Searching for "privacy"
ACRL e-Learning webcast series: Learning Analytics – Strategies for Optimizing Student Data on Your Campus
This three-part webinar series, co-sponsored by the ACRL Value of Academic Libraries Committee, the Student Learning and Information Committee, and the ACRL Instruction Section, will explore the advantages and opportunities of learning analytics as a tool which uses student data to demonstrate library impact and to identify learning weaknesses. How can librarians initiate learning analytics initiatives on their campuses and contribute to existing collaborations? The first webinar will provide an introduction to learning analytics and an overview of important issues. The second will focus on privacy issues and other ethical considerations as well as responsible practice, and the third will include a panel of librarians who are successfully using learning analytics on their campuses.
Webcast One: Learning Analytics and the Academic Library: The State of the Art and the Art of Connecting the Library with Campus Initiatives
March 29, 2016
Learning analytics are used nationwide to augment student success initiatives as well as bolster other institutional priorities. As a key aspect of educational reform and institutional improvement, learning analytics are essential to defining the value of higher education, and academic librarians can be both of great service to and well served by institutional learning analytics teams. In addition, librarians who seek to demonstrate, articulate, and grow the value of academic libraries should become more aware of how they can dovetail their efforts with institutional learning analytics projects. However, all too often, academic librarians are not asked to be part of initial learning analytics teams on their campuses, despite the benefits of library inclusion in these efforts. Librarians can counteract this trend by being conversant in learning analytics goals, advantages/disadvantages, and challenges as well as aware of existing examples of library successes in learning analytics projects.
Learn about the state of the art in learning analytics in higher education with an emphasis on 1) current models, 2) best practices, 3) ethics, privacy, and other difficult issues. The webcast will also focus on current academic library projects and successes in gaining access to and inclusion in learning analytics initiatives on their campus. Benefit from the inclusion of a “short list” of must-read resources as well as a clearly defined list of ways in which librarians can leverage their skills to be both contributing members of learning analytics teams, suitable for use in advocating on their campuses.
my notes:
open academic analytics initiative
https://confluence.sakaiproject.org/pages/viewpage.action?pageId=75671025
where data comes from:
- students information systems (SIS)
- LMS
- Publishers
- Clickers
- Video streaming and web conferencing
- Surveys
- Co-curricular and extra-curricular involvement
D2L degree compass
Predictive Analytics Reportitng PAR – was open, but just bought by Hobsons (https://www.hobsons.com/)
Learning Analytics
IMS Caliper Enabled Services. the way to connect the library in the campus analytics https://www.imsglobal.org/activity/caliperram
student’s opinion of this process
benefits: self-assessment, personal learning, empwerment
analytics and data privacy – students are OK with harvesting the data (only 6% not happy)
8 in 10 are interested in personal dashboard, which will help them perform
Big Mother vs Big Brother: creepy vs helpful. tracking classes, helpful, out of class (where on campus, social media etc) is creepy. 87% see that having access to their data is positive
librarians:
recognize metrics, assessment, analytics, data. visualization, data literacy, data science, interpretation
INSTRUCTION DEPARTMENT – N.B.
determine who is the key leader: director of institutional research, president, CIO
who does analyics services: institutional research, information technology, dedicated center
analytic maturity: data drivin, decision making culture; senior leadership commitment,; policy supporting (data ollection, accsess, use): data efficacy; investment and resourcefs; staffing; technical infrastrcture; information technology interaction
student success maturity: senior leader commited; fudning of student success efforts; mechanism for making student success decisions; interdepart collaboration; undrestanding of students success goals; advising and student support ability; policies; information systems
developing learning analytics strategy
understand institutional challenges; identify stakeholders; identify inhibitors/challenges; consider tools; scan the environment and see what other done; develop a plan; communicate the plan to stakeholders; start small and build
ways librarians can help
idenfify institu partners; be the partners; hone relevant learning analytics; participate in institutional analytics; identify questions and problems; access and work to improve institu culture; volunteer to be early adopters;
questions to ask: environmental scanning
do we have a learning analytics system? does our culture support? leaders present? stakeholders need to know?
questions to ask: Data
questions to ask: Library role
learning analytics & the academic library: the state of the art of connecting the library with campus initiatives
questions:
literature
causation versus correlation studies. speakers claims that it is difficult to establish causation argument. institutions try to predict as accurately as possible via correlation, versus “if you do that it will happen what.”
++++++++++++
More on analytics in this blog:
https://blog.stcloudstate.edu/ims/?s=analytics&submit=Search
ACRL e-Learning webcast series: Learning Analytics – Strategies for Optimizing Student Data on Your Campus
http://www.ala.org/acrl/learninganalytics
Webcast One: Learning Analytics and the Academic Library: The State of the Art and the Art of Connecting the Library with Campus Initiatives
March 29, 2016
Webcast Two: Privacy and the Online Classroom: Learning Analytics, Ethical Considerations, and Responsible Practice
April 13, 2016
Webcast Three: Moving Beyond Counts and Check Marks: Bringing the Library into Campus-Wide Learning Analytics Programs
May 11, 2016
Survey: Teachers Say Tech Distractions More Concerning than Privacy, Security
By Joshua Bolkan, 01/26/16
https://thejournal.com/articles/2016/01/26/survey-teachers-say-tech-distractions-more-concerning-than-privacy-security.aspx
“According to the study, U.S. educators believe technology’s potential for distraction will wane as digital culture and infrastructure mature in the next five years, giving way to other concerns like privacy and security in 2020,” according to a news release. “However, these present and future apprehensions don’t stop many U.S. educators from allowing personal electronics in their classrooms. U.S. teachers have a higher tolerance for personal devices in the classroom than do British and Australian teachers. In fact, the study shows that 48 percent of U.S. educators say students can bring technology to class for educational purposes, and one in seven U.S. educators allows any electronic device as long as it doesn’t distract other students.”
What’s Hot, What’s Not in 2016
Our expert panelists weigh in on education technology to give us their verdict on which approaches to tech-enabled learning will have a major impact, which ones are stagnating and which ones might be better forgotten entirely.
By Greg Thompson 01/12/16
https://thejournal.com/articles/2016/01/12/whats-hot-whats-not-in-2016.aspx
-
Bring Your Own Device (BYOD): Lukewarm to Hot
-
Social Media for Teaching and Learning: Lukewarm to Hot
-
Digital Badges: Mostly Lukewarm
-
Open Educational Resources (OERs): Mostly Hot
-
E-Portfolios: Losing Steam
-
Learning Management Systems (LMS): Lukewarm to Hot
-
Flipped Learning: Mostly Hot (but Equitability a Question)
-
Blended Learning: Unanimously Hot
-
Student Data Privacy Concerns: Unanimously Hot
-
Apps for Learning: A Mostly Lukewarm Mixed Bag
-
Games for Learning: Hot
What are the hot devices?
Cameras like the Canon VIXIA, the Sony HDR-MV1 or the Zoom Q4 or Q8 range from $200 to $400. The secret of these small devices is a tradeoff between video flexibility and audio power. With digital-only zoom, these cameras still deliver full HD video (or better) but with limited distance capabilities. In return, the audio quality is unsurpassed by anything short of a professional boom or wireless microphone setup; most of these cameras feature high-end condenser microphone capsules that will make music or interview recordings shine.
The Chromebook is hot. Seventy-two percent of Chromebook sales were education-related purchases in 2014.
The smartphone is hot. Every day, the smartphone becomes less of a “phone” and more of a device for connecting with others via social media, researching information on the Internet, learning with apps and games and recording experiences with photos and videos.
Short link the information below on the IMS blog: https://blog.stcloudstate.edu/ims/?p=4441 and even shorter one: http://scsu.mn/1RsQErr
Weds 6th–
Session I 10-11:15 Voyageurs North (Atwood)
Title
Engage your students: connect CMS (D2L) to social media to enhance the learning process.
Plamen Miltenoff and Emil Towner
Join us online via Adobe Connect: http://scsuconnect.stcloudstate.edu/ims (please login as a “guest” and use your real name)
Outline
In this rapid succession of examples, one can experience a showcase how to enhance students’ engagement by modernizing D2L experience through connection with social media. Bring your own examples and participate in a discussion, which aims finding the right tools for your class and field of study.
Audience:
beginners to advanced
Prerequisite:
come with your own social media accounts: Facebook, Twitter, Instagram, Pinterest, Vine
Outcomes:
By the end of this session, the participants will have an idea about peculiarity of each of the social media tools: Facebook, Twitter, Instagram, Pinterest, Vine
By the end of the session, the participants will be familiar with the integration of each of the social media tool into D2L
By the end of the session, the participants will be able to asses to what extent each particular tool fits their field of study
By the end of the session, the participants will be able to compare the pedagogical advantages and disadvantages of the social media tools compared to D2L
Useful links to contact us via social media:
IMS blog: https://blog.stcloudstate.edu/ims
IMS Facebook: https://www.facebook.com/InforMediaServices?ref=hl
IMS Twitter: https://twitter.com/SCSUtechinstruc
IMS Pinterest: http://www.pinterest.com/scsutechnology/
IMS Instagram: http://instagram.com/scsutechinstruct
IMS YouTube: https://www.youtube.com/channel/UC_UMIE5r6YB8KzTF5nZJFyA
IMS Google+: https://plus.google.com/u/0/115966710162153290760/posts/p/pub
IMS LinkedIn: http://www.linkedin.com/in/scsuinstructionaltechnology
Plan – Plamen Miltenoff:
Please consider the following survey about your opinion regarding social media in education:
*http://aidemoreto.polldaddy.com/s/social-media-in-education*
please have the short link: http://scsu.mn/1Z8EFFx
most recent contemplations about blogs and social media in general:
https://blog.stcloudstate.edu/ims/2016/01/01/4507/
- D2L and Facebook
What is the problem with D2L? https://blog.stcloudstate.edu/ims/2015/04/09/lms-as-a-concept-under-scrutiny/
Facebook in a learning environment MUST BE conducted using a Facebook group.
Unless the instructor is SPECIFICALLY using h/er FB account strictly for educational reasons and there is no personal content, the instructor can create a class-related group, with their personal FB account. While the account is personal, the FB group has NO access to the personal FB account.
Facebook Page is different from Facebook Group. The first is commercially oriented and thus, not recommended and to a great degree not suitable for educational purposes.
Facebook Provides New Admin Tools for Managing Page Communication
Facebook Improves News Feed for Slower Network Connections:
https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
Facebook group account can be used for: discussions, sharing materials / visuals, calendar
D2L Discussions compared to Facebook Group discussions – http://www.adweek.com/socialtimes/facebook-groups-pages/313736
D2L content compared to Facebook Group Wall
D2L calendar compared to FB calendar
D2L news RSS compared to FB Group alert.
- D2L and Twitter
microblogging of 140 characters is often viewed as limiting. However, it can be the ultimate test how well students understand the learning material: making someone sum up in 140 characters what they learned this particular week in their class can take a lot of rewriting.
D2L allows a widget on its main page, where students can view and tweet. Students also can view and tweet from their mobile devices.
Tweeting during class is becoming mainstream in K12, also called “backchanneling.” Harnessing peers help to understand a concept discussed in class can save both time and efforts on the instructors’ side
Twitter is “making your twitter.com timeline more immersive by uncropping photos, so you can experience and present them as they were meant to be viewed.” https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
- D2L and Instagram
Instagram is a social media service, which allows both still images and videos (15 sec).
The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Instagram can be your salvation for quick and dirty way to bring imagery, instead of trying to explain by words.
https://blog.stcloudstate.edu/ims/2014/10/14/instagram-apps/
Instagram can be shared vertically across Facebook, Twitter, Google+ and other platforms.
https://blog.stcloudstate.edu/ims/2014/09/25/pinterest-and-instagram/
Instagram in the classroom
https://blog.stcloudstate.edu/ims/2014/09/15/instagram-in-the-classroom/
Master Instagram in 8 Simple Steps https://blog.stcloudstate.edu/ims/2014/09/11/how-to-master-instagram-in-8-simple-steps/
- D2L and Pinterest
QR codes are used by Lorie Crane from Nursing as a gamification techniques for students to learn human bones. The disadvantage of the QR codes is that they physically are placed in the classroom. Pinterest can provide the same gamification environment, but the students can access it anywhere/anytime with their mobile devices. The links to the pin[s] can be provided in the D2L : content area (as learning materials/readings), discussion area, News area. They can be also used as part of the D2L quizzes
https://blog.stcloudstate.edu/ims/2014/09/25/pinterest-and-instagram/
Instagram defines and shapes brands while Pinterest sells brands.
Pinterest is about curating and discovering information.
https://blog.stcloudstate.edu/ims/2014/09/25/pinterest-and-instagram/
Using hashtags: https://blog.stcloudstate.edu/ims/2014/07/13/3-things-you-didnt-know-you-can-do-on-pinterest/
16 Ways Teachers Use Pinterest https://blog.stcloudstate.edu/ims/2014/02/10/16-ways-teachers-use-pinterest/
Free Pinterest-Style Education Service Hosts Common Core Teaching Aids https://blog.stcloudstate.edu/ims/2013/11/20/free-pinterest-style-education-service-hosts-common-core-teaching-aids/
Teachers on Pinterest – A Great Resource for Teachers ~ Educational Technology and Mobile Learning https://blog.stcloudstate.edu/ims/2013/11/02/teachers-on-pinterest-a-great-resource-for-teachers-educational-technology-and-mobile-learning/
- D2L and Vine
Vine is a social media services, which provides the ability to share 7 sec videos. Vine is becoming more popular then Instagram (15 sec videos), with the simplicity to create short videos. Students can take sequence of short videos, which amount to 7 sec to reflect the main points of a project. E.g.: chemical reaction, biology dissection, progress of engineering planning, solving a math formula.
URL to the vine can be posted in the D2L discussion area for further collaborative effort or for peers’ and instructions evaluation
Vines are a click away from a FB group page or, with the right handle and hashtag, to a Twitter discussion
The bottom-line to evaluate if fitting your field of study is: can the content be narrated or is it much better if visualized. If the latter, Vine can be your salvation.
How to Create Social Videos With Your Smartphone https://blog.stcloudstate.edu/ims/2015/01/10/social-videos-with-your-smartphone/
- D2L and YouTube, EdPuzzle (https://edpuzzle.com/), etc
YouTube Unveils New Trending Tab
https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
Per SCSU IT disclaimer: MediaSpace (Kaltura) is a free, cloud-based video repository solution for campus that allows faculty and staff to upload and distribute video and audio content for academic or administrative purposes. Facilitators will discuss potential uses of MediaSpace for campus, demonst rate how to create Webcam and screen recordings, upload audio/video, and embed or link to MediaSpace content from D2L or a web site. YouTube is owned by Google and the integration, including statistics and analytics by Google are way beyond MediaSpace. The only selling point of MediaSpace is the FERPA requirement by MnSCU to host privacy data on a MnSCU owned server
- Google+
Google+ is indirect competition with any CMS, D2L included, with its GOogle Classroom platform (https://classroom.google.com/ineligible). K12 and higher institutions are outsourcing to GMAIL and with Google Hangouts (Skype also), one can share video, audio and desktops, which makes Adobe Connect + D2L way behind in integration even before Google Drive is mentioned.
Google Introduces Shared Albums in Google Photos:
https://blog.stcloudstate.edu/ims/2015/12/13/improvements-in-social-media-tools/
8 Ways to Use Google+ Hangouts for Your Business https://blog.stcloudstate.edu/ims/2015/09/23/google-hangouts/You can record hangouts directly to your YouTube channel for future use.For private Google+ Hangouts, choose Google+ Video Hangouts, which allow you to have up to 10 participants in a video chat that is accessible only to the people invited.
Plan – Emil Towner:
- General stats on integrating social media and things to consider
- Integrating LinkedIn Assignments
- Integrating Facebook Groups
- I will show a couple of groups that I have used
- I can also come up with an “exercise” that participants can do, just let me know: (1) if you want me to and (2) if participants are suppose to have a Facebook account that they can log into during the session
===========================================================
Session K 2-3:15: 2PM Wed, Jan 8. Location: CH455
Title
Engage your students: gaming and gamification in the learning process.
Outline
As part of the broader discussion, a short discussion segment to form and agree on definitions and terms regarding games and gamification. Another short segment to seek consensus if this SCSU campus is ready to departure on the path of gamifying education. After several examples, of how games are used in education and gamification techniques, a discussion on how gaming and gamification can be streamlined amidst shrinking budget and increasing workload. More details and information about gaming and gamification at: http://scsu.mn/1F008Re
Audience:
beginners to advanced
Outcomes:
By the end of this session, the participants will have a working definitions on play, games, serious games, game-based learning, digital game-based learning, gaming, gamification and badges. (more at http://scsu.mn/1F008Re)
By the end of the session, the participants will be familiar with the possibilities for integration of games in the educational process and for gamification of the educational process.
By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study
Plan:
===========================================
Friday 8th
Session M 10-11:15: CH 455
Title
Present and be presented: engage your students with modern ways to share information
Outline
Two trends plague education: the swamp of PowerPoint presentations and the lack of visual literacy. In this rapid succession of examples, one can experience a showcase of various cloud-based tools, which brings visual presentations way beyond PowerPoint and align with the Millennials demand for current social interaction. A discussion on how relevant these tools are to various disciplines and details on improving the interaction among instructors and students during the presentation. Ongoing discussion about design as part of visual literacy and the difference between blended learning and technology integration.
Audience:
beginners to advanced
Outcomes:
By the end of this session, the participants will have understand the movement “Death by PowerPoint” and will understand the advantage of cloud-based presentation tools to MS PowerPoint
By the end of the session, the participants will be familiar with several tools, which successfully replace PowerPoint and well beyond.
By the end of the session, the participants will be able to asses to what extent games and gamification fit their field of study
By the end of the session, the participants will be able to discriminate between technology integration and blended learning.
Plan:
Privacy in the Surveillance Age: How Librarians Can Fight Back.
Wednesday, December 9, 2015
2pm Eastern (11am Pacific | 12pm Mountain | 1pm Central)
Description:
In the wake of Edward Snowden’s revelations about NSA and FBI dragnet surveillance, many Americans are concerned that their rights to privacy and intellectual freedom are under threat. But librarians are perfectly positioned to help our communities develop strategies to protect themselves against unwanted surveillance. In this webinar, Alison Macrina and April Glaser of the Library Freedom Project will talk about the landscape of surveillance, the work of the LFP, and some tips and tools librarians can use to resist pervasive surveillance in the digital age.
About the Presenters:
Alison Macrina is a librarian, privacy rights activist, and the founder and director of the Library Freedom Project, an initiative which aims to make real the promise of intellectual freedom in libraries by teaching librarians and their local communities about surveillance threats, privacy rights and law, and privacy-protecting technology tools to help safeguard digital freedoms. Alison is passionate about connecting surveillance issues to larger global struggles for justice, demystifying privacy and security technologies for ordinary users, and resisting an internet controlled by a handful of intelligence agencies and giant multinational corporations. When she’s not doing any of that, she’s reading.
April Glaser is a writer and an activist with the Library Freedom Project. She currently works as a mobilization specialist at Greenpeace USA, where she focuses on ending oil extraction in the Arctic. Prior to Greenpeace, April was at the Electronic Frontier Foundation, organizing around the net neutrality campaign and EFF’s grassroots programming. April also previously worked with the Prometheus Radio Project, where her efforts helped propel the passage of the Local Community Radio Act, the largest expansion of community radio in U.S. history. She lives in Oakland, California and continues to work with local organizations on a range of digital rights issues.
Can’t make it to the live show? That’s okay. The session will be recorded and available on the Carterette Series Webinars site for later viewing.
——————————————————-
To register for the online event
——————————————————-
2. Complete and submit the form.
3. A URL for the event will be emailed to you immediately after registration.
~~~
Contact a member of the Carterette Series planning team with questions or suggestions:
More on privacy in this IMS blog:
Center for Digital Education (CDE)
real-time impact on curriculum structure, instruction delivery and student learning, permitting change and improvement. It can also provide insight into important trends that affect present and future resource needs.
Big Data: Traditionally described as high-volume, high-velocity and high-variety information.
Learning or Data Analytics: The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.
Educational Data Mining: The techniques, tools and research designed for automatically extracting meaning from large repositories of data generated by or related to people’s learning activities in educational settings.
Predictive Analytics: Algorithms that help analysts predict behavior or events based on data.
Predictive Modeling: The process of creating, testing and validating a model to best predict the probability of an outcome.
Data analytics, or the measurement, collection, analysis and reporting of data, is driving decisionmaking in many institutions. However, because of the unique nature of each district’s or college’s data needs, many are building their own solutions.
For example, in 2014 the nonprofit company inBloom, Inc., backed by $100 million from the Gates Foundation and the Carnegie Foundation for the Advancement of Teaching, closed its doors amid controversy regarding its plan to store, clean and aggregate a range of student information for states and districts and then make the data available to district-approved third parties to develop tools and dashboards so the data could be used by classroom educators.22
Tips for Student Data Privacy
Know the Laws and Regulations
There are many regulations on the books intended to protect student privacy and safety: the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), the Children’s Internet Protection Act (CIPA), the Children’s Online Privacy Protection Act (COPPA) and the Health Insurance Portability and Accountability Act (HIPAA)
— as well as state, district and community laws. Because technology changes so rapidly, it is unlikely laws and regulations will keep pace with new data protection needs. Establish a committee to ascertain your institution’s level of understanding of and compliance with these laws, along with additional safeguard measures.
Make a Checklist Your institution’s privacy policies should cover security, user safety, communications, social media, access, identification rules, and intrusion detection and prevention.
Include Experts
To nail down compliance and stave off liability issues, consider tapping those who protect privacy for a living, such as your school attorney, IT professionals and security assessment vendors. Let them review your campus or district technologies as well as devices brought to campus by students, staff and instructors. Finally, a review of your privacy and security policies, terms of use and contract language is a good idea.
Communicate, Communicate, Communicate
Students, staff, faculty and parents all need to know their rights and responsibilities regarding data privacy. Convey your technology plans, policies and requirements and then assess and re-communicate those throughout each year.
“Anything-as-a-Service” or “X-as-a-Service” solutions can help K-12 and higher education institutions cope with big data by offering storage, analytics capabilities and more. These include:
• Infrastructure-as-a-Service (IaaS): Providers offer cloud-based storage, similar to a campus storage area network (SAN)
• Platform-as-a-Service (PaaS): Opens up application platforms — as opposed to the applications themselves — so others can build their own applications
using underlying operating systems, data models and databases; pre-built application components and interfaces
• Software-as-a-Service (SaaS): The hosting of applications in the cloud
• Big-Data-as-a-Service (BDaaS): Mix all the above together, upscale the amount of data involved by an enormous amount and you’ve got BDaaS
Suggestions:
Use accurate data correctly
Define goals and develop metrics
Eliminate silos, integrate data
Remember, intelligence is the goal
Maintain a robust, supportive enterprise infrastructure.
Prioritize student privacy
Develop bullet-proof data governance guidelines
Create a culture of collaboration and sharing, not compliance.
more on big data in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=big+data&submit=Search
Plan for presentation on social media impact in a “sociology and family” class.
Zuo, Jiping <jzuo@stcloudstate.edu>
“Media, Technology, Market, and Cosmopolitan Communities”
https://kahoot.it
Valentini, C. (2015). Is using social media “good” for the public relations profession? A critical reflection. Public Relations Review, 41(2), 170-177. doi:10.1016/j.pubrev.2014.11.009
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d108299204%26site%3deds-live%26scope%3dsite
http://www.sciencedirect.com/science/article/pii/S0363811114001817
p. 172 there is no doubt that digital technologies and social media have contributed to a major alteration in people’s interpersonal communications and relational practices. Inter- personal communications have substantially altered, at least in Western and developed countries, as a result of the culture of increased connectivity that has emerged from social media’s engineering sociality (van Dijck, 2013 ), which allows anyone to be online and to connect to others. Physical presence is no longer a precondition for interpersonal communication.
The Pew Research Center ( Smith & Duggan, 2013 , October 21) indicates that one in every ten American adults has used an online dating site or mobile dating app to seek a partner, and that in the last eight years the proportion of Americans who say that they met their current partner online has doubled. Another study conducted by the same organization ( Lenhart & Duggan, 2014 , February 11) shows that 25% of married or partnered adults who text, have texted their partner while they were both home together, that 21% of cell-phone owners or internet users in a committed relationship have felt closer to their spouse or partner because of exchanges they had online or via text message. Another 9% of adults have resolved online or by text message an argument with their partner that they were having difficulty resolving person to person ( Lenhart & Duggan, 2014 , February 11). These results indicate that digital technologies are not simply tools that facilitate communications: they have a substantial impact on the way humans interact and relate to one another. In other words, they affect the dynamics of interpersonal relations
the impact of social media on dating patterns (e.g. more like shopping around for a commodity) and dating relations (e.g. more temporary, unstable), along with many positive effects as well
1. Goal: introduce students to” a) social media b) the sociological impact of social media on family and dating issues
2. Learning outcomes: a) at the end of the session, students will have firm grasp of popular versus peer-reviewed (academic resources). b) students will be able allocate sources for information c) students will be able to evaluate [and compile? Zotero] information d) students will be able to discuss the impact of social media in general e) students will be able to discuss and evaluate the impact of social media on family and dating f) at the end of the session, students will understand the concepts of netiquette and privacy (digital citizenship, digital anthropology)
3. Possible q/s for the class:
a) why Tinder, Hinge, etc.?
These are the best pickup lines with the highest success rates, according to dating app Hinge
http://www.businessinsider.com/best-pickup-lines-with-highest-success-rates-according-to-hinge-2015-9
what other social media? Can Instagram, Twitter and FB be counted in this mix?
Is Instagram Flirting Really So Bad?
http://www.askmen.com/dating/dating_advice/social-media-dating-advice.html
b) what is so different in the dating scene? how did social media changed the scene?
“I’ve been surprised at what a real impact Facebook has on romantic relationships,” Galena Rhoades, clinical psychologist at the University of Denver, said in Allison McCann’s BuzzFeed article, How Facebook Ruined Dating (And Breaking Up Too). “And I do think Facebook is playing a bigger role in relationship formation and relationship disillusions.” http://psychcentral.com/blog/archives/2013/05/11/dating-and-the-impact-of-social-media/
c) how do family values change, based on the changes in [online] dating?
d) how does online dating differ across race, gender, sexual orientation, age and cultures
e) privacy, security, surveillance
f) mail brides on steroids? how does online dating apps change dubious practices?
g) does online dating impact marriages? are marriages better or weaker after online dating?
Finkel, et al. (2012).Online Dating: A Critical Analysis From the Perspective of Psychological Science. Psychological Science in the Public Interest. 13(1), pp. 3–66. http://www3.nd.edu/~ghaeffel/OnineDating_Aron.pdf
the authors say “yes” to online dating but “we see substantial opportunities for improving the way online dating is practiced. Some of this improvement can come from closer collaboration between scholars and service providers.”
4. possible collaborations. The topic of online dating, social media in particular, is of interest to specialists from Communication Studies (Usera, Fullick), Anthropology (Bocanete), Nursing (Couch), Gender Studies (Robinson), SCSU Counseling and Psychological Services (Houdet) .
E.g.:
Usera, D. (2014). Online Dating Interactions: A discursive look (Dissertation). Graduate College of The University of Iowa, The University of Iowa. Retrieved from https://www.academia.edu/13255554/Online_Dating_Interactions_A_discursive_look
Fullick, M. (2013). “Gendering” the Self in Online Dating Discourse. Canadian Journal Of Communication, 38(4). Retrieved from http://www.cjc-online.ca/index.php/journal/article/view/2647
Bocanete, A. C. (2013). All-male Mobile Dating Apps and their Users in London… After the Magic Wears Out (Dissertation). DEPARTMENT OF ANTHROPOLOGY, UNIVERSITY COLLEGE LONDON. Retrieved from https://www.academia.edu/12884810/All-male_Mobile_Dating_Apps_and_their_Users_in_London…_After_the_Magic_Wears_Out
Couch, D. (2006). Online dating and mating: the use of the internet to meet sexual partners (Master of Public Health). La Trobe University, Victoria, Australia. Retrieved from https://www.academia.edu/12639192/Online_dating_and_mating_the_use_of_the_internet_to_meet_sexual_partners
Robinson, B. (2015). “Personal Preference” as the New Racism: Gay Desire and Racial Cleansing in Cyberspace. Sociology of Race and Ethnicity, 1(2), 317–330. http://doi.org/10.1177/2332649214546870 http://sre.sagepub.com/content/1/2/317
Houdet, A. (2014, August 11). Online Dating Services and McGill: A Study of Usage and Perception (POLI 311: Techniques of Empirical Rsearch Paper). Mcgill, Montreal, Canada. Retrieved from https://www.academia.edu/7935047/Online_Dating_Services_and_McGill_A_Study_of_Usage_and_Perception
bibliography:
and https://blog.stcloudstate.edu/ims/2014/09/25/online-dating/
Synopsis
UWire and The Guardian have a long list of reports. Academia.edu has also plenty of serious academic research. While UWire and the Guardian are explicitly centered on the Anglo-Saxon world (with one exception of report on Iran), Academia.edu presents a great choice of cases from around the world (different cultures) in mostly serious academic research
The Tinder-Is-Satan Arms Race Heats Up Further http://nymag.com/scienceofus/2015/08/tinder-is-satan-arms-race-heats-up-further.html
The History of Digital Desire, vol. 1: An Introduction http://saq.dukejournals.org/content/110/3/583.short
Stampler, L. (2014). The New Dating Game. Time, 183(6), 40. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94317888%26site%3deds-live%26scope%3dsite
Kite, M. (2015). Click and flick: romance is being killed off by the brutal marketplace of dating apps such as Tinder. Spectator, (9729). 12. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.401492069%26site%3deds-live%26scope%3dsite
Hobson, T. (2015). Tinder feelings: Can mobile dating apps move beyond the promise of a one-night stand?. Spectator, (9740). 22. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.411742748%26site%3deds-live%26scope%3dsite
(2015). My Tinder date wants to be friends with benefits. I want to be serious. What now? Swipe Right is our advice column that tackles the tricky world of online dating. This week: weighing the benefits of casual liaisonsGet help making your profile work: forward screenshots to askevaguardian@gmail.com for a personal critique and upgrade; Swipe Right is our advice column that tackles the tricky world of online dating. This week: weighing the benefits of casual liaisonsGet help making your profile work: forward screenshots to askevaguardian@gmail.com for a personal critique and upgrade. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409945005%26site%3deds-live%26scope%3dsite
http://www.theguardian.com/lifeandstyle/2015/apr/16/swipe-right-online-dating-friends-with-benefits-relationships
Wood, M. (2015). Led by Tinder, the Mobile Dating Game Surges. The New York Times. p. 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.400230809%26site%3deds-live%26scope%3dsite
http://www.lexisnexis.com/lnacui2api/api/version1/getDocCui?lni=5F7B-R7N1-DXY4-X3K7&csi=6742&hl=t&hv=t&hnsd=f&hns=t&hgn=t&oc=00240&perma=true http://www.nytimes.com/2015/02/05/technology/personaltech/led-by-tinder-the-mobile-dating-game-surges.html
(2015). Tinder hooks up with Instagram to woo new users to the dating app; Dating app overhauls its user profiles with photo app integration, and extended information pulled from Facebook. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409944725%26site%3deds-live%26scope%3dsite
(2015). Brand love in the time of Tinder; Thanks to dating apps such as Tinder, relationships are changing, but does that include the ones we form with brands too?. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409800099%26site%3deds-live%26scope%3dsite
(2015). A look at modern day dating – Tinder and Match.com. UWIRE Text. http://go.galegroup.com/ps/i.do?id=GALE%7CA401448144&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=4b52e991d97812282b4651b5c2276ca9
ROBBINS, A. (2015). Sex and the (Newly!) Single Girl. Washingtonian Magazine, 50(8), 68.
Serjoie, K. A. (2015). Iranian ‘Tinder’ Seeks to Encourage Marriage But Not Dating. Time.Com, N.PAG. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dmih%26AN%3d108327379%26site%3deds-live%26scope%3dsite
Rhodan, M. (2015). Meet Willow, the Dating App That Won’t Judge You By Your Looks. Time.Com, N.PAG. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3df5h%26AN%3d100947723%26site%3deds-live%26scope%3dsite
Rutkin, A. (2015). Hackers can see your dating pics and chat. New Scientist, 226(3022), 20. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dulh%26AN%3d102818153%26site%3deds-live%26scope%3dsite
Grigoriadis, V. (2014). Inside the Hookup Factory. Rolling Stone, (1221), 24-26. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d98976542%26site%3deds-live%26scope%3dsite
Jamie, N. (2015, July 9). London launch for US dating app that rivals Tinder. Evening Standard. p. 55. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d103711119%26site%3deds-live%26scope%3dsite
Internet and the Male Homosexual Identity: A Critical Reading of the Online Dating Space for Homosexual Men in Bengaluru. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/14656772/Internet_and_the_Male_Homosexual_Identity_A_Critical_Reading_of_the_Online_Dating_Space_for_Homosexual_Men_in_Bengaluru
Going Offline: An Exploratory Cultural Artifact Analysis of An Internet Dating Site’s Development Trajectories. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/14184813/Going_Offline_An_Exploratory_Cultural_Artifact_Analysis_of_An_Internet_Dating_Site_s_Development_Trajectories
Five Tips for Dating Online. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/14078925/Five_Tips_for_Dating_Online
Old and New Methods for Online Research: The Case of Online Dating. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/13924873/Old_and_New_Methods_for_Online_Research_The_Case_of_Online_Dating
Remediating the Matchmaker: Arranging Marriage Online in the South Asian Diaspora in America. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/13897347/Remediating_the_Matchmaker_Arranging_Marriage_Online_in_the_South_Asian_Diaspora_in_America
Stranger Stranger or Lonely Lonely? Young Chinese and dating apps between the locational, the mobile and the social. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/13895551/Stranger_Stranger_or_Lonely_Lonely_Young_Chinese_and_dating_apps_between_the_locational_the_mobile_and_the_social
Roeffen, C. (2014).
Mobile dating: Romance is just a swipe away Tinders’ Romantic and sexual interactions (Bachellor’s Degree). Urbane Technologieen, Netherlands. Retrieved from
https://www.academia.edu/8899473/Mobile_dating_Romance_is_just_a_swipe_away_Tinders_Romantic_and_sexual_interactions
Lemke, R. (2014).
Sexual Liberation on the Internet? Sexual Internet Use of MSM in 50 Different Countries. Mainz: Johannes Gutenberg Universitaet. Retrieved from
https://www.academia.edu/8662454/Sexual_Liberation_on_the_Internet_Sexual_Internet_Use_of_MSM_in_50_Different_Countries
Kogovsek, T., Svab, A., & Kuhar, R. (2011). Intimacy Transformed? : Perceptions of Love, Intimacy and Partnership Among On-line Daters in Slovenia.
Annales,
21(1), 177–186.
https://www.academia.edu/7988186/Intimacy_Transformed_Perceptions_of_Love_Intimacy_and_Partnership_Among_On-line_Daters_in_Slovenia
Cacioppo, J. T., Cacioppo, S., Gonzaga, G. C., Ogburn, E. L., & VanderWeele, T. J. (2013). Marital satisfaction and break-ups differ across on-line and off-line meeting venues.
Proceedings of the National Academy of Sciences,
110(25), 10135–10140.
http://doi.org/10.1073/pnas.1222447110Fullick, M. (2013). “Gendering” the Self in Online Dating Discourse.
Canadian Journal Of Communication, 38(4). Retrieved from
http://www.cjc-online.ca/index.php/journal/article/view/2647
Phillips, J. (n.d.). Online Dating: How Culture Affects Self-Presentation of Match.com Users. Retrieved from
https://www.academia.edu/3845104/Online_Dating_How_Culture_Affects_Self-Presentation_of_Match.com_Users
Chow, E., Coulombe, D., Garcia, V., Vuu, D., & Wade, J. (2009, May 23). Culture, Power, Cyberspace: Age and Gender in Online Dating Websites: An Analysis of User Profiles on Mingles.com. Retrieved from
http://anthrocyber.blogspot.com/2009/05/age-and-gender-in-online-dating.html
Masden, C., & Edwards, W. K. (n.d.). Understanding the Role of Community in Online Dating. In
Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (pp. 535–544). Seoul, Korea.
http://doi.org/10.1145/2702123.2702417
New Documents and Reports Confirm AT&T and NSA’s Longstanding Surveillance Partnership
https://www.reddit.com/r/technology/comments/3h64l2/new_documents_and_reports_confirm_att_and_nsas/
Please consider previous IMS blog entries on this topic:
https://blog.stcloudstate.edu/ims/2014/09/25/online-privacy-its-time-for-a-new-security-paradigm/
https://blog.stcloudstate.edu/ims/2014/07/01/privacy-and-surveillance-obama-advisor-john-podesta-every-country-has-a-history-of-going-over-the-line/
Creating a Library App: Things to Know Before You Go Mobile
Tuesday, April 28, 2015 11AM-12PM PDT
Registration link: http://www.cla-net.org/?861
Mobile apps are a popular topic in libraries. But what does it take to create one and what kind of programming can you do with apps? Is an app the right solution, or should you create a responsive website? What is the process like, and what resources are needed? How do you manage privacy, security, and legal concerns? Who do you need to get the job done, and what skills should they have?
These are all important questions that should be asked (and answered) before you think about creating a mobile app. Learn from expert panelists from libraries and nonprofits who have created, developed, and managed mobile apps for their organizations. Panelists will share practical advice and information based on experience, as well as helpful tools and resources.
Participants will learn:
- The difference between a mobile app, a mobile site, and a responsive site
- Three important considerations when deciding whether or not to create a mobile app.
- Five tips for approaching the design of a mobile app, mobile site, or responsive site.
About the Presenters
- Stacey Watson is the Senior Librarian and certified scrum Master in the Digital User Experience Department at the Denver Public Library. She oversees the user experience and content strategy for the library’s websites, online catalog, and digital services. Most recently she and her team developed Volume, a responsive website featuring hand selected albums by local artists.
- Anna Jaeger and her team at Caravan Studios create mobile apps that are designed in partnership with nonprofit and community-focused organizations to meet the needs of their constituents. Anna has been a frequent speaker on nonprofit and environmental technology since 2007. Prior to her work with Caravan Studios, Ms. Jaeger was a founder and co-director of TechSoup Global’s GreenTech initiative and the director of TechSoup Global’s IT Engineering department.
- Ani Boyadjian has been a working librarian since 1990. An LAPL staffer since 1996, she is now Research & Special Collections Manager at the Los Angeles Public Library, where she also oversees the Library’s Digitization efforts. She most recently spearheaded the development of the ARchive LAPL app in a partnership with USC and app developers Neon Roots, to use augmented reality to tell stories about the historic Central Library.