2022 archive

Gaming for History

U Arizona History Profs Turn Gaming into Credit-Bearing Learning Activity

https://campustechnology.com/articles/2022/03/31/u-arizona-history-profs-turn-gaming-into-credit-bearing-learning-activity.aspx

Milliman also plans to create a U Arizona course tailored to individuals who might come to the university via the Age of Empires IV experience. “It will help them transition from being gamers to being students,” he explained. “This will get online students familiar with doing historical research and being a university student. There won’t be any textbooks or tests. It will be project-focused and based on the experiences they had playing the game with our additional content.”

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

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.

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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/

Germany Russia and RT

Russia to target German media in response to German ban on RT TV

https://www.reuters.com/business/media-telecom/russia-target-german-media-response-german-ban-rt-tv-2022-02-02/

In December, YouTube had removed RT DE, saying it violated community standards, and the MABB media watchdog for Berlin and the state of Brandenburg ruled RT DE was not eligible to broadcast in Germany for licensing reasons. read more

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.

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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

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