United States digital literacy frameworks tend to focus on educational policy details and personal empowerment, the latter encouraging learners to become more effective students, better creators, smarter information consumers, and more influential members of their community.
National policies are vitally important in European digital literacy work, unsurprising for a continent well populated with nation-states and struggling to redefine itself, while still trying to grow economies in the wake of the 2008 financial crisis and subsequent financial pressures
African digital literacy is more business-oriented.
Middle Eastern nations offer yet another variation, with a strong focus on media literacy. As with other regions, this can be a response to countries with strong state influence or control over local media. It can also represent a drive to produce more locally-sourced content, as opposed to consuming material from abroad, which may elicit criticism of neocolonialism or religious challenges.
p. 14 Digital literacy for Humanities: What does it mean to be digitally literate in history, literature, or philosophy? Creativity in these disciplines often involves textuality, given the large role writing plays in them, as, for example, in the Folger Shakespeare Library’s instructor’s guide. In the digital realm, this can include web-based writing through social media, along with the creation of multimedia projects through posters, presentations, and video. Information literacy remains a key part of digital literacy in the humanities. The digital humanities movement has not seen much connection with digital literacy, unfortunately, but their alignment seems likely, given the turn toward using digital technologies to explore humanities questions. That development could then foster a spread of other technologies and approaches to the rest of the humanities, including mapping, data visualization, text mining, web-based digital archives, and “distant reading” (working with very large bodies of texts). The digital humanities’ emphasis on making projects may also increase
Digital Literacy for Business: Digital literacy in this world is focused on manipulation of data, from spreadsheets to more advanced modeling software, leading up to degrees in management information systems. Management classes unsurprisingly focus on how to organize people working on and with digital tools.
Digital Literacy for Computer Science: Naturally, coding appears as a central competency within this discipline. Other aspects of the digital world feature prominently, including hardware and network architecture. Some courses housed within the computer science discipline offer a deeper examination of the impact of computing on society and politics, along with how to use digital tools. Media production plays a minor role here, beyond publications (posters, videos), as many institutions assign multimedia to other departments. Looking forward to a future when automation has become both more widespread and powerful, developing artificial intelligence projects will potentially play a role in computer science literacy.
In traditional instruction, students’ first contact with new ideas happens in class, usually through direct instruction from the professor; after exposure to the basics, students are turned out of the classroom to tackle the most difficult tasks in learning — those that involve application, analysis, synthesis, and creativity — in their individual spaces. Flipped learning reverses this, by moving first contact with new concepts to the individual space and using the newly-expanded time in class for students to pursue difficult, higher-level tasks together, with the instructor as a guide.
Let’s take a look at some of the myths about flipped learning and try to find the facts.
Myth: Flipped learning is predicated on recording videos for students to watch before class.
Fact: Flipped learning does not require video. Although many real-life implementations of flipped learning use video, there’s nothing that says video must be used. In fact, one of the earliest instances of flipped learning — Eric Mazur’s peer instruction concept, used in Harvard physics classes — uses no video but rather an online text outfitted with social annotation software. And one of the most successful public instances of flipped learning, an edX course on numerical methods designed by Lorena Barba of George Washington University, uses precisely one video. Video is simply not necessary for flipped learning, and many alternatives to video can lead to effective flipped learning environments [http://rtalbert.org/flipped-learning-without-video/].
Fact: Flipped learning optimizes face-to-face teaching. Flipped learning may (but does not always) replace lectures in class, but this is not to say that it replaces teaching. Teaching and “telling” are not the same thing.
Myth: Flipped learning has no evidence to back up its effectiveness.
Fact: Flipped learning research is growing at an exponential pace and has been since at least 2014. That research — 131 peer-reviewed articles in the first half of 2017 alone — includes results from primary, secondary, and postsecondary education in nearly every discipline, most showing significant improvements in student learning, motivation, and critical thinking skills.
Myth: Flipped learning is a fad.
Fact: Flipped learning has been with us in the form defined here for nearly 20 years.
Myth: People have been doing flipped learning for centuries.
Fact: Flipped learning is not just a rebranding of old techniques. The basic concept of students doing individually active work to encounter new ideas that are then built upon in class is almost as old as the university itself. So flipped learning is, in a real sense, a modern means of returning higher education to its roots. Even so, flipped learning is different from these time-honored techniques.
Myth: Students and professors prefer lecture over flipped learning.
Fact: Students and professors embrace flipped learning once they understand the benefits. It’s true that professors often enjoy their lectures, and students often enjoy being lectured to. But the question is not who “enjoys” what, but rather what helps students learn the best.They know what the research says about the effectiveness of active learning
Assertion: Flipped learning provides a platform for implementing active learning in a way that works powerfully for students.
The Exposure Approach: we don’t provide a way for participants to determine if they learned anything new or now have the confidence or competence to apply what they learned.
The Exemplar Approach: from ‘show and tell’ for adults to show, tell, do and learn.
The Tutorial Approach: Getting a group that can meet at the same time and place can be challenging. That is why many faculty report a preference for self-paced professional development.build in simple self-assessment checks. We can add prompts that invite people to engage in some sort of follow up activity with a colleague. We can also add an elective option for faculty in a tutorial to actually create or do something with what they learned and then submit it for direct or narrative feedback.
The Course Approach: a non-credit format, these have the benefits of a more structured and lengthy learning experience, even if they are just three to five-week short courses that meet online or in-person once every week or two.involve badges, portfolios, peer assessment, self-assessment, or one-on-one feedback from a facilitator
The Academy Approach: like the course approach, is one that tends to be a deeper and more extended experience. People might gather in a cohort over a year or longer.Assessment through coaching and mentoring, the use of portfolios, peer feedback and much more can be easily incorporated to add a rich assessment element to such longer-term professional development programs.
The Mentoring Approach: The mentors often don’t set specific learning goals with the mentee. Instead, it is often a set of structured meetings, but also someone to whom mentees can turn with questions and tips along the way.
The Coaching Approach: A mentor tends to be a broader type of relationship with a person.A coaching relationship tends to be more focused upon specific goals, tasks or outcomes.
The Peer Approach:This can be done on a 1:1 basis or in small groups, where those who are teaching the same courses are able to compare notes on curricula and teaching models. They might give each other feedback on how to teach certain concepts, how to write syllabi, how to handle certain teaching and learning challenges, and much more. Faculty might sit in on each other’s courses, observe, and give feedback afterward.
The Self-Directed Approach:a self-assessment strategy such as setting goals and creating simple checklists and rubrics to monitor our progress. Or, we invite feedback from colleagues, often in a narrative and/or informal format. We might also create a portfolio of our work, or engage in some sort of learning journal that documents our thoughts, experiments, experiences, and learning along the way.
In 2014, administrators at Central Piedmont Community College (CPCC) in Charlotte, North Carolina, began talks with members of the North Carolina State Board of Community Colleges and North Carolina Community College System (NCCCS) leadership about starting a CBE program.
Building on an existing project at CPCC for identifying the elements of a digital learning environment (DLE), which was itself influenced by the EDUCAUSE publication The Next Generation Digital Learning Environment: A Report on Research,1 the committee reached consensus on a DLE concept and a shared lexicon: the “Digital Learning Environment Operational Definitions,
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.
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.
Publisher / Organization: Athabasca University Press
Year founded: 2000
Description: The International Review of Research in Open and Distributed Learning disseminates original research, theory, and best practice in open and distributed learning worldwide.
Publisher / Organization: The University of Illinois at Chicago- University Library
Year founded: 1996
Description: First Monday is among the very first open access journals in the EdTech field. The journal’s subject matter encompasses the full range of Internet issues, including educational technologies, social media and web search. Contributors are urged via author guidelines to use simple explanations and less complex sentences and to be mindful that a large proportion of their readers are not part of academia and do not have English as a first language.
Academic Management: University of Catalonia (UOC)
Year founded: 2004
Description: This journal aims to: provide a vehicle for scholarly presentation and exchange of information between professionals, researchers and practitioners in the technology-enhanced education field; contribute to the advancement of scientific knowledge regarding the use of technology and computers in higher education; and inform readers about the latest developments in the application of information technologies (ITs) in higher education learning, training, research and management.
Description: Online Learning promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for over 20 years as the Journal of Asynchronous Learning Networks (JALN) and recently merged with the Journal of Online Learning and Teaching (JOLT).
Publisher / Organization: International Forum of Educational Technology & Society
Year founded:1998
Description: Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage these systems. Articles should discuss the perspectives of both communities – the programmers and the instructors. The journal is currently still accepting submissions for ongoing special issues, but will cease publication in the future as the editors feel that the field of EdTech is saturated with high quality publications.
Description: The Australasian Journal of Educational Technology aims to promote research and scholarship on the integration of technology in tertiary education, promote effective practice, and inform policy. The goal is to advance understanding of educational technology in post-school education settings, including higher and further education, lifelong learning, and training.
DESCRIPTION: The Internet and Higher Education is devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings. Articles should significantly address innovative deployments of Internet technology in instruction and report on research to demonstrate the effects of information technology on instruction in various contexts in higher education.
Publisher / Organization: British Educational Research Association (BERA)
YEAR FOUNDED: 1970
DESCRIPTION: The journal publishes theoretical perspectives, methodological developments and empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
Description: Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high quality research, which extends theory and practice.
Description: TechTrends targets professionals in the educational communication and technology field. It provides a vehicle that fosters the exchange of important and current information among professional practitioners. Among the topics addressed are the management of media and programs, the application of educational technology principles and techniques to instructional programs, and corporate and military training.
Description: Advances in technology and the growth of e-learning to provide educators and trainers with unique opportunities to enhance learning and teaching in corporate, government, healthcare, and higher education. IJEL serves as a forum to facilitate the international exchange of information on the current research, development, and practice of e-learning in these sectors.
Led by an Editorial Review Board of leaders in the field of e-Learning, the Journal is designed for the following audiences: researchers, developers, and practitioners in corporate, government, healthcare, and higher education. IJEL is a peer-reviewed journal.
Description: JCMST is a highly respected scholarly journal which offers an in-depth forum for the interchange of information in the fields of science, mathematics, and computer science. JCMST is the only periodical devoted specifically to using information technology in the teaching of mathematics and science.
Just as researchers build reputation over time that can be depicted (in part) through quantitative measures such as h-index and i10-index, journals are also compared based on the number of citations they receive..
Description: The Journal of Interactive Learning Research (JILR) publishes papers related to the underlying theory, design, implementation, effectiveness, and impact on education and training of the following interactive learning environments: authoring systems, cognitive tools for learning computer-assisted language learning computer-based assessment systems, computer-based training computer-mediated communications, computer-supported collaborative learning distributed learning environments, electronic performance support systems interactive learning environments, interactive multimedia systems interactive simulations and games, intelligent agents on the Internet intelligent tutoring systems, microworlds, virtual reality based learning systems.
Description: JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education. It contributes to the advancement of the theory and practice of learning and teaching in environments that integrate images, sound, text, and data.
Publisher / Organization: Society for Information Technology and Teacher Education (SITE)
Year founded: 1997
Description: JTATE serves as a forum for the exchange of knowledge about the use of information technology in teacher education. Journal content covers preservice and inservice teacher education, graduate programs in areas such as curriculum and instruction, educational administration, staff development instructional technology, and educational computing.
Publisher / Organization: Association for the Advancement of Computing in Education (AACE)
YEAR FOUNDED: 2015
DESCRIPTION: The Journal of Online Learning Research (JOLR) is a peer-reviewed, international journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary pedagogy and policy in primary and secondary (K-12) online and blended environments. JOLR is focused on publishing manuscripts that address online learning, catering particularly to the educators who research, practice, design, and/or administer in primary and secondary schooling in online settings. However, the journal also serves those educators who have chosen to blend online learning tools and strategies in their face-to-face classroom.
The most commonly used index to measure the relative importance of journals is the annual Journal Citation Reports (JCR). This report is published by Clarivate Analytics (previously Thomson Reuters).
SCImago Journal Rank (SJR indicator) measures the influence of journals based on the number of citations the articles in the journal receive and the importance or prestige of the journals where such citations come from. The SJR indicator is a free journal metric which uses an algorithm similar to PageRank and provides an open access alternative to the journal impact factor in the Web of Science Journal Citation Report. The portal draws from the information contained in the Scopus database (Elsevier B.V.).
Introduced by Google in 2004, Scholar is a freely accessible search engine that indexes the full text or metadata of scholarly publications across an array of publishing formats and disciplines.
Introduced by Elsevier in 2004, Scopus is an abstract and citation database that covers nearly 18,000 titles from more than 5,000 publishers. It offers journal metrics that go beyond just journals to include most serial titles, including supplements, special issues and conference proceedings. Scopus offers useful information such as the total number of citations, the total number of articles published, and the percent of articles cited.
Anne-Wil Harzing:
“Citations are not just a reflection of the impact that a particular piece of academic work has generated. Citations can be used to tell stories about academics, journals and fields of research, but they can also be used to distort stories”.
Harzing, A.-W. (2013). The publish or perish book: Your guide to effective and responsible citation analysis. http://harzing.com/popbook/index.htm
ResearchGate is a social networking site for scientists and researchers to share papers, ask and answer questions, and find collaborators. The community was founded in May 2008. Today it has over 14 million members.
Google Scholar allows users to search for digital or physical copies of articles, whether online or in libraries. It indexes “full-text journal articles, technical reports, preprints, theses, books, and other documents, including selected Web pages that are deemed to be ‘scholarly. It comprises an estimated 160 million documents.
Academia.edu is a social-networking platform for academics to share research papers. You can upload your own work, and follow the updates of your peers. Founded in 2008, the network currently has 59 million users, and adding 20 million documents.
The ORCHID (Open Researcher and Contributor ID) is a nonproprietary alphanumeric code to uniquely identify scientific and other academic authors and contributors. It provides a persistent identity for humans, similar to content-related entities on digital networks that utilize digital object identifiers (DOIs). The organization offers an open and independent registry intended to be the de facto standard for contributor identification in research and academic publishing.
The Scopus Author Identifier assigns a unique number to groups of documents written by the same author via an algorithm that matches authorship based on a certain criteria. If a document cannot be confidently matched with an author identifier, it is grouped separately. In this case, you may see more than one entry for the same author.
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more on metrics in this iMS blog
social media – call centers in Iowa, where agriculture is expected. not an awesome job. http://sched.co/D7pQ
Caleris as featured in New York Times.
Sarah Roberts talk about psychological effects of working at Caleris; it resembles the effect of air strikes on the drone pilots
Drupal based. Google Analytics like. Bookmarks. objects list can be shared through social media, email, etc. Pachyderm used to have timeline like Islandora. still images, audio, video
Combine the superfast calculational capacities of Big Compute with the oceans of specific personal information comprising Big Data — and the fertile ground for computational propaganda emerges. That’s how the small AI programs called bots can be unleashed into cyberspace to target and deliver misinformation exactly to the people who will be most vulnerable to it. These messages can be refined over and over again based on how well they perform (again in terms of clicks, likes and so on). Worst of all, all this can be done semiautonomously, allowing the targeted propaganda (like fake news stories or faked images) to spread like viruses through communities most vulnerable to their misinformation.
According to Bolsover and Howard, viewing computational propaganda only from a technical perspective would be a grave mistake. As they explain, seeing it just in terms of variables and algorithms “plays into the hands of those who create it, the platforms that serve it, and the firms that profit from it.”
Computational propaganda is a new thing. People just invented it. And they did so by realizing possibilities emerging from the intersection of new technologies (Big Compute, Big Data) and new behaviors those technologies allowed (social media). But the emphasis on behavior can’t be lost.
People are not machines. We do things for a whole lot of reasons including emotions of loss, anger, fear and longing. To combat computational propaganda’s potentially dangerous effects on democracy in a digital age, we will need to focus on both its howand its why.
Effective communication is one critical characteristics of effective and successful school principal. Research on effective schools and instructional leadership emphasizes the impact of principal leadership on creating safe and secure learning environment and positive nurturing school climate (Halawah, 2005, p. 334)
Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334-345.
Selection of school principals in Hong Kong. The findings confirm a four-factor set of expectations sought from applicants; these are Generic Managerial Skills; Communication and Presentation Skills; Knowledge and Experience; and Religious Value Orientation.
Kwan, P. (2012). Assessing school principal candidates: perspectives of the hiring superintendents. International Journal Of Leadership In Education, 15(3), 331-349. doi:10.1080/13603124.2011.617838
Yee, D. L. (2000). Images of school principals’ information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287–302. https://doi.org/10.1080/14759390000200097
Catano, N., & Stronge, J. H. (2007). What do we expect of school principals? Congruence between principal evaluation and performance standards. International Journal of Leadership in Education, 10(4), 379–399. https://doi.org/10.1080/13603120701381782
Communication can consist of two large areas:
broadcasting information: PR, promotions, notifications etc.
two-way communication: collecting feedback, “office hours” type of communication, backchanneling, etc.
Further communication initiated by/from principals can have different audiences
Reyes, P., & Hoyle, D. (1992). Teachers’ Satisfaction With Principals’ Communication. The Journal of Educational Research, 85(3), 163–168. https://doi.org/10.1080/00220671.1992.9944433
parents: involvement, feeling of empowerment, support, volunteering
students
board members
community
Epstein, J. L. (1995). School/family/community partnerships – ProQuest. Phi Delta Kappan, 76(9), 701.
Others
Communication and Visualization
The ever-growing necessity to be able to communicate data to different audiences in digestible format.
considering the information discussed in class, split in groups of 4 and develop your institution strategy for effective and modern communication across and out of your school.
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.
Do you have a presentation you are proud of and sure it impacts your teaching and your students’ learning? Come and share with us your experience in delivering effective presentations.
When: Oct 19, 2-3PM in Miller Center 205 (Professional Development Room)
Who can attend: everyone from experts to novices
Why attend: 1. we deliver the basics of effective presentations 2. We support your ideas and experience in producing effective presentations 3. We provide on-the-spot clinic to improve your presentations 4. We continue support your improvement of presentations
What to do (plan): 1. Bring your presentation[s] you would like to work on 2. Outline the expertise in presentations you feel most confident about 3. Outline the areas you feel a need for help
How to do (plan): 1. Attend the camp 2. Vote your best medium to receive information and support (e.g. SCSU blog, Facebook page, Twitter hashtag (e.g. #SCSUpresent)
3. 10-15 min to discuss the basics of effective presentation as per the Kahoot and let faculty pitch in with their ideas
4. Rest of the time, break into groups and start helping each other hands-on with our presentations
or
we can continue with providing information about resources:
e.g.
visuals:
