Searching for "internet"
this article was written in 2004
Weiler, A. (2005). Information-Seeking Behavior in Generation Y Students: Motivation, Critical Thinking, and Learning Theory. Journal Of Academic Librarianship, 31(1), 46-53.
http://www.sciencedirect.com/science/article/pii/S0099133304001521
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d16348908%26site%3dehost-live%26scope%3dsite
The research indicates that only a very small percentage of the general population prefer to learn by reading.
members of “Generation Y,” the generation born between 1980 and 1994.
The first model for study of information-seeking behavior in the general population was developed by James Krikelas in 1983. This model suggested that the steps of information seeking were as follows: (1) perceiving a need, (2) the search itself, (3) finding the information, and (4) using the information, which results in either satisfaction or dissatisfaction.
A second model developed by Carol C. Kuhlthau of Rutgers University stresses a process approach with an emphasis placed on cognitive skills; as they increase, so does information-seeking effectiveness. This model is one of the few that was developed based on actual research and not simply on practical experience.
Eisenberg and Berkowitz proposed a model based on the “Big Six Skills”—task definition, information seeking, implementation, use, synthesis, and evaluation. Their model is flexible and nonlinear in the same way that hypertext is, allowing for different areas and avenues to be explored out of sequence. In addition, seekers can go back to refine and reidentify the information need, implementing new strategies.
Critical thinking is a process that is widely acknowledged in the literature to be crucial to the learning process, to cognitive development, and to effective information seeking.
A more effective lesson on Internet information then, rather than specifically dwelling on “good” and “bad” Web sites, would be to present actual examples and to raise questions rather than giving answers, opening the student up to the next level intellectual development, “multiplicity.” Multiplicity is the ability to acknowledge that the world contains knowledge that the student cannot yet classify as right or wrong, knowledge which requires further study and thought (the so-called “gray area”).
Behavior Theory, first developed by B. F. Skinner in the 1950s, uses the concepts of “positive” and “negative” reinforcement to control behavior. This theory explains learning behavior very simply: Reward students who perform well, and punish students who do not.
The “Control Theory” of behavior was developed by William Glasser. The theory states that, rather than being a response to outside stimulus, behavior is determined by what a person wants or needs at any given time, and any given behavior is an attempt to address basic human needs such as love, freedom, power, etc.
The Myers–Briggs Personality Analysis test, developed by Isabel Myers and Katherine Briggs, was developed using Jung’s theory of personality types in an effort to determine what type any given individual is. The personality type then determines the learning style of a given individual.
Multiple Intelligences
Gardner’s theory relates more directly to intelligence rather than to personality. Gardner states that intelligence is comprised of a group of different abilities, which originate in the stages of development each person passes through as they grow to adulthood. He identifies seven such intelligences—verbal–linguistic, logical–mathematical, visual–spatial, body–kinesthetic, musical–rhythmic, interpersonal, and intrapersonal—but he suggests that there are probably more.
Information seeking is a highly subjective process, one which students approach with prior knowledge, strongly held opinions, and differing levels of cognitive development. From the research it is apparent that, aside from personal preconceptions, issues of time and levels of difficulty in obtaining information are usually of more concern to students than issues of accuracy. It is still unclear, however, whether this is because they are not concerned about the accuracy unless their instructor is, or because they are assuming most information is by nature accurate.
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More on Generation Z and Generation Y in this IMS blog:
https://blog.stcloudstate.edu/ims?s=generation
As you may be aware that TERI is a global think-tank knowledge driven organisation working in the field of Energy, Environment and Sustainable Development. TERI is organising it’s one of the flagship event ICDL 2016 from
13 to 16 December, 2016 at India Habitat Center, Lodhi Road, New Delhi. The theme of the conference is “Smart Future: Knowledge Trends that will Change the World”. (URL: http://www.teriin.org/events/icdl/)
As we understand that in the current scenario all enterprises are heading towards Digital Transformation, which derives business value for an effective decision making process. To be a part of this transformation strategy, all stakeholders at various levels should be aware of certain pertinent components, which are mentioned below. This conference is a unique platform to brainstorm and network with leading speakers and digital luminaries. Some of the major thrust areas to be covered are:
- Innovation and Knowledge Management
- Big Data and Analytics
- Social Media and Analytics
- Internet of Things (IoT)
To get yourself and your team to engage in one of these issues, we would request you to kindly share your skills, expertise and experiences with audiences in this thought provoking and stimulating interactive platform of ICDL 2016.
For your reference and further information about this event, please refer to 1. Brochure http://www.teriin.org/events/icdl/pdf/Brochure.pdf
- Background paper
http://www.teriin.org/events/icdl/pdf/ICDL_BackgroundPaper/
Do write back to us for further queries, if any.
For further Information Contact:
Mr V V S Parihar
ICDL 2016 Secretariat
The Energy and Resources Institute (TERI) India Habitat Centre Complex, Lodhi Road, New Delhi-110003, India
Tel: +91 11 24682100 or 41504900
Fax: 24682144 Email: ICDL2016@teri.res.in, vijayvsp@teri.res.in
Website: http://www.teriin.org/events/icdl
Zygmunt Bauman: “Social media are a trap.”The Polish-born sociologist is skeptical about the possibilities for political change
Since developing his theory of liquid modernity in the late 1990s – which describes our age as one in which “all agreements are temporary, fleeting, and valid only until further notice” – he has become a leading figure in the field of sociology.
Q. You are skeptical of the way people protest through social media, of so-called “armchair activism,” and say that the internet is dumbing us down with cheap entertainment. So would you say that the social networks are the new opium of the people?
A. The question of identity has changed from being something you are born with to a task: you have to create your own community. But communities aren’t created, and you either have one or you don’t. What the social networks can create is a substitute. The difference between a community and a network is that you belong to a community, but a network belongs to you. You feel in control. You can add friends if you wish, you can delete them if you wish. You are in control of the important people to whom you relate. People feel a little better as a result, because loneliness, abandonment, is the great fear in our individualist age. But it’s so easy to add or remove friends on the internet that people fail to learn the real social skills, which you need when you go to the street, when you go to your workplace, where you find lots of people who you need to enter into sensible interaction with. Pope Francis, who is a great man, gave his first interview after being elected to Eugenio Scalfari, an Italian journalist who is also a self-proclaimed atheist. It was a sign: real dialogue isn’t about talking to people who believe the same things as you. Social media don’t teach us to dialogue because it is so easy to avoid controversy… But most people use social media not to unite, not to open their horizons wider, but on the contrary, to cut themselves a comfort zone where the only sounds they hear are the echoes of their own voice, where the only things they see are the reflections of their own face. Social media are very useful, they provide pleasure, but they are a trap.
The biggest threat to democracy? Your social media feed
Yochai Benkler explains: “The various formats of the networked public sphere provide anyone with an outlet to speak, to inquire, to investigate, without need to access the resources of a major media organization.”
Democratic bodies are typically elected in periods of three to five years, yet citizen opinions seem to fluctuate daily and sometimes these mood swings grow to enormous proportions. When thousands of people all start tweeting about the same subject on the same day, you know that something is up. With so much dynamic and salient political diversity in the electorate, how can policy-makers ever reach a consensus that could satisfy everyone?
At the same time, it would be a grave mistake to discount the
voices of the internet as something that has no connection to real political situations.
What happened in the UK was not only a political disaster, but also a vivid example of what happens when you combine the uncontrollable power of the internet with a
lingering visceral feeling that ordinary people have lost control of the politics that shape their lives.
Polarization as a driver of populism
People who have long entertained right-wing populist ideas, but were never confident enough to voice them openly, are now in a position to connect to like-minded others online and use the internet as a megaphone for their opinions.
The resulting echo chambers tend to amplify and reinforce our existing opinions, which is dysfunctional for a healthy democratic discourse. And while social media platforms like Facebook and Twitter generally have the power to expose us to politically diverse opinions, research suggests that the filter bubbles they sometimes create are, in fact, exacerbated by the platforms’ personalization algorithms, which are based on our social networks and our previously expressed ideas. This means that instead of creating an ideal type of a digitally mediated “public agora”, which would allow citizens to voice their concerns and share their hopes, the internet has actually increased conflict and ideological segregation between opposing views, granting a disproportionate amount of clout to the most extreme opinions.
The disintegration of the general will
In political philosophy, the very idea of democracy is based on the principal of the general will, which was proposed by Jean-Jacques Rousseau in the 18th century. Rousseau envisioned that a society needs to be governed by a democratic body that acts according to the imperative will of the people as a whole.
There can be no doubt that a new form of digitally mediated politics is a crucial component of the Fourth Industrial Revolution: the internet is already used for bottom-up agenda-setting, empowering citizens to speak up in a networked public sphere, and pushing the boundaries of the size, sophistication and scope of collective action. In particular, social media has changed the nature of political campaigning and will continue to play an important role in future elections and political campaigns around the world.
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more on the impact of technology on democracy in this IMS blog:
https://blog.stcloudstate.edu/ims?s=democracy
Dear colleagues,
the topics of privacy pertaining technology is becoming ubiquitous.
If you feel that the content of your class material can benefit of such discussions, please let us know.
Please have some titles, which can help you brainstorm topics for discussions in your classes:
Power, Privacy, and the Internet
https://blog.stcloudstate.edu/ims/2015/12/03/power-privacy-internet/
Privacy groups slam Department of Homeland Security social media proposal
https://blog.stcloudstate.edu/ims/2016/08/24/dhs-social-media-proposal/
FBI quietly changes its privacy rules for accessing NSA data on Americans
https://blog.stcloudstate.edu/ims/2016/03/09/surveillance-and-privacy/
Facebook canceled a student’s internship after he highlighted a massive privacy issue
https://blog.stcloudstate.edu/ims/2015/08/17/facebook-and-privacy/
Samsung’s Privacy Policy Warns Customers Their Smart TVs Are Listening
https://blog.stcloudstate.edu/ims/2015/02/10/privacy-smart-devices/
Teenagers, The Internet, And Privacy
https://blog.stcloudstate.edu/ims/2014/11/05/teenagers-the-internet-and-privacy/
Online privacy: It’s time for a new security paradigm
https://blog.stcloudstate.edu/ims/2014/09/25/online-privacy-its-time-for-a-new-security-paradigm/
On social media, privacy, etc.
https://blog.stcloudstate.edu/ims/2014/03/14/on-social-media-privacy-etc/
Hacking the Future: Privacy, Identity, and Anonymity On the Web
https://blog.stcloudstate.edu/ims/2013/12/03/hacking-the-future-privacy-identity-and-anonymity-on-the-web/
Are We Puppets in a Wired World?
https://blog.stcloudstate.edu/ims/2013/10/23/pro-domo-sua-are-we-puppets-in-a-wired-world-surveillance-and-privacy-revisited/
How Teens Deal With Privacy and Mobile Apps
https://blog.stcloudstate.edu/ims/2013/08/28/how-teens-deal-with-privacy-and-mobile-apps/
If you seek more tangible, hands-on assistance with similar and/or any topics regarding technology, please do not hesitate to contact us.
How Educating Students About Dishonesty Can Help Curb Cheating
How Educating Students About Dishonesty Can Help Curb Cheating
Cheating remains a stubborn problem at many schools. According to the Educational Testing Service and the Ad Council, who define cheating as “representing someone else’s work as your own,” cheating tends to start in junior high, peak in high school, and occur most often in math and science classes. Men and women cheat in equal measure, both sexes aided by the ubiquity of computers and the internet, and most cheaters aren’t caught. Both high- and low-achieving students find ways to misrepresent their work, explaining away their misconduct with familiar rationalizations: everybody does it, it’s a victimless crime, and getting the grade matters more.
while few cheat a lot—20 of the 40,000 involved in the experiments—many more—about 28,000—cheated a little bit. Most everyone has what he calls a “personal fudge factor” that allows for just a little dishonesty, provided that the conditions are right. For example, if people see others cheating without consequence, they’re more apt to do the same; social norms permit it. If cheating seems to benefit a “good cause,” even more feel comfortable deceiving.
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more on cheating and academic dishonesty in this IMS blog
https://blog.stcloudstate.edu/ims?s=cheating
Education in the ‘Fourth Wave’ of Science-Driven Economic Advancement
By David Nagel 07/06/16
https://thejournal.com/articles/2016/07/06/education-in-the-fourth-wave-of-science-driven-economic-advancement.aspx
fourth wave, one driven by nanotechnology, biotechnology and artificial intelligence.
In at least one presentation, he referred to the American education system as “the worst educational system known to science.”
Although there will be a “perfect” and direct transfer of information to everyone with or without educators, students will still need to come to class to benefit from the wisdom and experience of their teachers.
“So in the future, there’s going to be a balance, a balance between ‘e-instruction’ and mentoring. And teachers, more and more, will be in the business of mentoring [and] personal experience because you cannot get that on the Internet.”
Those aspects of “mentoring” and “career guidance” are especially important to Kaku, who said that teachers must push students to where the jobs will be in the future.
Over 30.000 Academic and Cultural Movies and Documentaries for Teachers
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http://lifehacker.com/top-10-places-to-download-or-stream-movies-for-free-le-1782772455
- The Internet Archive is a repository for all sorts of things, and while you probably know it for the ever-useful Wayback Machine, it’s also great for public domain films, independent media, TV broadcasts and newsreels, and other media that you’re free to use and remix on your own as well as sit back and enjoy for yourself.
- YouTube is home to a ton of free, and freely-published movies and TV shows, many of which are YouTube originals, and others that are available via Creative Commons or shared in the public domain.
- Owned by Sony (which is why there’s so much to watch), Crackle is often overlooked when people discuss free streaming media on the web, but it’s present on a number of mobile devices and set-top boxes.
- MoviesFoundOnline collects free films, independent films, stand-up comedy, TV shows, and other media freely available around the web. From full films to indie TV series to classic film, you can browse the site’s categories across the top—like short films, documentaries, viral videos, or comedy to name a few—to find something you’re interested in specifically.
- PopcornFlix is owned and operated by Screen Media Ventures, they’re all completely free to watch on your computer, or through their mobile apps or other supported devices.
- Classic Cinema Online is ideal for those old, classic movie buffs who love the era of black and white films and artistically painted movie posters.
- TopDocumentaryFilms, or TDF, their top 100 documentary list to see what people are watching, or check the front page for their featured films.
- WatchDocumentary.org
- If you’d rather download than stream, Public Domain Torrents is the place to go.
- Vimeo is most certainly second seat to YouTube when it comes to size and popularity, but it’s still a great video upload service for short film and independent filmmakers, and for people who want the freedom and flexibility of a mobile-friendly, HD-capable upload service with great privacy and video management controls and an upbeat community of users.
from the comments:
http://www.ubu.com/film/
Avast is excellent, as is Windows Defender.
training session 10:30AM July 7
firefox is preferable to chrome and IE
in chrome, audio plays automatically. if students are using Chromes, need to have the audio file on the top, so students can stop it. NAPI is not supported by Google. So Softchalk must start local launch.
this is SO complex and SO many side steps that it will be a miracle to get the middle 50-60% of faculty into buying the SoftChalk idea.
local launch is client based and allows creating content without Internet connection
edit in Create Online allows creation on mobile devices such as tablet
have to have rights on the computer to install the local launch. Ha…
I am behind David, since my java is not up to date. i have to update now that. I wonder how many faculty will endure the initial process
Microsoft Edge is different the IE, but will act the same
SoftChalk is the same elitist ideas as LMS. It will require an extensive training of faculty, which they have no time and energy to invest in. The idea of Learning Objects will require years of compiling materials, sufficiently enough to be recycled by other faculty. In most disciplines, these learning objects will age by the time they reach the critical mass.
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training session 1PM July 6, 2016
David Evans from SoftChalk is doing the training session.
If we want to share with students, do they have to have a user account in softchalk?
Аnswer: No. The instructor can share the content by embedding the URL to the Softchalk content, but not allow students to participate in the creation
the answer defies the constructivist principles of learning
MnSCU site Educational Innovations -> MnSCU SoftChalk Pilot
http://www.asa.mnscu.edu/educationalinnovations/projects/SoftChalk_Cloud/educational-innovations-page.html
- Part 1: Trainer David Evans – SoftChalk’s cloud management (creating lessons, folders, sharing, uploading files and more) – 1 hour 5 min
https://mnscu.webex.com/mnscu/ldr.php?RCID=b15902c4eb57cfcbfc6559b4f2e4bcf7
- Part 2: – 21 min https://mnscu.webex.com/mnscu/ldr.php?RCID=2e0612ead1c04836ab614ebafe4607ed
- Lesley Blicker – MnSCU’s pilot project and web resources (7 min)
- Jon Werth – integrating SoftChalk with the D2L Brightspace gradebook, plus browsers to use or avoid
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MnSCU pilot. How to do the LT integration for the gradebook, including browsers constrains.
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SoftChalk Session for CSAs and CTs
Java applet is essential, until HMTL5 is functional. IT and the System Office have things locked down and not much can be done. Java Application cannot be blocked.
http://asa.mnscu.edu/educationalinnovations/projects/SoftChalk_Cloud/educational-innovations-page.html
Integrating Softchalk Cloud w D2L. SCORM – don’t use it. Tool Provider.
SoftChalk (SC) can be used as an external link within D2L, internal integration only when used with the gradebook. The LTI link is ONLY needed if the instructor plans to use the gradebook. Otherwise, it’s a simple embed in content.
if recently installed Java 8.91, will not install the jar file and one have to go and manually delete it.
Browsers.
Firefox and IE will allow to launch the Java applet. Chrome and Safari will block it. it will require a local launch. The install will create an icon in the lower right corner.
I cannot believe such structure, in the times of drag and drop. Whoever came up w it, is DEFINITELY not a faculty and does not care about faculty time and effort.
the process is lengthy and cumbersome, not to mentioned repetitive. If this work is shifted toward faculty, i seriously doubt that the adoption rate will be in the double digits.
verdict: much ado about nothing: the work that faculty have to put toward such content versus the return on the Bloom’s taxonomy scale is so low that in my opinion is just squandering of efforts. If there is a LOR, where faculty can draw preset clusters of similar activities, I would be more willing to accept.
a license for SoftChalk Cloud is needed. Who is in charge of this? John and TLTR? Tom as faculty president?
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more on Softchalk in this IMS blog
https://blog.stcloudstate.edu/ims?s=softchalk
Big Telecom lost in court, but an open internet won. So did you.
http://finance.yahoo.com/news/net-neutrality-verizon-212332710.html
U.S. Appeals Court Upholds Net Neutrality Rules In Full
http://www.npr.org/sections/thetwo-way/2016/06/14/471286113/u-s-appeals-court-holds-up-net-neutrality-rules-in-full
Net Neutrality Won Big Today, But Don’t Celebrate Just Yet
http://www.wired.com/2016/06/net-neutrality-won-big-today-dont-celebrate-just-yet/
Net Neutrality Court Decision Yields Early Winners And Losers
http://www.forbes.com/sites/howardhomonoff/2016/06/15/net-neutrality-court-decision-yields-early-winners-and-losers/
more on net neutrality in this blog:
https://blog.stcloudstate.edu/ims?s=net+neutrality