When: Friday, September 28, 8:30am-3:00pm Where: Wilson Research Collaboration Studio, Wilson Library Cost: Free; advanced registration is required
1968 was one of the most turbulent years of the 20th century. 2018 marks the 50th anniversary of that year’s landmark political, social and cultural events–events that continue to influence our world today.
Focusing on the importance of this 50 year anniversary we are calling out to all faculty, staff, students, and community partners to participate the workshop ‘Mapping 1968, Conflict and Change’. This all-day event is designed to bring people together into working groups based on common themes. Bring your talent and curiosity to apply an interdisciplinary approach to further explore the spatial context of these historic and/or current events. Learn new skills on mapping techniques that can be applied to any time in history. To compliment the expertise that you bring to the workshop, working groups will also have the support of library, mapping, and data science experts to help gather, create, and organize the spatial components of a given topic.
Workshop sponsors: Institute for Advanced Studies (IAS), U-Spatial, Liberal Arts Technologies & Innovation Services (LATIS), Digital Arts, Science & Humanities (DASH), and UMN Libraries.
Henneping County scanned the deeds, OCR, Python script to search. Data in an open source. covenant data. Local historian found microfishes, the language from the initial data. e.g. eugenics flavor: arian, truncate.
storymaps.arcgis.com/en/gallery https://storymaps.arcgis.com/en/gallery/#s=0 cloud-based mapping software. ArcGIS Online. organizational account for the U, 600 users. over 700 storymaps creates within the U, some of them are not active, share all kind of data: archive data on spreadsheet, but also a whole set of data within the software; so add the data or use the ArcGIS data and use templates. web maps into the storymap app, Living Atlas: curated set of data: hunderd sets of data, from sat images, to different contents. 846 layers of data, imagery, besides org account, one can create maps within the free account with limited access. data browser to use my own data – Data Enrichment to characterized my data. census data from 2018 and before,
make plan, create a storyboard, writing for the web, short and precise (not as writing for a journal), cartographic style, copyright, citing the materials, choosing the right map scale for each page. online learning materials, some only thru org account ESRI academy has course catalogue. Mapping 101, Dekstop GIS 101, Collector 101, Imagery 101, SQL 101, Story Maps 101,
The “Mapping 1968, Conflict and Change” planning committee is very pleased with the amount of interest and the wonderful attendance at Friday’s gathering. Thank you for attending and actively participating in this interdisciplinary workshop!
To re-cap and learn more on your thoughts and expectations of the workshop we would be grateful if you can take a few moments to complete the workshop evaluation. Please complete the evaluation even if you were unable to attend last Friday, there are questions regarding continued communication and the possibility for future events of this kind.
70 percent of teens now say they use social media more than once a day, compared to 34 percent of teens in 2012.
Snapchat is now the most popular social media platform among teens, with 41 percent saying it’s the one use most frequently.
35 percent of teens now say texting is their preferred mode of communication with friends, more than the 32 percent who prefer in-person communication. In 2012, 49 percent of teens preferred in-person communication.
One-fourth of teens say using social media makes them feel less lonely, compared to 3 percent who say it makes them feel more lonely.
Nearly three-fourths of teens believe tech companies manipulate them to get them to spend more time on their devices and platforms.
Back in 2012, Facebook dominated the landscape, and social media was something for teens to periodically check in on.
In 2018, though, “social media” is no longer a monolith. Teens now communicate, express themselves, share experiences and ideas, rant, gossip, flirt, plan, and stay on top of current events using a mix of platforms that compete ferociously for their attention.
Sixty-three percent of teens say they use Snapchat, and 41 percent say it’s the platform they use most frequently.
Instagram, meanwhile, is used by 61 percent of teens.
And Facebook’s decline among teens has been “precipitous,” according to the new report. Just 15 percent of teens now say Facebook is their main social media site, down from 68 percent six years ago
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.
Use policy creation as an opportunity to take inventory of your students’ needs, how social media is already being used by your teachers, and how policy can support both responsibly.
1. Create parent opt-out forms that specifically address social media use.
4. Most important: As with any technology, attach social media use to clearly articulated goals for student learning
Moving from Policy to Practice
Social media isn’t a novel phenomenon requiring separate attention. Ed tech, and the tech world in general, wants to tout every new development as a revolution. Most, however, are an iteration. While we get caught up re-inventing everything to wrestle with a perceived social media sea change, our students see it simply as a part of school life.
“Social media is the future of customer service,” says Anna Yates, a content marketer for The Social Reach, a digital marketing agency. “Not only are consumers turning to social media more and more to learn about products and services, but new tools are available to make customer service faster, easier, and smarter.”
the three Ps — be patient, persistent, and polite. Companies tend to flip into “crisis” mode when you send angry messages that threaten lawsuits, bodily harm, or the end of civilization.
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.
“rosehip neurons,” were found in the uppermost layer of the cortex, which is home to many different types of neurons that inhibit the activity of other neurons.
The locations of their points of contact on other neurons suggest they’re in a powerful position to put the brakes on other incoming, excitatory signals—by which complex circuits of neurons activate one another throughout the brain.
Five tips to help you create a personal brand and a positive digital reputation
1. What will they find when they Google you?
2. What is branding?
Your brand is what you represent, the content that you share, your audience, your Personal Learning Network (PLN), and your teaching philosophy. You want your brand to demonstrate that you are trustworthy, and offer quality content, insightful comments, and experience. Your brand tells your audience that what you offer is of value. Together, the elements that create your brand should communicate a distinct, cohesive story. For instance, when you visit any of my social media profiles, you will see a consistent message. The avatar and logo for my website Shake Up Learning are more recognizable than my face, and that’s intentional. That isn’t to say that every brand needs an avatar. But do find a creative way to tell your personal story.
3. Choose the right platforms
There is no right or wrong platform. Choosing where you want to build your online presence depends on the audience that you want to engage. If you want to reach parents and school community stakeholders, Facebook is a strong bet. If you want to reach other educators, Twitter and Pinterest are big winners. The bottom line is that you don’t have to use them all. Find and connect with your audience where your audience resides.
4. Claim your social media real estate
Before you settle on a username, check that it’s available on all of the social media platforms that you want to use—and then keep it consistent. You will lose your audience if you make it hard to find you. Also keep your handle simple and short, and try to avoid special characters. When a new platform arrives, claim your username early even if you aren’t sure that you will maintain a presence there.
5. Optimize your social media profiles
Guy Kawasaki, co-author of The Art of Social Media, khas nearly 1.5 million followers on Twitter alone, and he offers effective social media tips in his book. Here are the basics:
Add a picture of your face or logo. Your picture validates who you are. No more eggheads! Using the default egg avatar on Twitter says you don’t have a brand, and doesn’t tell your audience that you are trustworthy.
Use your real name. Sure, you can lie, but that isn’t going to help you build a brand and online presence. Many platforms allow you to show your name as well as your handle.
Link to your website, blog or About.me page. Don’t have one? Get one! You may not be ready to start a blog, but anyone can easily set up an About.me page—which is like an online resume.
Compose a meaningful bio, which will help others find and follow you. It should describe your experience in the field of education and highlight topics that you follow like Maker Ed, Google Apps, or edtech.
Add a cover image. Choose an image that tells your story. Who are you? What do you do that sets you apart? Canva is a graphic design tool that makes creating a cover image easy. It offers ready-made templates in the right size for all of the major social media platforms.
Be consistent across all mediums. You want your followers to see the same brand on all of your social media profiles. This also means you shouldn’t change your profile picture every five minutes. Be recognizable.
Tools to build your brand and online presence
About.me: A quick and easy personal homepage that shows your audience who you are and how to connect with you.
Canva: An easy-to-use design tool for creating images, with templates for social media.
Fiverr: A marketplace for services that you can use to commission a logo, avatar, or web design.
the idea of a blog. the advantages compared to SM such as WeChat / Facebook
Reflections
Multimedia
Connecting blogs to social media (WeChat and similar)
Digital Literacy instruction
what is digital literacy and how does it differ from other literacies? Why is it important?
What other literacies must be considered when speaking about DL? E.g. media literacy: https://blog.stcloudstate.edu/ims?s=media+literacy
Internet Resources
How do we search?
Google and Google Scholar (more focused, peer reviewed, academic content)
SCSU Library search, Google, Professional organization, (NASSP), Stacks of magazines, csu library info, but need to know what all of the options mean on that page
Under the Children’s Internet Protection Act (CIPA), any US school that receives federal funding is required to have an internet-safety policy. As school-issued tablets and Chromebook laptops become more commonplace, schools must install technological guardrails to keep their students safe. For some, this simply means blocking inappropriate websites. Others, however, have turned to software companies like Gaggle, Securly, and GoGuardian to surface potentially worrisome communications to school administrators
In an age of mass school-shootings and increased student suicides, SMPs Safety Management Platforms can play a vital role in preventing harm before it happens. Each of these companies has casestudies where an intercepted message helped save lives.
Over 50% of teachers say their schools are one-to-one (the industry term for assigning every student a device of their own), according to a 2017 survey from Freckle Education
But even in an age of student suicides and school shootings, when do security precautions start to infringe on students’ freedoms?
When the Gaggle algorithm surfaces a word or phrase that may be of concern—like a mention of drugs or signs of cyberbullying—the “incident” gets sent to human reviewers before being passed on to the school. Using AI, the software is able to process thousands of student tweets, posts, and status updates to look for signs of harm.
SMPs help normalize surveillance from a young age. In the wake of the Cambridge Analytica scandal at Facebook and other recent data breaches from companies like Equifax, we have the opportunity to teach kids the importance of protecting their online data
in an age of increased school violence, bullying, and depression, schools have an obligation to protect their students. But the protection of kids’ personal information is also a matter of their safety
