Temple’s business school sees virtual reality as future of online learning
https://www.inquirer.com/business/remote-learning-vr-mba-20210423.html
a finance professor at Temple University and academic director of its online MBA, has tested that belief since March 2020, when he launched the class Fintech, Blockchain and Digital Disruption in a virtual reality, or VR, program.
It took 18 months to research the technology and build the course at a cost upward of $100,000. The finished product was completed with the help of Glimpse Group, a New York-based virtual reality and augmented reality company.
“When I teach classes on Zoom, there’s a disconnect,” Ozkan said. “When we asked students last year to compare their VR experience to Zoom, almost all of them said [VR] is better or much better. Which is why we decided to offer it again this year.”
When the 18 students enrolled in the seven-week accelerated course this semester put on their VR headsets, they entered one of two lecture halls modeled after actual rooms on the Temple campus. Students customize their avatars before the semester.
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more on immersive in this IMS blog
https://blog.stcloudstate.edu/ims?s=immersive
Spring 2021 series of presentations by Fulbright Students at SCSU:
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Souleymane Kassoum
Title:
Bilingual Education in Niger
Outline:
French language has been officially used in Niger since colonial rule as the only language for instruction. This monolingual instruction on the detriment of National languages negatively impacts the teaching and learning quality in public schools due to the linguistic barrier students in public school are facing. The purpose of this discussion is to shed light on the learning crisis caused by French monolingual instruction which could be solved by the introduction of national languages as languages of instruction in elementary education and French as the language of subject. The challenges of a successful implementation and generalization of French-National language education (bilingual education) are also pointed out and the discussion ends with some recommendations for applicable situations in the United States, e.g. schooling of Native American students.
Tiana Aprianti
Title:
Indonesia Education Equality and Equity
Outline:
Indonesia as an archipelago country experiences difficulties in regard to equality in education due to its geography. Lack of infrastructure leaves numerous areas isolated. Such isolation results in poor education quality to the students in remote areas. This poor quality ranges from the school infrastructure to education technology. Furthermore, the low-quality teachers also have been a concern. 94.8% of teachers in remote areas do not have a Bachelor’s degree, a legacy from the past when the teacher profession was not held in high esteem. Aging teachers and having the society respect the teaching profession, like in the United States, are issues debated in the country.
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March 24, 4PM
Ksenia Maksimova
Title:
Students at Russian vs. American Colleges and Universities. Exploring the Process of Learning and Collaboration through a Cultural len
Outline:
Please join a discussion on interaction and collaboration among students from educational systems in two different countries, the U.S. and Russia. A comparison of the specifics of Russian and American mentalities, cultures, and styles of communication, will focus on Russian and American students’ collaboration styles. The discussion will present the facilitator’s own experience and perspective to engage attendants to share their feelings and impressions.
Link to Zoom recording:
https://minnstate.zoom.us/rec/play/SSbCnB49_5_UqBRBddfFiHTYzBH_-LpOU5FUR1CqhBku5MS_kdVnDUrQdMeZ3FdCkitJOuyy3emXwAee.ccWA8V-HUKpvy8lU?_x_zm_rhtaid=961&_x_zm_rtaid=sQpouEaZTuC50jhcJSSuyg.1616618414703.63cb97b97456ee2a61b76a01b451b117&autoplay=true&continueMode=true&startTime=1616619797000
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- April 21, 4PM
Aminata Phoray-Musa
Title:
Sierra Leone’s School System: Does the school culture represent the culture of the people
Outline:
Please join a discussion about the educational system and culture of a West African country, Sierra Leone. The discussion will seek a comparison of the country’s culture and school structure and values compared to the ones in the United States.
Information Media and Digital Literacy for GLST 195: Global Society & Citizenship
Instructor: Prof. Chuks Ugochukwu Per Syllabus:
COURSE LEARNING OUTCOMES:
The course meets Liberal Education Program (LEP), Goal Area 8: Global Perspective; and Goal Area 9: Ethical and Civic Responsibility objectives
Goal Area 8: Global Perspective. Objective: Develop a comparative perspective and understanding of one’s place in a global context.
Students will be able to:
- Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions.
- Demonstrate knowledge of cultural, social, religious and linguistic differences.
- Analyze specific international problems, illustrating the cultural,economic, and political differences that affect their solution.
- Understand the role of a world citizen and the responsibility world citizens share for their common global future.
Goal Area 9: Ethical and Civic Responsibility Objective: Understand and evaluate ethical or civic issues and theories and participate in active citizenship or ethical judgment
OUR HUSKY COMPACT
Our Husky Compact is a bond shared by St. Cloud State University and its students that a SCSU education will prepare students for a life of growth and fulfillment – intellectually, professionally, and personally. When students graduate with an SCSU education, they will:
- Think Creatively and Critically
- Seek and Apply Knowledge
- Communicate Effectively
- Integrate Existing and Evolving Technologies
- Engage as a Member of a Diverse and Multicultural World
- Act with Personal Integrity and Civic Responsibility
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Week ???: Information – Media and Digital Literacy
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
https://mediaspace.minnstate.edu/media/GLST+195+Module+1/1_32242qua
- Fake News / Misinformation / Disinformation
- Definitions
- Fake news, alternative facts
https://blog.stcloudstate.edu/ims?s=fake+news
https://blog.stcloudstate.edu/ims?s=alternative+facts
Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Fake News 2. Alternative Facts
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- Misinformation vs disinformation
https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/
Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Misinformation 2. Disinformation. What are their main characteristics? How do they differ?
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- Propaganda
Mini-Assignment: What is Propaganda? How do misinformation, disinformation, fake news and alternative facts fit into the process of propaganda?
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- Conspiracy theories
https://blog.stcloudstate.edu/ims?s=conspiracy+theories
Mini-Assignment: Using the information from the links above, can you establish the connection between conspiracy theories, propaganda, mis- and disinformation, fake news, alternative news and social media?
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- 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/
Mini-Assignment: using the info from the links above and/or information you have collected, can you define the role of bots and trolls in social media in regard to propaganda and conspiracy theories?
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- Clickbait
Filter bubbles, echo chambers
(8 min) video explains filter bubbles
https://www.ted.com/talks/eli_pariser_beware_online_filter
Mini-Assignment:: based on your own information and experience, as well as the information offered in the links, can you define your own resistance to clickbaits?
Assignment: which challenges do you identify with?
The Challenge of Teaching News Literacy:
https://soundcloud.com/edsurge/the-challenge-of-teaching-news-literacy
25 min podcast.
In a short paragraph, identify the issues you see as important to address in order to improve your own news literacy.
time to accomplish the assignment: ~45 min (including listening to the podcast).
- Why is it important to understand these processes?
Assignment: why is it important:
In a short paragraph, share your initial feeling about Fake News / Misinformation / Disinformation. 1. Do you think, it is important at all? 2. If yes, why; if not, why. 3. If yes, what is the importance, the impact?
time to accomplish the assignment: ~5-10 min
- How to deal with these processes
- how do we apply hands-on critical thinking to withstand these processes?
- What is critical thinking
disciplined thinking that is clear, rational, open-minded, and informed by evidence: https://www.dictionary.com/browse/critical-thinking
- Ability to research
Ability to find reliable information
- Popular media
How to spot fake news:
https://blog.stcloudstate.edu/ims/2017/03/15/fake-news-bib/
Can machines create fake news?
https://blog.stcloudstate.edu/ims/2019/10/24/fake-news-generator/
Can machines “clean up” fake from real?
https://blog.stcloudstate.edu/ims/2020/11/16/identifying-fake-news-by-90/
What can humans do to distinguish fake from real? Consider these five factors:
https://blog.stcloudstate.edu/ims/2017/06/26/fake-news-real-news/
Considering the second factor (who published it), here is a scale to consider when evaluating the veracity of your sources:
https://blog.stcloudstate.edu/ims/2017/08/13/library-spot-fake-news/
(can you find your favorite magazine/newspaper on the graphic?)
https://blog.stcloudstate.edu/ims/2016/12/14/fake-news-2/
(can you find your favorite news organization on the graphic?)
Factcheckers/Factchecking Organizations:
https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/
https://blog.stcloudstate.edu/ims/2016/12/14/fake-news-2/
- Peer-reviewed literature
Similarly to the assessment of popular information sources, academia requires vigorous vetting if the sources you will be using for your academic work. In the 21st century, your ability to find information in peer-reviewed journals might not be sufficient to assure accurate and reliable use of information from those resources for your research and writing. After your selection of peer-reviewed literature, you must be able to evaluate and determine the veracity and reliability of those sources.
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.
Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4
- ACCURACY
- Does the author cite reliable sources?
- How does the information compare with that in other works on the topic?
- Can you determine if the information has gone through peer-review?
- Are there factual, spelling, typographical, or grammatical errors?
- AUDIENCE
- Who do you think the authors are trying to reach?
- Is the language, vocabulary, style and tone appropriate for intended audience?
- What are the audience demographics? (age, educational level, etc.)
- Are the authors targeting a particular group or segment of society?
- AUTHORITY
- Who wrote the information found in the article or on the site?
- What are the author’s credentials/qualifications for this particular topic?
- Is the author affiliated with a particular organization or institution?
- What does that affiliation suggest about the author?
- CURRENCY
- Is the content current?
- Does the date of the information directly affect the accuracy or usefulness of the information?
- OBJECTIVITY/BIAS
- What is the author’s or website’s point of view?
- Is the point of view subtle or explicit?
- Is the information presented as fact or opinion?
- If opinion, is the opinion supported by credible data or informed argument?
- Is the information one-sided?
- Are alternate views represented?
- Does the point of view affect how you view the information?
- PURPOSE
- What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
- 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.
Assignment: seeking reliable information
From your syllabus weekly themes: 1. Food; 2. Health; 3. Energy; 4. Environment; 5. Security, chose a topic of your interest.
For example: Food: raising cattle for food contributes to climate changes, because of the methane gas, or Health: COVID is the same (or not the same) as the flu; or Energy: Fossil energy is bad (or good) for the environment; etc.
Please consult with me (email me for a zoom appointment: pmiltenoff@stcloudstate.edu), if you need to discuss the choice and narrowing down of the topic.
Once you decide on the topic, do the research by collecting four sources of information:
The first couple of sources will be from popular media, whereas each of the two articles will be having an opposite approach, arguments and understanding of the issue. For example, one article will claim fossil energy is bad for the environment and the other one will argue fossil fuel has insignificant impact on climate change. You must be able to evaluate the veracity and the leaning of each source. The source can be a newspaper or magazine article, video (TV or Social Media), audio (podcasts, TV, etc.), presentations (PowerPoint, SlideShare, etc.).
Having troubles finding opposing resources? Feel welcome to search for your topic among these news outlets on the conservative side:
https://www.conservapedia.com/Top_Conservative_news_websites
and the https://aelieve.com/rankings/websites/category/news-media/top-liberal-websites/
In the same fashion, you will evaluate the second couple of sources from peer-reviewed journals. Each source will have different approach, argument and understanding of the issue and you must evaluate the robustness of the research method.
time to accomplish the assignment: ~30 min
Module 2 (video to introduce students to the readings and expected tasks)
- Digital Citizenship, Global Citizenship and Multiculturalism
- Definitions
- Global Citizenship
seek global sources:
start reading:
e.g. start following and reading several news outlets from other countries and with time, you should be able to detect differences in opinions and facts presented at those outlets and your current sources for information:
Spiegel International (German, left-leaning)
https://www.facebook.com/spiegelinternational
Le Monde Diplomatique
https://www.facebook.com/mondediplo
El Pais (Spanish, left leaning)
https://www.facebook.com/elpaisinenglish
Moscow Times (Russian, left leaning)
https://www.facebook.com/MoscowTimes
The Epoch Times (Chinese, far-right)
https://www.theepochtimes.com/
Start watching (smart phone, laptop) news feeds, live or vlog (video blog):
Africa News
https://youtu.be/NQjabLGdP5g
Nigeria Live (you can seek any other country on YouTube by typing the name of the country adding “live”)
https://youtu.be/ATJc9LyPZj8
Al Jazeera in English
https://youtu.be/GXfsI-zZO7s
Deutsche Welle
https://www.youtube.com/user/deutschewelleenglish
BBC
https://www.youtube.com/user/bbcnews
Russia Today
https://www.youtube.com/user/RussiaToday
China Today
https://www.youtube.com/channel/UCBOqkAGTtzZVmKvY4SwdZ2g
India News
https://www.youtube.com/user/IndiaTV
you can also follow specific people’s vlogs, e.g.
Alexei Navalny’s vlog has English subtitles
https://www.youtube.com/user/NavalnyRu
France 24 Live
https://youtu.be/HeTWwH1a0CQ
Start listening (smart phone, laptop):
BBC
https://play.google.com/store/apps/details?id=uk.co.bbc.android.iplayerradio&hl=en_US&gl=US (Android app)
https://apps.apple.com/gb/app/bbc-sounds/id1380676511 (iOS app)
Deutsche Welle
https://play.google.com/store/apps/details?id=com.exlivinapps.deutschewelleradioappde&hl=en_US&gl=US (Android app)
https://apps.apple.com/us/developer/deutsche-welle/id305630107 (iOS app)
Assignment:
Global Citizenship and Multiculturalism and Information and Media Literacy
Study the following tweet feed
https://blog.stcloudstate.edu/ims/2021/02/18/facebook-google-australia/
If the information from the tweet feed is insufficient, research the issue by seeking reliable sources. (In a short paragraph defend your choice of reliable sources).
What do you see as more important issue: the Facebook stance that it can be a subject of Australian law or the Australian government stance that Facebook is interfering in Australian life with its news delivery? Is Facebook a news outlet or a platform for news outlets? Does Facebook need to be regulated? By who; each country do have to regulate Facebook or Facebook needs to be regulated globally?
time to accomplish the assignment: ~30 min
Module 3 (video to introduce students to the readings and expected tasks)
- Assistance for work on the final project / paper
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Here a list of additional materials and readings on Fake News
https://www.ted.com/talks/eli_pariser_beware_online_filter
https://www.wired.co.uk/article/yoga-disinformation-qanon-conspiracy-wellness
Prominent pandemic deniers include a number of keen yoga practitioners, such as alternative health proponent Sayer Ji, who runs the website greenmedinfo.com, and his wife Kelly Brogan, who describes herself as a ‘holistic psychiatrist.’ More recently, the links between yoga and conspiracy theories came to public attention after the ‘QAnon shaman’ who stormed the Capitol on January 6, was revealed to be a yoga practitioner who is reportedly on an organic diet.
It’s hard to tell just how much conspiracy theories have infiltrated the wellness and yoga space. Researchers have tried to document the recent revival of ‘conspirituality’ – the intersection of yoga, spirituality and holistic health with conspiracy theories. The Conspirituality podcast, co-founded by cult survivor and yoga teacher Matthew Remski, lists figures in the wellness industry who have shared conspiracy theories and aims at exposing ‘faux-progressive wellness utopianism.’
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more on QAnon in this IMS blog
https://minnstate.zoom.us/j/9107443388
