My note:
This is another example of blanket statements aimed to bank on buzzwords and fashionable tendencies. Indeed, use of social media is an imperative skill for any educational leader, since it provides a modern venue to communicate with the rest of the stakeholders in the educational process: parents, students etc.
However, the process of social media use in education is rather more complex as presented in this article. e.g.:
why the hashtag use is the one and only altmetric consideration for deep data analysis? The author suggests taking “advantage of an analytic tool to measure effectiveness and participation,” but there is no specific recommendation and the choice of the analytical tool as well as the process of analysis is a science on its own
how educators, as suggested by the author, “want to guide students on comment intensity and type while keeping them on topic”? Indeed, an educator abiding by constructivism will facilitate and guide, yet there is a fine boundary between facilitating and dominating the conversation with “guidance.”
The most useless suggestion in the article:
“For administrators, Twitter chats also provide an opportunity to gain student and parent perspectives while giving them more voice in what’s going on within a school or district.”
Are administrators willing to yield that power to their constituency? What does the current research on educational leaders’s attitude reveal regarding their willingness to engage in such open (and difficult to control) discourse? How is such attitude to be changed: this is missing in this article.
What is your approach to the institutional use of social media at your school?
France’s data privacy watchdog may fine messaging app WhatsApp if it does not comply with an order to bring its sharing of user data with parent company Facebook into line with French privacy law.
Separately, Germany’s cartel office said on Tuesday it had found Facebook had abused its dominant market position, in a ruling that questioned the company’s model of monetizing the personal data of its users through targeted advertising.
ECAR collaborated with 157 institutions to collect responses from 13,451 faculty respondents across 7 countries about their technology experiences. ECAR also collaborated with 124 institutions to collect responses from 43,559 undergraduate students across 10 countries about their technology experiences. Please see the 2017 student and faculty studies hub for more about this year’s research.
When it comes to meeting technological support needs, students’ default modality is DIY. Students are more than twice as likely to figure out solutions to technology problems on their own, to search online sources, or to ask a friend than they are to use their campus help desk. Contacting the vendor or company to fix a technology problem is the last resort.
Laptops are king, smartphones are queen, and tablets are on the way out.
Students’ experiences with their instructors’ use of and approach to technology in the classroom are a mixed bag. A majority of students said most of their instructors have adequate technology skills, use technology to enhance learning, and encourage the use of collaborative technology tools. However, students said fewer faculty use technology for sophisticated learning tasks (e.g., engagement, creative and critical thinking), and relatively few faculty ask students to use their own devices for in-class work.
Students are choosing sides in the online versus face-to-face debate. For the fourth year in a row, the number of students preferring a blended learning environment that includes some to mostly online components has increased. The number of students preferring completely face-to-face or completely online courses continues to dwindle. The number of students expressing no preference has been cut by more than half since 2014.
Students are satisfied with features of their LMS…except when they aren’t.Students have favorable opinions about the basic features and functionalities of their LMS. But, the more sophisticated the task and the more engagement required of students, the less happy they tend to be. This may be a function of the tools, the instructors who use them, or both.
Students would like their instructors to use more technology in their classes.Technologies that provide students with something (e.g., lecture capture, early-alert systems, LMS, search tools) are more desired than those that require students to give something (e.g., social media, use of their own devices, in-class polling tools). We speculate that sound pedagogy and technology use tied to specific learning outcomes and goals may improve the desirability of the latter.
Students reported that faculty are banning or discouraging the use of laptops, tablets, and (especially) smartphones more often than in previous years. Some students reported using their devices (especially their smartphones) for nonclass activities, which might explain the instructor policies they are experiencing. However, they also reported using their devices for productive classroom activities (e.g., taking notes, researching additional sources of information, and instructor-directed activities).
I asked Tinder for my data. It sent me 800 pages of my deepest, darkest secrets
The dating app knows me better than I do, but these reams of intimate information are just the tip of the iceberg. What if my data is hacked – or sold?
Every European citizen is allowed to do so under EU data protection law, yet very few actually do, according to Tinder.
With the help of privacy activist Paul-Olivier Dehaye from personaldata.io and human rights lawyer Ravi Naik, I emailed Tinder requesting my personal data and got back way more than I bargained for.
Some 800 pages came back containing information such as my Facebook “likes”, links to where my Instagram photos would have been had I not previously deleted the associated account, my education, the age-rank of men I was interested in, how many Facebook friends I had, when and where every online conversation with every single one of my matches happened … the list goes on.
Reading through the 1,700 Tinder messages I’ve sent since 2013, I took a trip into my hopes, fears, sexual preferences and deepest secrets. Tinder knows me so well. It knows the real, inglorious version of me who copy-pasted the same joke to match 567, 568, and 569; who exchanged compulsively with 16 different people simultaneously one New Year’s Day, and then ghosted 16 of them.
“What you are describing is called secondary implicit disclosed information,” explains Alessandro Acquisti, professor of information technology at Carnegie Mellon University. “Tinder knows much more about you when studying your behaviour on the app. It knows how often you connect and at which times; the percentage of white men, black men, Asian men you have matched; which kinds of people are interested in you; which words you use the most; how much time people spend on your picture before swiping you, and so on. Personal data is the fuel of the economy. Consumers’ data is being traded and transacted for the purpose of advertising.”.
In May, an algorithm was used to scrape 40,000 profile images from the platform in order to build an AI to “genderise” faces. A few months earlier, 70,000 profiles from OkCupid (owned by Tinder’s parent company Match Group) were made public by a Danish researcher some commentators have labelled a “white supremacist”, who used the data to try to establish a link between intelligence and religious beliefs. The data is still out there.
The digital attack that brought Estonia to a standstill 10 years ago was the first shot in a cyberwar that has been raging between Moscow and the west ever since
It began at exactly 10pm on 26 April, 2007, when a Russian-speaking mob began rioting in the streets of Tallinn, the capital city of Estonia, killing one person and wounding dozens of others. That incident resonates powerfully in some of the recent conflicts in the US. In 2007, the Estonian government had announced that a bronze statue of a heroic second world war Soviet soldier was to be removed from a central city square. For ethnic Estonians, the statue had less to do with the war than with the Soviet occupation that followed it, which lasted until independence in 1991. For the country’s Russian-speaking minority – 25% of Estonia’s 1.3 million people – the removal of the memorial was another sign of ethnic discrimination.
That evening, Jaan Priisalu – a former risk manager for Estonia’s largest bank, Hansabank, who was working closely with the government on its cybersecurity infrastructure – was at home in Tallinn with his girlfriend when his phone rang. On the line was Hillar Aarelaid, the chief of Estonia’s cybercrime police.
“It’s going down,” Aarelaid declared. Alongside the street fighting, reports of digital attacks were beginning to filter in. The websites of the parliament, major universities, and national newspapers were crashing. Priisalu and Aarelaid had suspected something like this could happen one day. A digital attack on Estoniahad begun.
“The Russian theory of war allows you to defeat the enemy without ever having to touch him,” says Peter Pomerantsev, author of Nothing is True and Everything is Possible. “Estonia was an early experiment in that theory.”
Since then, Russia has only developed, and codified, these strategies. The techniques pioneered in Estonia are known as the “Gerasimov doctrine,” named after Valery Gerasimov, the chief of the general staff of the Russian military. In 2013, Gerasimov published an article in the Russian journal Military-Industrial Courier, articulating the strategy of what is now called “hybrid” or “nonlinear” warfare. “The lines between war and peace are blurred,” he wrote. New forms of antagonism, as seen in 2010’s Arab spring and the “colour revolutions” of the early 2000s, could transform a “perfectly thriving state, in a matter of months, and even days, into an arena of fierce armed conflict”.
Russia has deployed these strategies around the globe. Its 2008 war with Georgia, another former Soviet republic, relied on a mix of both conventional and cyber-attacks, as did the 2014 invasion of Crimea. Both began with civil unrest sparked via digital and social media – followed by tanks. Finland and Sweden have experienced near-constant Russian information operations. Russian hacks and social media operations have also occurred during recent elections in Holland, Germany, and France. Most recently, Spain’s leading daily, El País, reported on Russian meddling in the Catalonian independence referendum. Russian-supported hackers had allegedly worked with separatist groups, presumably with a mind to further undermining the EU in the wake of the Brexit vote.
The Kremlin has used the same strategies against its own people. Domestically, history books, school lessons, and media are manipulated, while laws are passed blocking foreign access to the Russian population’s online data from foreign companies – an essential resource in today’s global information-sharing culture. According to British military researcher Keir Giles, author of Nato’s Handbook of Russian Information Warfare, the Russian government, or actors that it supports, has even captured the social media accounts of celebrities in order to spread provocative messages under their names but without their knowledge. The goal, both at home and abroad, is to sever outside lines of communication so that people get their information only through controlled channels.
According to its detractors, RT is Vladimir Putin’s global disinformation service, countering one version of the truth with another in a bid to undermine the whole notion of empirical truth. And yet influential people from all walks of public life appear on it, or take its money. You can’t criticise RT’s standards, they say, if you don’t watch it. So I watched it. For a week.
My note; so this is why Oliver Stone in his “documentary” went gentle on Putin, so his son can have a job. #Nepotism #FakeNews
RT’s stated mission is to offer an “alternative perspective on major global events”, but the world according to RT is often downright surreal.
Peter Pomerantsev, author of Nothing Is True and Everything Is Possible, about Putin’s Russia, and now a senior visiting fellow in global affairs at the London School of Economics, was in Moscow working in television when Russia Today first started hiring graduates from Britain and the US. “The people were really bright, they were being paid well,” he says. But they soon found they were being ordered to change their copy, or instructed how to cover certain stories to reflect well on the Kremlin. “Everyone had their own moment when they first twigged that this wasn’t like the BBC,” he says. “That, actually, this is being dictated from above.” The coverage of Russia’s war with Georgia in 2008 was a lightbulb moment for many, he says. They quit.
“The reason we are inundated by culturally alien [kulturfremden] peoples such as Arabs, Sinti and Roma etc. is the systematic destruction of civil society as a possible counterweight to the enemies-of-the-constitution by whom we are ruled. These pigs are nothing other than puppets of the victor powers of the Second World War….” Thus begins a 2013 personal e-mail from Alice Weidel, who in this autumn’s pivotal German election was one of two designated “leading candidates” of the Alternative für Deutschland (hereafter AfD or the Alternative). The chief “pig” and “puppet” was, of course, Angela Merkel.
Xenophobic right-wing nationalism—in Germany of all places? The very fact that observers express surprise indicates how much Germany has changed since 1945. These days, we expect more of Germany than of ourselves. For, seen from one point of view, this is just Germany partaking in the populist normality of our time, as manifested in the Brexit vote in Britain, Marine le Pen’s Front National in France, Geert Wilders’s blond beastliness in the Netherlands, the right-wing nationalist-populist government in Poland, and Trumpery in the US.
Like all contemporary populisms, the German version exhibits both generic and specific features. In common with other populisms, it denounces the current elites (Alteliten in AfD-speak) and established parties (Altparteien) while speaking in the name of the Volk, a word that, with its double meaning of people and ethno-culturally defined nation, actually best captures what Trump and Le Pen mean when they say “the people.”
Like other populists, Germany’s attack the mainstream media (Lügenpresse, the “lying press”) while making effective use of social media. On the eve of the election, the Alternative had some 362,000 Facebook followers, compared with the Social Democrats’ 169,000 and just 154,000 for Merkel’s Christian Democratic Union (CDU).
Tiresomely familiar to any observer of Trump, Brexit, or Wilders is the demagogic appeal to emotions while playing fast and loose with facts. In Amann’s account, the predominant emotion here is Angst.
For eight of the last twelve years, Germany has been governed by a so-called Grand Coalition of Christian Democrats—Merkel’s CDU in a loveless parliamentary marriage with the more conservative Bavarian Christian Social Union (CSU)—and Social Democrats. This has impelled disgruntled voters toward the smaller parties and the extremes. The effect has been reinforced by Merkel’s woolly centrist version of Margaret Thatcher’s TINA (There Is No Alternative), perfectly captured in the German word alternativlos (without alternatives). It’s no accident that this protest party is called the Alternative.
Minutes from November 29 meeting . (all documents arework in progress)
Consultation groups:
CATT (mixed of collective bargaining and various academic areas), student technology groups, TPR (Technological and Pedagogical Roundtable) – tech issue specific to faculty. not tech admin but broad issues.
Student tech fee commitee, ITS staff, SCSU Divisions (?); Management Team, MN stte system office / CIO; It external review members (?); STCC IT
More on charge of these groups
IT Strategic Planning – Lisa Foss, Phil Thorson, Shelly Mumm, Mike Freer, LaVonne, Joe Ben ueckler
Strategic Planning Team meets in the summer with the Management Team.
System office did the Educause survey w faculty and students. Horizon Report
D2L move to the cloud, domain change.
Lisa Foss; mini swats from SCSU deans . summer shaped a “certain perspectives”
2010 strategic vision for IT (30+ pages) never got off the ground, but the teams are the same. An external 2012 consultant (Koludes COmpany)
IT assessment group (?)
latest discussions: how to consult better campus users (Tom ?)
SCSU Strategic Plan as a template. Using similar/same goals and objectives: 1. engage students. objectives (come from the SCSU plan) a. integrate student learning and support. Strategy and source. This is on the Sharepoint site (Phil Thorson email
SCSU Tech Plan Engaged Students Objectives: what people will be able to do, if the plan is successful. 1.D. change from Engagement to Student Belonging. Analytics and Social Media is in the objectives. the objectives as they are too broad. I understand the need to keep them broad, but as they are they are too broad, which poses the danger of each stakeholder to interpret differently.
training and instruction what is the state and what is the plan. instead of department, can we build a network of people spread across departments. nationally 92% ecar survey https://www.educause.edu/ecar
engaged campus strategic priority. comprehensive technology training (?). the text reads as it is pertaining to IT staff only. Is it? if it is the entire campus, why does not mention it. so it is IT only at this point and needs to be reworded to be clear that included the entire campus. 2010 plan did not think about all different issues of technology in each department. one size fit the entire campus.
Engaged Communities: four campuses – Alnwick, Plymouth, SC and online
technology consortia: how to partner, lead etc
serving community members as community patrons.
what are the tactics comes late. aspirational
what the roadblocks. innovation
efficiencies, automation.
Tom (the faculty from the School of Health and Human Services – telemedicine) Janet Tilstred Communication Disorders
Phil Thorson: how is risk management fit in the complex issues.
Next step: what is this plan mean for COSE, for the other schools?
PALS is housed in Mankato, 40+ years, shared by all MnSCU institutions. smaller libraries with smaller staff benefit.
Funding: Centrally from the Chancellor Office and privately.
Ex Libris. Alma (management software) discovery software is Primo. Implementation from Sept 2017 to 2019
value-added services? A value–added service (VAS) is a popular telecommunications industry term for non-coreservices, or, in short, all services beyond standard voice calls and fax transmissions. However, it can be used in any service industry, for services available at little or no cost, to promote their primary business.
one search point; phys + electr; integrated into central system; academic resources available in central index; analytics and reporting; library consortia
EZ Proxy – provides access to library resources off campus
Islandora – open source digital asset management solution tha preserves, manages, and provide access to docs, unique history (photos, publications); research, other resources
Islandora is considered for OER, link to course materials through D2L
Leganto – expensive ExLibris for D2L integration
+++++++++++++
Thurs, Nov 30 – continuation from Tues, Nov 28
Islandora. open source digital assessment tool. STCC is using Islandora
Primo is the discovery tool for campus only w subscription. PALS does not fund Primo. PALS does it through state-wide dbases.
ILL of electronic resources among campuses; the new system is making it easier.
your comments about the new system making electronic resources more available : does it mean that I will not have to go through my campus ILL persona can “borrow” directly? or it is too optimistic to expect that?
Stephen Kelly: Tim Anderson has shared with me some thoughts on how Islandora can assist with archiving Open Educational Resources (OERs), but could you comment further on that for the benefit of everyone on the call? Answer: safe place to save OER. Drupal-based front end. Customizable. What is the connection to Primo
Stephen Kelly: Could it facilitate easier sharing of resources between institutions? For instance, if an OER was created at one institution and uploaded to Islandora, could it easily be populated for every other institution to access the materials as well?
Piggybacking on Stephen Kelly: are the account permissions similar to the average social media tool, where faculty can decide how “wide” the permission of h/er OER product is? E.g. a blog or YouTube / Kaltura can have: private / unlisted / public levels. Does Islandora function the same?
The term “digital humanities” can refer to research and instruction that is about information technology or that uses IT. By applying technologies in new ways, the tools and methodologies of digital humanities open new avenues of inquiry and scholarly production. Digital humanities applies computational capabilities to humanistic questions, offering new pathways for scholars to conduct research and to create and publish scholarship. Digital humanities provides promising new channels for learners and will continue to influence the ways in which we think about and evolve technology toward better and more humanistic ends.
As defined by Johanna Drucker and colleagues at UCLA, the digital humanities is “work at the intersection of digital technology and humanities disciplines.” An EDUCAUSE/CNI working group framed the digital humanities as “the application and/or development of digital tools and resources to enable researchers to address questions and perform new types of analyses in the humanities disciplines,” and the NEH Office of Digital Humanities says digital humanities “explore how to harness new technology for thumanities research as well as those that study digital culture from a humanistic perspective.” Beyond blending the digital with the humanities, there is an intentionality about combining the two that defines it.
digital humanities can include
creating digital texts or data sets;
cleaning, organizing, and tagging those data sets;
applying computer-based methodologies to analyze them;
and making claims and creating visualizations that explain new findings from those analyses.
Scholars might reflect on
how the digital form of the data is organized,
how analysis is conducted/reproduced, and
how claims visualized in digital form may embody assumptions or biases.
Digital humanities can enrich pedagogy as well, such as when a student uses visualized data to study voter patterns or conducts data-driven analyses of works of literature.
Digital humanities usually involves work by teams in collaborative spaces or centers. Team members might include
researchers and faculty from multiple disciplines,
graduate students,
librarians,
instructional technologists,
data scientists and preservation experts,
technologists with expertise in critical computing and computing methods, and undergraduates
some disciplinary associations, including the Modern Language Association and the American HistoricalAssociation, have developed guidelines for evaluating digital proj- ects, many institutions have yet to define how work in digital humanities fits into considerations for tenure and promotion
Because large projects are often developed with external funding that is not readily replaced by institutional funds when the grant ends sustainability is a concern. Doing digital humanities well requires access to expertise in methodologies and tools such as GIS, mod- eling, programming, and data visualization that can be expensive for a single institution to obtain
Resistance to learning new tech- nologies can be another roadblock, as can the propensity of many humanists to resist working in teams. While some institutions have recognized the need for institutional infrastructure (computation and storage, equipment, software, and expertise), many have not yet incorporated such support into ongoing budgets.
Opportunities for undergraduate involvement in research, provid ing students with workplace skills such as data management, visualization, coding, and modeling. Digital humanities provides new insights into policy-making in areas such as social media, demo- graphics, and new means of engaging with popular culture and understanding past cultures. Evolution in this area will continue to build connections between the humanities and other disci- plines, cross-pollinating research and education in areas like med- icine and environmental studies. Insights about digital humanities itself will drive innovation in pedagogy and expand our conceptualization of classrooms and labs
Media literacy. Differentiated instruction. Media literacy guide.
Fake news as part of media literacy. Visual literacy as part of media literacy. Media literacy as part of digital citizenship.
Web design / web development
the roles of HTML5, CSS, Java Script, PHP, Bootstrap, JQuery, React and other scripting languages and libraries. Heat maps and other usability issues; website content strategy. THE MODEL-VIEW-CONTROLLER (MVC) design pattern
Social media for institutional use. Digital Curation. Social Media algorithms. Etiquette Ethics. Mastodon
I hosted a LITA webinar in the fall of 2016 (four weeks); I can accommodate any information from that webinar for the use of the IM students
OER and instructional designer’s assistance to book creators.
I can cover both the “library part” (“free” OER, copyright issues etc) and the support / creative part of an OER book / textbook
“Big Data.” Data visualization. Large scale visualization. Text encoding. Analytics, Data mining. Unizin. Python, R in academia.
I can introduce the students to the large idea of Big Data and its importance in lieu of the upcoming IoT, but also departmentalize its importance for academia, business, etc. From infographics to heavy duty visualization (Primo X-Services API. JSON, Flask).
NetNeutrality, Digital Darwinism, Internet economy and the role of your professional in such environment
I can introduce students to the issues, if not familiar and / or lead a discussion on a rather controversial topic
Digital assessment. Digital Assessment literacy.
I can introduce students to tools, how to evaluate and select tools and their pedagogical implications
Wikipedia
a hands-on exercise on working with Wikipedia. After the session, students will be able to create Wikipedia entries thus knowing intimately the process of Wikipedia and its information.
Effective presentations. Tools, methods, concepts and theories (cognitive load). Presentations in the era of VR, AR and mixed reality. Unity.
I can facilitate a discussion among experts (your students) on selection of tools and their didactically sound use to convey information. I can supplement the discussion with my own findings and conclusions.
eConferencing. Tools and methods
I can facilitate a discussion among your students on selection of tools and comparison. Discussion about the their future and their place in an increasing online learning environment
Digital Storytelling. Immersive Storytelling. The Moth. Twine. Transmedia Storytelling
I am teaching a LIB 490/590 Digital Storytelling class. I can adapt any information from that class to the use of IM students
VR, AR, Mixed Reality.
besides Mark Gill, I can facilitate a discussion, which goes beyond hardware and brands, but expand on the implications for academia and corporate education / world
Instructional design. ID2ID
I can facilitate a discussion based on the Educause suggestions about the profession’s development
Microcredentialing in academia and corporate world. Blockchain
IT in K12. How to evaluate; prioritize; select. obsolete trends in 21 century schools. K12 mobile learning
Podcasting: past, present, future. Beautiful Audio Editor.
a definition of podcasting and delineation of similar activities; advantages and disadvantages.
Gender, race and age in education. Digital divide. Xennials, Millennials and Gen Z. generational approach to teaching and learning. Young vs old Millennials. Millennial employees.
