Ethical Uses of Digital Learning Spaces

I was recently involved in a conversation with a couple of the project team members (DLC and DI people) discussing ethical uses of digital learning spaces.  The conversation led us to better understand classroom expectations in two of the digital learning environments being incorporated into the classroom.

The discussion began as a result of one of the team members questioning spelling and grammar expectations in our digital learning environments.  The question was asked, should we not be requesting proper spelling in the Wikis and LMS (Moodle) being used in the classroom?

As a result of the question, expectations of the two digital learning environments were divided into Informal and Formal digital learning environments (DLE).  Wikis fit into the informal DLEs and Moodle fits into formal DLEs.

Digital Learning Environment Expectations:

1. Informal (Wikis) - Thoughtful responses are key.  Informal discussion acceptable.  Punctuation and spelling is less important.
2. Formal (Moodle) - Thought and grammar are equally important.  Used with subject areas.  Rules or expectations for assignments being handed in (ex. no assignments handed in with red lines (spelling errors)).

The discussion led us to realize that both informal and formal DLEs provide value to student learning.  We are experiencing students thriving in the informal DLE who normally would not write in a more formal setting.  This may indirectly provide learning opportunities for these students with spelling and grammar.  It was discussed that we may want to include ethical uses and expectations in a unit relating to Digital Citizenship.

Information Overload

The start to the school year has been exciting, but has also raised a lot of questions. We, digital learning team, have had to reflect on our traditional teaching practices. We need to re-visit our teaching and learning methodologies in order to take advantage of all the technologies available to the students. This is certainly going to be an exciting project.