Archive of ‘learning’ category

22
Feb
2021

immersive and goggles

categories: Digital literacy, educational technology, information technology, instructional technology, technology literacy

The tech industry is looking to replace the smartphone — and everybody is waiting to see what Apple comes up with

https://www.cnbc.com/2021/02/20/apple-facebook-microsoft-battle-to-replace-smartphone-with-ar.html

Apple’s working on solving this problem, too, according to a report in Nikkei Asia. The newspaper says that Apple is working with TSMC, its primary processor manufacturer, to develop a new kind of augmented reality display that’s printed directly on wafers, or the base layer for chips.

If Apple does eventually reveal a big leap forward in AR display technology — especially if the technology is developed and owned by Apple instead of a supplier — Apple could find itself with multi-year head-start in augmented reality as it did when the iPhone vaulted it to the head of the smartphone industry.

Apple is also adding hardware to its iPhones that hint at a headset-based future. High-end iPhones released in 2020 include advanced Lidar sensors embedded in their camera.

Microsoft has invested heavily in these kind of technologies, purchasing AltspaceVR, a social network for virtual reality, in 2018. Before it launched Hololens, it paid $150 million for intellectual property from a smartglasses pioneer.

Facebook CEO Mark Zuckerberg speaks the most in public about his hopes for augmented reality. Last year, he said, “While I expect phones to still be our primary devices through most of this decade, at some point in the 2020s, we will get breakthrough augmented reality glasses that will redefine our relationship with technology.”

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

18
Feb
2021

FCC broadband mapping task force

categories: Digital literacy, educational technology, information technology, technology literacy

https://www.cnet.com/news/fcc-chair-rosenworcel-launches-broadband-mapping-task-force/

The FCC has acknowledged that the maps it uses to figure out how to distribute the billions of dollars in federal funding it offers each year to subsidize the cost of building out infrastructure are flawed.

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

18
Feb
2021

Media Literacy for GLST 195

categories: Digital literacy, educational technology, information literacy, information technology, media literacy

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:

  1. Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions.
  2. Demonstrate knowledge of cultural, social, religious and linguistic differences.
  3. Analyze specific international problems, illustrating the cultural,economic, and political differences that affect their solution.
  4. 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

  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

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

      1. 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?

        1. Propaganda

Mini-Assignment: What is Propaganda? How do misinformation, disinformation, fake news and alternative facts fit into the process of propaganda?

        1. 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?

          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/

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?

        1. 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).

  1. 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

  1. How to deal with these processes
    1. how do we apply hands-on critical thinking to withstand these processes?
      1. What is critical thinking

disciplined thinking that is clear, rational, open-minded, and informed by evidence: https://www.dictionary.com/browse/critical-thinking

  1. Ability to research

Ability to find reliable information

  1. 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/

  1. 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

  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.

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)

  1. Digital Citizenship, Global Citizenship and Multiculturalism
    1. Definitions
    2. 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)

  1. 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

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