2008 Social Networking Project Four
From OpenContent Curriculum
Project Four Overview
Who do I want to be, and who do I want to be connected to?
How should I involve my parents in my online life?
What does it mean to follow the "law" online?
Where and when should I use social networking?
Individual: set up Bebo site with private settings, an appropriate username and and appropriate profile image.
Small Group: Find a site background you like, and put it on your site. Write your first blog entry to explain why you chose the background you did.
Individual: Post a video of "value" from our project on your site. Contact 5 friends and get their comments.
Small Group: Research a concept about copyright and correct media use. Present your issue to the group. Show us specific examples of what is OK and what is NOT.
Small Group: Explore sites with copyright-free or shared resources that can be posted or used. Make a recommendation to your friends about a site that is a good resource. Explain why, in your opinion, it is a good site.
Individual: Use a "cool tool" to create something of value with images. Post on your site and collect comments. Use a creation tool like Skitch, Bubblr, etc.
Whole Group: Participate in a video conference with other students who are interested in using social networking.
Whole Group: Help create and present our project to parents. Presentation will include safety and appropriate use issues, a tour of Bebo sites and student/parent partners making plans for their parents to see their sites on a regular basis.
Part One: Bebo site set-up
- Profile image: use a picture of something you like, something cute, or something you have created in Skitch. Be sure that you picture does not reveal your identity. You should keep your identity as private as possible while you are a child.
- Skin or background: select a background for your Bebo page. Give some thought to your choice. The background you choose will send a message to the people in your network. The colors and images you choose say something about who you are and what you like. Write your first blog post to explain why you chose your skin, and what your skin means to you. Contact five friends and ask them to read, and respond, to your post.
- Post a video: Chose a video that is meaningful for you. You may chose a cyberbully video, a safety video, or an instructional video. Write your second post and explain why you chose that particular video. What do you think about when you watch the video? Why do you want others to see this video? Why do you consider this video important?
- Add a brick to your wall: Relax, have fun and do a little doodle and learn how this tool works.
- Friends: get all members of our class on your Bebo. Add your teacher.
- Create a quiz about yourself: Use your quiz to entertain and inform your audience. Be sure to include some true things about you, some outrageous things that might or might not be true, and some silly things that will make us laugh.
Part Two: Copyright
Understanding Copyright Law and Exclusive Rights Watch the first 2 minutes of the video to learn what rights copyright law gives to creators. Students may need help understanding the terms monopoly, exclusive, reproduce, and distribute. This video is created by the folks at Artists House Music to help aspiring musicians understand copyright law. The Artists House Music site has a great selection of advice for following the law if you are a musician. It even has specific information about how to copyright your own music:
- "As soon as you fix an original song to a fixed, tangible medium, you automatically are the owner of its copyright. What this means is that when you come up with a song that is original, and doesn't have any samples of other people's songs in it, all you have to do is record the song, or write down the lyrics and music (you can just write out the chords and melody), and you are the exclusive and sole copyright holder. You now have all the rights that go along with being the copyright owner." from "How do I copyright my own music"
Jim Class 2 Good information on copyright and how it affects us as students, and movie makers. Goes into great detail on Fair Use, which is appropriate for older students making videos. Watch this in short sections Start at 2:45 watch to about 4:15 for basic copyright information.
- Start at 4:15 and watch to 6:00 for information about how and when you can use copyrighted material.
- Start at 6:00 and watch to 8:33 to learn about Fair Use and Transforming the material.
- 8:33 to 9:56 covers Fair Use and the nature of the material.
- 9:56 to 12:15 covers the amount of material used.
- 12:15 to 13:45 covers market value.
Piracy-Understanding What's Right and Wrong with the Law Explains peer to peer music sharing and it's dangers. Introduces students to how music subscription services work. Introduces students to video piracy and the consequences according to the law.
Disney Copyright Law Show this video to the whole class, and carefully decypher the meaning of the sentences.
ParryAftab's YouTube Channel Educational videos featured on WiredSafety.Org. Wide selection of videos on cyberbullying, privacy, copyright etc. Appropriate for middle elementary through high school.
Copyright Free Music Sources:
Part Three: Personal Beliefs
Part Four: Connecting outside the classroom
Snapvine make talking photos for your Bebo.
Rough Draft Area
What to talk about online:
- Children who have been approached by online predators do five "at risk" behaviors:
- making contact with people in a variety of online venues
- talking specifically about sex with strangers
- allowing strangers to be part of their personal buddy list
- making rude comments online
- intentionally visiting x-rated sites
- Predators look for these behaviors, to select their victims.
- Kids to turn to the internet for friends, or because they need someone to talk to are the most vulnerable.
- They open themselves up to strangers on the internet because they feel safe at home.
- What they say and do attracts predators who are looking for these kinds of children.
Your online reputation: