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critical news literacy session

Critical news literacy session for social policy analysis course

Katie Querna, Thursday, 11AM, Stewart Hall

post Higher Ed Learning Collective

https://www.theguardian.com/world/2022/feb/21/dumb-and-lazy-the-flawed-films-of-ukrainian-attacks-made-by-russias-fake-factory

https://english.elpais.com/science-tech/2022-02-24/the-war-in-ukraine-via-tiktok-how-ordinary-citizens-are-recording-russian-troops.html

+++ please cover this information at home and bring your ideas and questions to class +++++

Most students can’t tell fake news from real news, study shows
Read more: https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/

Module 1 (video to introduce students to the readings and expected tasks)

  1. Fake News / Misinformation / Disinformation
    1. Definitions
      1. Fake news, alternative facts
        https://blog.stcloudstate.edu/ims?s=fake+news
        https://blog.stcloudstate.edu/ims?s=alternative+facts
      2. Misinformation vs disinformation
        https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/

        1. Propaganda
        2. Conspiracy theories
          1. Bots, trolls
            https://blog.stcloudstate.edu/ims/2017/11/22/bots-trolls-and-fake-news/
            https://blog.stcloudstate.edu/ims/2020/04/30/fake-social-media-accounts-and-politicians/
            https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
        3. Clickbait
          Filter bubbles, echo chambers
          (8 min) video explains filter bubbles
          https://www.ted.com/talks/eli_pariser_beware_online_filter

+++++ thank you for covering this information at home. Pls don’t forget to bring your q/s and ideas to class +++++

Why we are here today?
We need to look deeper in the current 21stcentury state of information and disinformation and determine how such awareness can help policy analysis. 
How do we make up our mind about news and information; where from we get our info; who do we believe, who do we mistrust. 

What do you understand under the following three items and their place in our efforts to analyze policies?
“critical thinking,” https://blog.stcloudstate.edu/ims/2014/05/11/the-5-step-model-to-teach-students-critical-thinking-skills/

“media literacy,” “Media Literacy now considers digital citizenship as part of media literacy — not the other way around”
https://blog.stcloudstate.edu/ims/2020/01/07/k12-media-literacy/

“critical [news] literacy”
https://youtu.be/i2WyIkK9IOg

how do these three items assist a better analysis of policies?

Class assignment:
Share a topic which is very much to your heart.
Please feel welcome to use the following resources and/or contribute with your own resources to determine the sources and potential bias

library spot fake news

fake news resources

fake news and video

Feel free also to use the following guidelines when establishing the veracity of information:

Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4

  1. ACCURACY
    1. Does the author cite reliable sources?
    2. How does the information compare with that in other works on the topic?
    3. Can you determine if the information has gone through peer-review?
    4. Are there factual, spelling, typographical, or grammatical errors?
  2. AUDIENCE
    1. Who do you think the authors are trying to reach?
    2. Is the language, vocabulary, style and tone appropriate for intended audience?
    3. What are the audience demographics? (age, educational level, etc.)
    4. Are the authors targeting a particular group or segment of society?
  3. AUTHORITY
    1. Who wrote the information found in the article or on the site?
    2. What are the author’s credentials/qualifications for this particular topic?
    3. Is the author affiliated with a particular organization or institution?
    4. What does that affiliation suggest about the author?
  4. CURRENCY
    1. Is the content current?
    2. Does the date of the information directly affect the accuracy or usefulness of the information?
  5. OBJECTIVITY/BIAS
    1. What is the author’s or website’s point of view?
    2. Is the point of view subtle or explicit?
    3. Is the information presented as fact or opinion?
    4. If opinion, is the opinion supported by credible data or informed argument?
    5. Is the information one-sided?
    6. Are alternate views represented?
    7. Does the point of view affect how you view the information?
  6. PURPOSE
    1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
    2. Does the purpose affect how you view the information presented?

In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.

++++++++++++++++++++
Aditional topics and ideas for exploring at home:
civil disobedience

https://blog.stcloudstate.edu/ims/2014/09/30/disruptive-technologies-from-swarming-to-mesh-networking/
https://blog.stcloudstate.edu/ims/2019/08/30/tik-tok-students-and-teachers/
https://news.softpedia.com/news/Venezuela-Blocks-Walkie-Talkie-App-Zello-Amid-Protests-428583.shtml
http://www.businessinsider.com/yo-updates-on-israel-missile-attacks-2014-7

https://blog.stcloudstate.edu/ims/2016/11/14/internet-freedom/
https://blog.stcloudstate.edu/ims/2016/08/31/police-to-block-social-media/
https://blog.stcloudstate.edu/ims/2016/04/04/technology-and-activism/

Pearson buys Credly

EXCLUSIVE Pearson buys certification group Credly in deal valued at $200m

https://www.reuters.com/business/exclusive-pearson-buys-certification-group-credly-deal-valued-200m-2022-01-31/

The UK-listed firm, a major supplier of courseware and assessments in schools and colleges in the United States, Britain and around the world

Pearson CEO Andy Bird told Reuters that verified credentials were becoming more important as technology adapts, leaving many companies with a skills gap where staff need training on how to work with processes such as artificial intelligence.

Pearson, which has been buffeted by the shift from physical courseware to online learning, bought AI and analytics group Faethm in 2021, which spots skills gaps for organisations.

Credly partners with organisations such as IBM, Microsoft and Amazon Web Services to provide certifications, or digital credentials, to workers both inside their firms and out who have attained a certain level with their product. Based in the United States, half of the people earning credentials on the platform are outside America, with India one of its biggest markets.

Pearson will now be able to combine the diagnostic tools of Faethm with its own digital learning programmes and Credly’s certification capabilities to offer a full service to companies.

+++++++++++++++++
more on microcredentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredential

more on Pearson in this IMS blog
https://blog.stcloudstate.edu/ims?s=pearson

XR (VR, AR, MR) Instructor

https://recruit.apo.ucla.edu/JPF06841

POSITION DESCRIPTION

UCLA Extension seeks XR (augmented and virtual reality) professionals to teach in a new online certificate program housed within the UCLA Extension Center for Immersive Media. This recruitment is for online instructors for remote and asynchronous instruction, three hours per week, for ten-week quarters.

The center is focused on enterprise applications, workforce training in XR, narrative structures for XR storytelling, and (UX) User Experience in XR. This XR program is focused on training individuals to become XR content developers. The emphasis of this certificate is not on advanced coding or hardware development. Areas of recruitment include:

  1. XR Frameworks, an introduction to the XR business, user cases & goal/needs evaluation
  2. XR Tools I, an introduction to a modeling software such as Blender
  3. XR Tools II, prototyping tools with an emphasis on Unity
  4. XR Narratives, the use of non-linear narrative structures in XR development
  5. XR User Experience I, usability applications and studies bringing together previous class course work into VR and XR projects
  6. XR User Experience II, advanced XR experience studies and applications
  7. XR Product Pipeline & Project Management, Best practices including stages of production, critical paths, etc.
  8. XR Capstone Project, creation of final portfolio piece UCLA Extension is the open-access, self-supporting continuing education division of UCLA. The Department of the Arts offers a wide variety of certificate programs and courses, including post-baccalaureate credit-bearing (400-level), continuing education (CEU) credit, and non-credit bearing general interest courses. Course disciplines in the Visual Arts span subject areas such as Design Communication Arts, User Experience, Photography, Studio Arts and Art History. Our courses and certificate programs offer students the opportunity to learn from highly qualified practitioners who are passionate about teaching. Applications to teach are accepted throughout the year in order to fill immediate program needs and to increase the depth of the instructor pool, but interviews will only be scheduled with qualified applicants who can fill anticipated openings. XR Instructor Qualified applicants possessing current industry knowledge and experience in the following topic area(s) are encouraged to apply: AR, VR, MR, XR, User Experience Design, Gaming, Immersive Interface Design, XR Research, Software (Unity, Blender), XR Hardware. Classes are currently online only. Two formats are available: asynchronous, or live Zoom lectures. Each course is 11 weeks, enrollment limited to 20 students. Instructor Duties: • Develop or update course syllabus to meet campus approval requirements, in consultation with the UCLA Extension Program Director and Program Manager. • Use subject-matter expertise to impart knowledge to students and leverage additional resources appropriately to enhance the curriculum (i.e. make arrangements for guest speakers, etc.) • Design interactive and motivational classroom activities to fully engage participants and to reinforce student learning. • Update materials periodically, and regularly monitor course evaluations in order to make adjustments and improvements to the curriculum. • Respond to student questions and learning needs in a timely manner. • Communicate with Program Director and Program Staff in a timely manner. • Complete required administrative tasks in a timely manner including: completing all new hire paperwork, submitting updated quarterly syllabus, posting bio and photo on the UCLA Extension website, accepting quarterly contract, submitting required textbook orders, and communicating classroom needs to the appropriate people. • Participate in required orientations and instructor training programs. • Employ culturally competent teaching methodologies in the classroom inclusive of both domestic and international student populations. • Stay current regarding the professional body of knowledge in the field • Respond to student inquiries about final grades and consult with Program Director as needed. • Maintain a record of final grades for up to 13 months following the last class session. Qualifications: • Creation of XR products, with portfolio examples and specific role(s) in producing • 3-5 years industry experience • Commitment to the highest level of academic standards and integrity. • Current knowledge of and demonstrated proficiency in subject area. • Highly effective oral and written communication skills, including the ability to convey conceptual and complex ideas and information. • Outstanding interpersonal skills and high emotional intelligence. • Proficiency in or willingness to learn the use of instructional technology and online teaching tools. • College-level and/or continuing education teaching experience preferred. • Experience designing curriculum and measuring student performance preferred.

UCLA Extension is considered one of the top programs of its kind, offering to more than 35,000 students per year approximately 4,500 classes and non-degree certificate programs to meet the professional development, continuing education and personal enrichment needs of the full spectrum of nontraditional students as well as companies and organizations throughout and beyond the Los Angeles region.

Special Conditions of Employment
Instructors are hired on a quarterly contract basis.
Because Extension is a division of UCLA, all Extension degree-credit instructors and courses must be formally approved according to the regulations of the Academic Senate of the University of California. Eligibility to teach a course is contingent upon this formal academic approval. Once approved, teaching assignments are “by agreement.” The Instructor’s Contract outlines the deliverables for the course, the course schedule, and the compensation terms, subject to Extension policies and procedures. UCLA Extension makes no commitment to hire an instructor until it has sent and received a signed
Instructor Contract. Should the course section an instructor plans to teach be cancelled for any reason, the Instructor Contract, including rights to compensation for future section meetings, is voided.
In an effort to promote and maintain a healthy environment for our students, visitors and employees, UCLA is a smoke-free site. Smoking is prohibited within the boundaries of all UCLA owned, occupied, leased, and associated building and facilities. UCLA Extension is an Equal Opportunity Employer that values a diverse workforce.
To Apply:
Please follow the “apply now” link to submit the following:
Completed application form
Current CV
Link to portfolio or work samples if available
Cover letter”

QUALIFICATIONS

Basic qualifications (required at time of application)

Creation of XR products, with portfolio examples and specific role(s) in producing
3-5 years industry experience
Commitment to the highest level of academic standards and integrity.
Current knowledge of and demonstrated proficiency in subject area.
Highly effective oral and written communication skills, including the ability to convey conceptual and complex ideas and information.
Outstanding interpersonal skills and high emotional intelligence.
Proficiency in or willingness to learn the use of instructional technology and online
teaching tools.
College-level and/or continuing education teaching experience preferred.
Experience designing curriculum and measuring student performance preferred.

train firing in VR

Your Boss Might Be Practicing Firing You In VR

https://screenrant.com/vr-boss-firing-simulator-talespin-software/

Talespin, a workplace training company specializing in VR, released a bizarre workplace simulator wherein you are tasked with firing virtual workers in order to teach you leadership skills and emotional intelligence.

+++++++++++++
more on immersive in this IMS blog
https://blog.stcloudstate.edu/ims?s=immersive

AR for Remote Access and Skill Retention

Manufacturers set the pace in the Augmented Reality race

Vuforia® Expert Capture Technology and Microsoft’s HoloLens glasses were used to create a virtual guide hosted in the cloud and then accessed by engineers in a number of factories across the UK

Industry has been searching for some time for an answer to an ageing workforce and the worrying scenario of traditional engineering skills being potentially lost forever.

AR can be used to record skills as engineers are performing them, saving them in the Cloud for generations to come – almost like a virtual technical library.

Importantly, these instructions can be delivered at the point of use, which has been proven to speed up learning.

+++++++++++++++++++++
more on AR in this IMS blog
https://blog.stcloudstate.edu/ims?s=Augmented+reality

Virtual Worlds lab for IM 554

IM 554, Skills for Online Learning and Teaching

Topic for the lab this week: Virtual Worlds (VW): ASVR

Plan:

Prior to class meeting

During class meeting

++++++++++++++++++
more on IM 554 in this IMS blog
https://blog.stcloudstate.edu/ims?s=554

alternative credentials

Alternative Credentials on the Rise

Interest is growing in short-term, online credentials amid the pandemic. Will they become viable alternative pathways to well-paying jobs?

Paul Fain August 27, 2020

https://www.insidehighered.com/news/2020/08/27/interest-spikes-short-term-online-credentials-will-it-be-sustained

A growing body of evidence has found strong consumer interest in recent months in skills-based, online credentials that are clearly tied to careers, particularly among adult learners from diverse and lower-income backgrounds, whom four-year colleges often have struggled to attract and graduate.

For years the demographics of higher education have been shifting away from traditional-age, full-paying college students while online education has become more sophisticated and accepted.

That has amplified interest in recent months among employers, students, workers and policy makers in online certificates, industry certifications, apprenticeships, microcredentials, boot camps and even lower-cost online master’s degrees.

Moody’s, the credit ratings firm, on Wednesday said online and nondegree programs are growing at a rapid pace.

Google will fund 100,000 need-based scholarships for the certificates, and said it will consider them the “equivalent of a four-year degree” for related roles.

Google isn’t alone in this push. IBMFacebookSalesforce and Microsoft are creating their own short-term, skills-based credentials. Several tech companies also are dropping degree requirements for some jobs, as is the federal government, while the White House, employers and some higher education groups have collaborated on an Ad Council campaign to tout alternatives to the college degree.

One of the most consistent findings in a nationally representative poll conducted by the Strada Education Network’s Center for Consumer Insights over the last five months has been a preference for nondegree and skills training options.

Despite growing skepticism about the value of a college degree, it remains the best ticket to a well-paying job and career. And data have shown that college degrees have been a cushion amid the pandemic and recession.

Experts had long speculated that employer interest in alternative credential pathways would wither when low employment rates went away,….  Yet some big employers, including Amazon, are paying to retrain workers for jobs outside the company as it restructures.

++++++++++++
more on badges, microcredentialing in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredential

digital literacy chem course

Summer 2020 course for high school teachers

Tuesday, June 22020, Dr. Bruce Jacobson

    1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
      1. Last year, researchers at Oxford Universityfound that 70 countries had political disinformation campaigns over two years.
        https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
      2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
        results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

    https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

    News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy

    1. Developing Your Research Topic/Question

    Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

    • Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
    • Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
    • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

    1. Getting Ready for Research
      Library Resources vs. the Internet
      How (where from) do you receive information about your professional interests?
      Advantages/disadvantages of using Web Resources

    Evaluating Web Resources

    1. Google or similar; Yahoo, Bing
    2. Google Scholar
    3. Reddit, Digg, Quora
    4. Wikipedia
    5. Become a member of professional organizations and use their online information
    6. Use the SCSU library page to online databases

    1. Building Your List of Keywords
      1. Why Keyword Searching?
        Why not just type in a phrase or sentence like you do in Google or Yahoo!?

        1. Because most electronic databases store and retrieve information differently than Internet search engines.
        2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
      1. The bottom line: you get better results in a database by using effective keyword search strategies.
      2. To develop an effective search strategy, you need to:
    1. determine the key concepts in your topic and
    2. develop a good list of keyword synonyms.
      1. Why use synonyms?
        Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
      2. Consider: Will an author use:
    1. Hypertension or High Blood Pressure?
    2. Teach or Instruct?
    • Therapy or Treatment?

    Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

    Keyword worksheet

  1. Library Resources
    How to find the SCSU Library Website
    SCSU online databases

    1. SCSU Library Web page

library

 

 

+++++!!!!!++++++++++

Test your knowledge:

******* !! *************

  1. Basic Research Skills

  1. Identifying a Scholarly Source

 

 

 

  1. Boolean Operators

  1. Databases

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    1. AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    1. AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. Exporting bibliography records

Zotero. Zotero AddOn for Chrome and Firefox. Zotero for Microsoft Word. Zotero AddOn for Edublog.
Collecting references

  • through the Zotero AddOn for browsers
  • through “export RIS” file

RIS zotero

 

  1. InterLibrary Loan

  1. Copyright and Fair Use
    Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  2. Writing Tips
  3. Dissemination of Research

Plamen Miltenoff, Ph.D., MLIS, Professor
320-308-3072
pmiltenoff@stcloudstate.edu
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs
http://web.stcloudstate.edu/pmiltenoff/faculty/

digital literacy chemistry course

Summer 2020 course for high school teachers

Tuesday, June 22020, Dr. Bruce Jacobson

    1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
      1. Last year, researchers at Oxford Universityfound that 70 countries had political disinformation campaigns over two years.
        https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
      2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
        results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

    https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

    News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy

    1. Developing Your Research Topic/Question

    Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

    • Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
    • Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
    • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

    1. Getting Ready for Research
      Library Resources vs. the Internet
      How (where from) do you receive information about your professional interests?
      Advantages/disadvantages of using Web Resources

    Evaluating Web Resources

    1. Google or similar; Yahoo, Bing
    2. Google Scholar
    3. Reddit, Digg, Quora
    4. Wikipedia
    5. Become a member of professional organizations and use their online information
    6. Use the SCSU library page to online databases

    1. Building Your List of Keywords
      1. Why Keyword Searching?
        Why not just type in a phrase or sentence like you do in Google or Yahoo!?

        1. Because most electronic databases store and retrieve information differently than Internet search engines.
        2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
      1. The bottom line: you get better results in a database by using effective keyword search strategies.
      2. To develop an effective search strategy, you need to:
    1. determine the key concepts in your topic and
    2. develop a good list of keyword synonyms.
      1. Why use synonyms?
        Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
      2. Consider: Will an author use:
    1. Hypertension or High Blood Pressure?
    2. Teach or Instruct?
    • Therapy or Treatment?

    Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

    Keyword worksheet

  1. Library Resources
    How to find the SCSU Library Website
    SCSU online databases

    1. SCSU Library Web page

library

 

 

+++++!!!!!++++++++++

Test your knowledge:

******* !! *************

  1. Basic Research Skills

  1. Identifying a Scholarly Source

 

 

 

  1. Boolean Operators

  1. Databases

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    1. AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    1. AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. Exporting bibliography records

Zotero. Zotero AddOn for Chrome and Firefox. Zotero for Microsoft Word. Zotero AddOn for Edublog.
Collecting references

  • through the Zotero AddOn for browsers
  • through “export RIS” file

RIS zotero

 

  1. InterLibrary Loan

  1. Copyright and Fair Use
    Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  2. Writing Tips
  3. Dissemination of Research

Plamen Miltenoff, Ph.D., MLIS, Professor
320-308-3072
pmiltenoff@stcloudstate.edu
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs
http://web.stcloudstate.edu/pmiltenoff/faculty/

IM 690 lab ASVR

IM 690 Virtual Reality and Augmented Reality. short link: http://bit.ly/IM690lab

IM 690 lab plan for March 31, online:  Virtual Worlds

If at any point you are lost in the virtual worlds, please consider talking/chatting using our IM 690 zoom link:https://minnstate.zoom.us/j/964455431 or call 320 308 3072

Readings:
Currently, if you go to the SCSU online dbases
,if they are working at all, don’t be surprised when clicking on EBSCOhost Business Source Complete to see this msg:

library error msg

and if you execute a search:
“AltSpaceVR” + “education”, you will find only meager 1+ results.
Google Scholar, naturally, will yield much greater number.
So, search and find an article of your interest using Google Scholar. I used “immersive learning” + “education” for my search.
I chose to read this article:
https://journal.alt.ac.uk/index.php/rlt/article/view/2347/2657
since it addressed design principles when applying mixed reality in education.
What article did you find/choose/read/are ready to share your analysis with?

Tuesday, March 31, 5PM lab

  1. As usually, we will meet at this Zoom link: https://minnstate.zoom.us/j/964455431
    All of us will be online and we will meet in the Zoom room.
    Please come 10 min earlier, so we can check our equipment and make sure everything works. Since we will be exploring online virtual worlds, please be prepared for technical issues, especially with microphones.
  2. For this lab, please download and install on your computers the AltSpaceVR  (ASVR) software:
    https://www.microsoft.com/en-us/p/altspacevr/9nvr7mn2fchq?activetab=pivot:overviewtab
    Please consider the impediment that Microsoft has made the 2D mode for PC available only for Windows. If you are a Mac user and don’t have PC available at home, please contact me directly for help.
    In addition, pls have a link to the video tutorial;
    https://blog.stcloudstate.edu/ims/2020/03/13/im690-asvr-2d-tutorial/
    pls be informed about MediaSpace issues of the last two weeks, which can result in poor rendering of the video. If issues persist and you still need help downloading and installing the software, contact me directly for help.
    Please do your best to have ASVR installed on your computer before the lab starts on Tues, March 31, 5PM, so we can use our time during the lab for much more fun activities!
  3. Intro to ASVR.
    Please watch this 5 min video anytime you feel a bit lost in ASVR

    pls consider the issues with MediaSpace and be patient, if the video renders and/or does not play right away. The video is meant to help you learn how to navigate your avatar in ASVR.
    the first 15-20 min in the lab, we will “meet” in ASVR, figure out how to work on our ASVR avatar, how to use the computer keyboard to move, communicate and have basic dexterity. We must learn to “make friends” with Mark Gill (ASVR name: MarkGill47), Dr. Park (ASVR name: dhk3600) and Dr. Miltenoff (ASVR name: Plamen), as well as with your class peers, who will be sharing their ASVR contact info in the Zoom Chat session. Once we learn this skills, we are ready to explore ASVR.
    Mark Gill will “lead” us through several virtual worlds, which you will observe and assess from the point of view of an Instructional Designer and an educator (e.g. how these worlds can accommodate learning; what type of teaching do these virtual worlds offer, etc.)
    Eventually, Mark Gill will bring us to the SCSU COSE space, created by him, where he will leave us to discuss.
  4. Discussion in the COSE ASVR room
    We will start our discussion with you sharing your analysis of the article you found in Google Scholar for today’s class (see above Readings). How do your findings from the article match your impressions from the tour across virtual worlds in ASVR? How does learning happen?
  5. Other platforms for immersive learning
    Following the discussions around your articles, we also will briefly touch on other platforms for immersive learning:
    https://blog.stcloudstate.edu/ims/2020/03/17/vr-after-conferences-cancellations/
  6. Final projects
    the rest of the time in the lab will be allocated for work on your final projects.
    Dr. Park and Dr. Miltenoff will work individually with your groups to assist with ideas, questions regarding your projects,

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

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more on IM 690 labs in this IMS blog
https://blog.stcloudstate.edu/ims?s=im+690

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