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==Appendix 1 | ==Appendix 1: Further Mozilla resources== | ||
Mozilla has the tools, resources and community to help teach the web. Here are some to help you get started. | Mozilla has the tools, resources and community to help teach the web. Here are some to help you get started. | ||
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===Other=== | ===Other=== | ||
* [https://developer.mozilla.org/en-US/ Mozilla Developer Network (MDN)] - a knowledge base relating to the Open Web. | * [https://developer.mozilla.org/en-US/ Mozilla Developer Network (MDN)] - a knowledge base relating to the Open Web. | ||
==Appendix 2: Case study== | |||
<div style="float:right;margin-left:10px; border-top:5px grey solid; border-left:5px grey solid; border-right:5px grey solid; background: grey;">http://upload.wikimedia.org/wikipedia/en/thumb/9/9b/Bgcalogo.svg/200px-Bgcalogo.svg.png</div> | |||
[http://en.wikipedia.org/wiki/Boys_%26_Girls_Clubs_of_America Boys & Girls Clubs of America’s] (BGCA) mission is to inspire and enable all young people to realize their full potential as productive, responsible and caring citizens - especially those from disadvantaged circumstances. In 2013, BGCA had the opportunity to re-image 'Club Tech', its longstanding technology education programming. The aim was to identify technology competencies a member could learn, develop and refine over their years as a member of the Club. The Web Literacy Map provided BGCA with enough detail to identify target competencies. | |||
The first step BGCA took was to specify relevant portions of the [https://webmaker.org/literacy Web Literacy Map]. They established relevance by considering member needs in terms of: | |||
* a technology baseline (what members currently know) | |||
* a technology aspiration | |||
The baseline focused on what members currently know. The aspiration focused on the highest priority items in terms of what members could learn and enact at school, home and during work experience. The next step for BGCA was assessing whether Club staff could successfully teach the program to members. | |||
Looking at the strands of the Web Literacy Map, BGCA found that '''[https://webmaker.org/literacy#Exploring Exploring]''' and '''[https://webmaker.org/literacy#Building Building]''' meshed well with the project-based, portfolio-focused context in which Clubs engage members. Skills featured on the Web Literacy Map such as 'identifying and using HTML tags,' 'creating something new on the Web using existing resources,' and 'explaining ways in which computer criminals are able to gain access to user information' were easily translated into project-based, context-appropriate activities. | |||
BGCA staff were then challenged to find Web Literacy Map skills: | |||
* that lent themselves to direct instruction (e.g. 'composing working loops and arrays') | |||
* where user profiles might be a requirement (e.g. 'configuring notifications to keep up to date with community spaces and interactions') | |||
* requiring significant technical knowledge (e.g. 'contributing to an Open Source project') | |||
A significant portion of BGCA’s final competence map illustrates a strong correspondence to the Mozilla Web Literacy Map. Competencies are organized in terms of Building, Exploring and Communicating – a close parallel to the Web Literacy Map, but differentiated to account for BGCA's context. This includes teaching important aspects of online safety as well as keyboard skills and other digital (yet written) methods of communication. | |||
Based on this BGCA's map, staff developed several dozen 45-minute project-based learning activities that could be run by Club staff facilitators. They constructed activities to suit three levels: | |||
* Beginner (directed, with a small amount of didactic instruction) | |||
* Intermediate (guided, but open) | |||
* Advanced (open-ended). | |||
These materials were piloted from February, 2014 through April 2014, and resulted in a number of edits and modifications to experiences. The full educational technology initiative will be launched in a webcast planned for August 2014. Further information can be found from 5th May 2014 at http://myfuture.net. | |||