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How to Craft Useful, Student-Centered Social Media Policies
By Tanner Higgin 
08/09/18
https://thejournal.com/articles/2018/08/09/how-to-craft-useful-student-centered-social-media-policies.aspx
Whether your school or district has officially adopted social media or not, conversations are happening in and around your school on everything from Facebook to Snapchat. Schools must reckon with this reality and commit to supporting thoughtful and critical social media use among students, teachers and administrators. If not, schools and classrooms risk everything from digital distraction to privacy violations.
Key Elements to Include in a Social Media Policy
- Create parent opt-out forms that specifically address social media use.Avoid blanket opt-outs that generalize all technology or obfuscate how specific social media platforms will be used. (See this example by the World Privacy Forum as a starting point.)
- Use these opt-out forms as a way to have more substantive conversations with parents about what you’re doing and why.
- Describe what platforms are being used, where, when and how.
- Avoid making the consequences of opt-out selections punitive (e.g., student participation in sports, theater, yearbook, etc.).
- Establish baseline guidelines for protecting and respecting student privacy.
- Prohibit the sharing of student faces.
- Restrict location sharing: Train teachers and students on how to turn off geolocation features/location services on devices as well as in specific apps.
- Minimize information shared in teacher’s social media profiles: Advise teachers to list only grade level and subject in their public profiles and not to include specific school or district information.
- Make social media use transparent to students: Have teachers explain their social media plan, and find out how students feel about it.
- Most important: As with any technology, attach social media use to clearly articulated goals for student learning. Emphasize in your guidelines that teachers should audit any potential use of social media in terms of student-centered pedagogy: (1) Does it forward student learning in a way impossible through other means? and (2) Is using social media in my best interests or in my students’?
Moving from Policy to Practice.
Social media policies, like policies in general, are meant to mitigate the risk and liability of institutions rather than guide and support sound pedagogy and student learning. They serve a valuable purpose, but not one that impacts classrooms. So how do we make these policies more relevant to classrooms?
First, it forces policy to get distilled into what impacts classroom instruction and administration. Second, social media changes monthly, and it’s much easier to update a faculty handbook than a policy document. Third, it allows you to align social media issues with other aspects of teaching (assessment, parent communication, etc.) versus separating it out in its own section.
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more on social media in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media+education
more on social media policies in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media+policies
Fight Fake News: Media Literacy for Students
Monday, October 15, 2018 @ 4:00 pm – 5:00 pm EDT
Presented by Tiffany Whitehead, School Librarian, Episcopal School of Baton Rouge, LA
Sponsored by Britannica Digital Learning
REGISTER HERE
JOIN THE LIVE SESSION
Teaching news literacy is more necessary and challenging than ever in a world where news is delivered at a constant pace from a broad range of sources. Since social media and filter bubbles can make it challenging to access unbiased, factual information, we must equip students to be critical as they access news sources for a variety of purposes. This live, interactive edWebinar will give an overview of the phenomenon of fake news going viral and tools educators can use to help students develop news literacy skills.
Tiffany Whitehead, School Librarian at Episcopal School of Baton Rouge in Louisiana, will share:
- A strategy to develop fun, original lessons about media literacy
- Fresh approaches that move students towards better news smarts
- Three CCSS-aligned sample lesson plans for middle and high school classrooms
- Teacher and librarian collaboration opportunities that support powerful student outcomes
Elementary through higher education level teachers, librarians, and school and district leaders will benefit from attending this session. There will be time to get your questions answered after Tiffany’s presentation.
About the Presenter
Tiffany Whitehead, aka the Mighty Little Librarian, is an obsessive reader, social media user, and technology geek. She is the director of library at Episcopal School of Baton Rouge, Louisiana. Tiffany earned her undergraduate degree in elementary education and School Library Certification from Southeastern Louisiana University, and her graduate degree in educational technology leadership from Northwestern State University. She has served as the president for ISTE’s Librarians Network and was recognized as one of ISTE’s 2014 Emerging Leaders. Tiffany is National Board Certified in Library Media and was named one of the 2014 Library Journal Movers & Shakers. She was the 2016 recipient of the Louisiana Library Media Specialist Award. She frequently speaks at local, state, and national conferences, sharing her passion for libraries and educational technology.
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Webinar notes
Definitions:
Media Literacy,
News Literacy
Fake News
Echo Chamber
https://www.buzzfeednews.com/article/craigsilverman/viral-fake-election-news-outperformed-real-news-on-facebook
https://www.allsides.com/media-bias/media-bias-ratings
Fight The Fake: Fuel discussions with YouTube: https://britannicalearn.com/blog/fight-the-fake-youtube/
https://www.allsides.com/media-bias/media-bias-ratings
https://www.snopes.com/
https://www.britannica.com/insights
http://stxavier.libguides.com/news/factcheck
https://newseumed.org/curated-stack/media-literacy-resources
https://www.wnyc.org/story/breaking-news-consumers-handbook-pdf/
https://www.csuchico.edu/lins/handouts/eval_websites.pdf
Online CRAAP test: https://docs.google.com/forms/d/e/1FAIpQLSdkWvyWZc7CE5fnYjCZww0IJLYH0sqxPRkmL8eS71uY1JNh1g/viewform?c=0&w=1
http://factitious.augamestudio.com/#/
Curriculum sources
How to choose your news Damon Brown: https://ed.ted.com/lessons/how-to-choose-your-news-damon-brown
Common Sense Media: Digital citizenship curriculum.
Newseum ed:
http://www.choices.edu/ Brown U Filtering News and Information
above the news: https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ
06/2017 Homepage
https://www.amazon.com/Fact-Vs-Fiction-Teaching-Critical/dp/1564847047
https://newsela.com/
I’m now avoiding the term bias (too loaded and my kids automatically think “bad”). “Perspective” works better with my kids.
http://www.kappanonline.org/breakstone-need-new-approach-teaching-digital-literacy/
Filter Bubbles, Eli Pariser, TED talk https://www.ted.com/talks/eli_pariser_beware_online_filter
Credible Sources:
Circular Reporting
https://www.allsides.com/media-bias/media-bias-ratings
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more on fake news in this IMS blog
|https://blog.stcloudstate.edu/ims?s=fake+news
How Data Privacy Lessons in Alternative Reality Games Can Help Kids In Real Life
https://www.kqed.org/mindshift/51772/how-data-privacy-lessons-in-alternative-reality-games-can-help-kids-in-real-life
Ubiquitous social media platforms—including Facebook, Twitter and Instagram—have created a venue for people to share and connect with others. We use these services by clicking “I Agree” on Terms of Service screens, trading off some of our private and personal data for seemingly free services. While these services say data collection helps create a better user experience, that data is also potentially exploitable.
The news about how third parties obtain and use Facebook users’ data to wage political campaigns and the mounting evidence of election interference have shined a spotlight on just how secure our data is when we share online. Educating youth about data security can fall under the larger umbrella of digital citizenship, such as social media uses and misuses and learning how not to embarrass or endanger oneself while using the internet.
Darvasi’s students in Toronto can pool together 55 faux bitcoins to purchase and launch the BOTTING protocol against an opponent. The student targeted at Fallon’s school in Connecticut would then have 48 hours to record audio of 10 words of Darvasi’s students choosing and send it back to them through an intermediary (Darvasi or Fallon). For a higher price of 65 faux bitcoins, students can launch MORPHLING, which would give the opponent 48 hours to record a one-minute video explaining three ways to stay safe while using Facebook, while making their school mascot (or a close approximation of) appear in the video in some way during the entire minute.
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more on digital citizenship in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+citizenship
Keynote: Cybersecurity Awareness Is Dead! Long Live Cybersecurity Awareness!
https://events.educause.edu/special-topic-events/webinar/2018/encore-selections-from-the-educause-security-professionals-conference-2018/agenda/keynote-cybersecurity-awareness-is-dead-long-live-cybersecurity-awareness#_zsJE1Le1_zlSvd65
Far too often, cybersecurity awareness-raising training fails to account for how people learn and proven ways to change behaviors. The cybersecurity community too easily falls into the trap of thinking that “humans are the weakest link.” In this talk, Dr. Jessica Barker will argue that, if humans are the weakest link, then they are our weakest link as an industry. With reference to sociology, psychology, and behavioral economics, as well as lessons from her professional experience, Jessica will discuss why a better understanding of human nature needs to be a greater priority for the cybersecurity community.
Outcomes: Explore how we can apply knowledge from other disciplines to improve cybersecurity awareness-raising training and communications * Understand where the cybersecurity industry can improve with regards to awareness, behavior, and culture * Develop ideas to improve how you communicate cybersecurity messages and conduct awareness-raising training
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more on cybersecurity in this IMS blog
https://blog.stcloudstate.edu/ims?s=cybersecurity
How Churchill broke the Greek Resistance
How Winston Churchill and the British government attacked the Greek Resistance and sowed the seeds of civil war.
in December 1944: Nazi troops were still resisting the Allies, which were making slow progress in Italy and being pushed back in the Ardennes faced with the Wehrmacht’s final counter-offensive. Yet the “bands” here targeted by Churchill were not groups of collaborators, but the partisans of the great
National Liberation Front (EAM), which had for three years mounted mass resistance against the German occupiers.
Throughout the nineteenth century, the eastern Mediterranean had been the center of a rivalry between Britain and Russia. The Bolshevik Revolution of October 1917 having put an end to the latter country’s ambitions in the region, in the early 1940s, Greece was under unchallenged British influence. In this context, the country was of some strategic importance.
during the
Quadrant Conference with Roosevelt in Quebec (August 17-24, 1943), Churchill saw his last hopes of an Allied landing in Greece vanish. Meanwhile, the Red Army’s advance beyond the USSR’s own frontiers was no longer in doubt. Churchill now took matters directly in hand, despite his advisers’ reticence, blocking off any possibility of negotiation and sending the EAM delegates home. At the same time, in a note to his high command, he drafted what would later become the MANNA plan: namely, to send an expeditionary corps to Greece after the German troops’ withdrawal.
The EAM-ELAS nonetheless succeeded in liberating a large part of the country. It established popular institutions which formed a counter-state. The worries among the British peaked in March 1944, when a “government of the mountains” was created that organized elections. Conversely, this approach awakened the enthusiasm of the Greek armed forces in Egypt, who immediately demanded that the Resistance be included in the exile government. Churchill replied with pitiless repression. He had “rebellious” elements deported to camps in Africa, and set up a praetorian guard prepared to return to Greece with the King and the British troops upon Liberation.
Everything was set for the application of the MANNA plan, which had been prepared the previous year. The victorious Red Army offensive in Bulgaria in September 1944 forced the Wehrmacht to withdraw from Greece, under attack from ELAS partisans. It was after this retreat that the British expeditionary corps arrived, accompanied by Papandreou and Scobie. Establishing themselves in the capital on October 18, the two men demanded that ELAS lay down its weapons, even as they rejected the disarming of the praetorian guard that had been formed in Egypt and, conveniently enough, transferred to Athens in early November.
December 3, 1944, saw a monster demonstration in Syntagma Square to demand Papandreou’s resignation and the constitution of a new government. The massacre that followed — the police opened fire on unarmed civilians, leaving over twenty dead and more than a hundred wounded — triggered the insurrection of the people of Athens. This was the pretext that Churchill had sought in order to be able to break the Resistance.
While the ELAS was still present across the rest of Greece’s territory, its leaders dreaded imposing new trials on an exhausted and famished population: 1,770 villages had been burned, more than a million people did not have a roof over their heads, and grain production had fallen by 40 percent. Meanwhile, the Allies’ aid only reached those who collaborated with them. With the Varkiza accord signed on February 12, 1945, the ELAS agreed unilaterally to give up its weapons. At the same time at Yalta, Churchill, together with Roosevelt and Stalin, solemnly proclaimed “the right of all peoples in liberated Europe to choose their own form of government.”
In breaking the Greek Resistance, the British had precipitated a civil war that would last — in open or latent forms — for some thirty years, with a brief lull between 1963 and 1965. It would only end with the fall of the colonels’ dictatorship in 1974. This “coup in Athens” reminds us that through its history, modern Greece has only enjoyed a very limited sovereignty.
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more on history in this IMS blog
https://blog.stcloudstate.edu/ims?s=history
Gamification: Alternative Leaderboards
By
Zsolt Olah July 5, 2018
Wanting to win’ versus “wanting to avoid losing” is a subtle yet crucial distinction; Murayama and Elliot’s (2012) set of meta-analyses found the effects of competition depend on this distinction in the minds of players. When someone wants to perform better than others, they tend to benefit from competition. But when they want to avoid performing worse than others, competing tends to reduce their performance.
Senko et al’s (2017) meta-analysis found that “wanting to win” improves the performance of participants only when it’s accompanied by strategies that support feelings of mastery. So “wanting to win” alone is not enough to inoculate players from the downsides of competitive social environments.
There are 2 principles of design to support the outcome:
- Workplace performance is more complex than a single number on a leaderboard.
Let’s show the major competencies that drive the performance, instead of one single number.
- Don’t just compare yourself to others. Compare your performance against your own history!
Let’s show the trajectory for driving competencies!
Imagine a leaderboard more like a performance dashboard where your overall performance is broken down your top competencies with your historical data points. You can see the trajectory of where you’re heading. Then, you can show the company average and top performers’ numbers on each competency. You can identify your strength and opportunities. Then, you can apply AI to give you guidance on how to change your trajectory based on top performers’ data points.
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More on leaderboards in this IMS blog
https://blog.stcloudstate.edu/ims?s=leaderboards
more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification
Navigating the Digital Shift: Quality Learning Connections in the Digital Age
https://home.edweb.net/webinar/digitalcontent20180530/
This edWebinar highlights SETDA’s latest research, Navigating the Digital Shift 2018: Broadening Student Learning Opportunities. As states and districts shift to implement digital instructional materials, the report provides information and guidance on state acquisition and procurement policies, selection and curation processes. States are increasingly providing guidance, definitions, and vetting policies and practices for the implementation of digital materials to help ensure that digital materials are available to learners via devices anywhere, anytime.
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see also
https://blog.stcloudstate.edu/ims/2018/06/25/iste-standards-ed-leaders/
How The Tiny Nation Of Georgia Became A Bitcoin Behemoth.
April 23, 20188:15 AM ET ANDREW NORTH https://www.npr.org/sections/parallels/2018/04/23/597780405/how-the-tiny-nation-of-georgia-became-a-bitcoin-behemoth
Georgia is now ranked second in the world for cryptocurrency mining — behind only China.
A single U.S.-based technology company called Bitfury has been accounting for much of this mining activity, from a vast data center filled with computer servers which it opened on the outskirts of the capital Tbilisi. It has generated plenty of controversy too over claims that it received overly generous terms for its electricity bills. But scores of smaller data centers have now sprouted up, with many more people mining from home with processors bought online from China.
making an average of $800 a month mining a currency called Zcash, with the extra electricity load costing about $80.
Bitfury has also been talking to the authorities in nearby Ukraine about using blockchain technology to run future elections there.
When supporters log on to its website, they are given the choice of allowing their computer processors to be used to mine Monero, a newer virtual coin being marketed for its extreme anonymity.
Facebook groups now regularly advertise conferences and gatherings to share ideas, addressed by people who call themselves “blockchain evangelists.”
Like the original Klondike, Georgia’s digital gold rush has attracted some colorful characters hoping to make their fortune.
Take Andrew Thornhill, an energetic financial entrepreneur from Chicago and founder of a cryptocurrency startup called Spotcoin. He first came to Georgia a decade ago to provide Internet-banking advice. In 2011, he was briefly imprisoned for fraud, but he says his conviction does not restrict him from running a financial business either there or in Georgia.
Concerns that cryptocurrencies are being used as a money-laundering vehicle have been overdone, Thornhill says when we meet at Spotcoin’s Tbilisi headquarters. “Criminals are using dollars and euros every day, but we don’t blame the currencies,” he says. And blockchain technology has the potential to make financial transactions far more secure, he maintains.
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more on bitcoin in this IMS blog
https://blog.stcloudstate.edu/ims?s=bitcoin
twitter bots
To identify bots, the Center used a tool known as “Botometer,” developed by researchers at the University of Southern California and Indiana University.
Previous studies have documented the nature and sources of tweets regarding immigration news, the ways in which news is shared via social media in a polarized Congress, the degree to which science information on social media is shared and trusted, the role of social media in the broader context of online harassment, how key social issues like race relations play out on these platforms, and the patterns of how different groups arrange themselves on Twitter.
It is important to note that bot accounts do not always clearly identify themselves as such in their profiles, and any bot classification system inevitably carries some risk of error. The Botometer system has been documented and validated in an array of academic publications, and researchers from the Center conducted a number of independent validation measures of its results.
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more on fake news in this IMS blog
https://blog.stcloudstate.edu/ims?s=fake+news
Move to impose 10-year sentence seen as attempt to silence talk of corruption before election
More on fake news in this IMS blog:
https://blog.stcloudstate.edu/ims?s=fake+news
The anti-fake news bill, which must be approved by parliament, calls for penalising those who create, offer, circulate, print or publish fake news – or publications containing fake news – with a 10-year jail term, a fine of up to 500,000 ringgit (£90,000) or both.
The bill defines fake news as “any news, information, data and reports which is, or are, wholly or partly false whether in the form of features, visuals or audio recordings or in any other form capable of suggesting words or ideas”.
It covers all media and extends to foreigners outside Malaysia if Malaysia or its citizens are affected.