, with associated visual symbols, explains the specifics of each Creative Commons license. Creative Commons licenses do not replace copyright but are based upon it. They replace individual negotiations for specific rights between copyright owner (licensor) and licensee, which are necessary under an "all rights reserved" copyright management, with a "some rights reserved" management employing standardized licenses for re-use cases where no commercial compensation is sought by the copyright owner. The result is an agile, low-overhead and low-cost copyright-management regime, benefiting both copyright owners and licensees.

'''Finding Media'''
* [https://wiki.creativecommons.org/wiki/Best_practices_for_attribution Best Practices for Attribution Creative Commons]
* [https://search.creativecommons.org/ Creative Commons Search]
* [https://creativecommons.org/choose/ Creative Commons License Builder]

==== Attributing Media ====
'''T''' = Title '''Shark'''

'''A''' = Author '''by guitarfish'''

'''S''' = Source '''link'''

'''L''' = Licence '''CC-BY 2.0'''

=== Activity ===
Find an image on Flikr or Pixabay

Add it to a google doc or a word doc

Attribute it according to TASL including links
* [https://www.flickr.com/creativecommons/ Flikr Creative Commons]
* [https://docs.google.com/document/d/1bcTLyPG2wsT7ssHzFUVMobzHfuyQhjrtiNh8nK1Kauc/edit?usp=sharing Creative Commons Document for Activity]
* [https://unsplash.com/ Unsplash]
* [https://commons.wikimedia.org/wiki/Main_Page Wikimedia]
* https://pixabay.com/

==Session Resources==
* [https://wiki.ubc.ca/images/e/e4/Designing_For_Learning_Students%282%29.pdf session handout]
* [https://wiki.ubc.ca/images/4/4d/Empathy_Map_example.pdf sample empathy map]
* flip chart paper
* felt pens
* sticky notes
* wall space or rolling white boards
* [http://www.openwa.org/attrib-builder/ Open Attribution Builder]
* [https://wiki.creativecommons.org/wiki/Best_practices_for_attribution Best Practices for Attribution Creative Commons]
* [https://search.creativecommons.org/ Creative Commons Search]
* [https://creativecommons.org/choose/ Creative Commons License Builder]

==Additional Resources==
===Learning===

What We Know About Belonging from Scientific Research – Carissa Romero- Mindset Scholars Network (2015):
http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Belonging.pdf

When Students Zone Out, Zero In on Their Desire to Matter in Life – Research Summary – Mindset Scholars Network (2015):
http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/When-Students-Zone-Out.pdf

Purpose & Relevance - Mindset Scholars Network: http://mindsetscholarsnetwork.org/learning-mindsets/purpose-relevance/#

Helping Students Find Relevance – Psychology Teacher Network – APA (2013)
http://www.apa.org/ed/precollege/ptn/2013/09/students-relevance.aspx

Top 5 Ways Students Benefit from Diversity on Campus (2016)
http://www.campusanswers.com/top-5-ways-students-benefit-from-diversity-on-campus/

Diversity Can Benefit Teamwork in STEM - Berkeley
https://teaching.berkeley.edu/diversity-can-benefit-teamwork-stem

Learning Principles – Carnegie-Mellon University
https://www.cmu.edu/teaching/principles/learning.html

===Design Thinking===

Design Thinking Bootleg (resources and methods) – Stanford University: [https://static1.squarespace.com/static/57c6b79629687fde090a0fdd/t/5b19b2f2aa4a99e99b26b6bb/1528410876119/dschool_bootleg_deck_2018_final_sm+%282%29.pdf Revised Deck]

===Sharing Your Work===
[http://www.spencerauthor.com/share-work/ Seven Things That Happen When Students Share Their Work] - 2018 (by [https://www.georgefox.edu/education/faculty/bios/spencer.html John Spencer], Assoc. Professor of Education - George Fox University)
[[Category: Learning Design]]

Documentation:Digital Tattoo Case Studies Project/Evaluation

2021-05-10T22:01:18Z

LucasWright: /* Teacher Education Workshops */

===== Teacher Education Workshops =====

* 2017 Digital Tattoo Pre and Post Workshop Survey
* [https://wiki.ubc.ca/images/5/54/Digital_Tattoo_Evaluation_Report_2018.pdf 2018 Digital Tattoo Pre and Post Workshop Survey Report]
* [https://wiki.ubc.ca/images/b/be/Digital-Tattoo-2019-Survey-.pdf 2019 Digital Tattoo Pre and Post Survey Report]
* 2020 Digital Tattoo Pre and Post Survey

'''Pharmacy Workshop'''

* [https://wiki.ubc.ca/images/6/6a/Digital-Tattoo-Pharm-Report_Final.pdf 2019 Digital Tattoo Pre and Post Survey]

File:Digital-Tattoo-Pharm-Report Final.pdf

2021-05-10T22:00:31Z

LucasWright: Uploaded own work with UploadWizard

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[[Category:Digital Tattoo]]

File:Digital Tattoo Teacher Education Evaluation Report 2020.pdf

2021-05-07T23:39:42Z

LucasWright: Uploaded own work with UploadWizard

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[[Category:Digital Tattoo]]

Documentation:Digital Tattoo Case Studies Project/Evaluation

2021-05-07T23:38:20Z

LucasWright: /* Teacher Education Workshops */