There are dozens of other conspiracy-propagating websites such as beforeitsnews.com, nodisinfo.com and veteranstoday.com.
It isn’t a traditional left-right political axis, she found. There are right-wing sites like Danger & Play and left-wing sensationalizers such as The Free Thought Project. Some appear to be just trying to make money, while others are aggressively pushing political agendas.
The true common denominator, she found, is anti-globalism — deep suspicion of free trade, multinational business and global institutions.
The News Literacy Project
A Stanford studyfound that the majority of middle school students can’t tell the difference between real news and fake news. In fact, 82 percent couldn’t distinguish between a real news story on a website and a “sponsored content” post.
The WSJ: Of the 8,704 students studied (ranging in age from middle school to college level), four in ten high-school students believed that the region near Japan’s Fukushima nuclear plant was toxic after seeing an unsourced photo of deformed daisies coupled with a headline about the Japanese area. The photo, keep in mind, had no source or location attribution. Meanwhile, two out of every three middle-schoolers were fooled by an article on financial preparedness penned by a bank executive.
what is social media (examples). why is called SM? why is so popular? what makes it so popular?
use SM tools for your research and education:
– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)
The versatility and compatibility of PowerPoint is a primary selling point for many presenters. Since it functions with both Microsoft Windows and Mac OS, PowerPoint is especially ideal for users intending to distribute their presentation out to other individuals and groups. Compared to Keynote and Prezi, PowerPoint has robust design options and multimedia capabilities. Through this program, users are able to follow a simple process to add audio and video clips to their slides.
Although PowerPoint is compatible across both Mac and PCs, the quality of the program is not created equal on each system – with the Mac version falling short of the PC version. On the design front, what PowerPoint makes up for in design options, it lacks in design function. Plus, audiences may perceive PowerPoint templates and themes as outdated
For those well-versed in Mac applications, Keynote will be breeze. Beginning presenters, along with veterans who are pressed for time will also appreciate the ease of Keynote. Equipped with templates with built-in layouts into the themes, Keynote allows its users to essentially knock out two birds with one stone. Are you featuring animations in your deck? Keynote handles these much better than PowerPoint or Prezi. Compared to PowerPoint, Keynote boasts more elegant, sleek templates and design features powered by Adobe programs. If you want to save your Keynote presentations as a YouTube video or Quicktime slideshow, there will be no hassle involved in the effort.
PC users might really struggle with Keynote upon first introduction. For example, the application’s design tools are nested in dropdown menus and tabs, possibly foreign to the avid PC user.
Prezi is a useful option for particularly storytelling-driven presentations. It’s non-linear storytelling capabilities far surpass the offerings in either PowerPoint or Keynote. From integrating multimedia and pngs and vector images constructed outside the web-based application fairly seamlessly to allowing collaboration among team members invested in the presentation, Prezi provides unique design and distribution capabilities. This presentation-building option also adds movement to a presenter’s message, which could be particularly engaging in many settings.
While Prezi’s web-based format provides simple embedding processes for blogs and web pages, any disruption in Internet connection or tiny glitch can reduce design quality and functionality. Even utilizing the zoom functions within Prezi can lead to fuzzy and pixelated photography. Some audiences could find the zoom functions gimmicky, while others could succumb to motion sickness. Designing within Prezi can be a challenge too, as users are limited to a set amount of colors and fonts and shapes are difficult to manipulate.
The growing use of data mining software in online education has great potential to support student success by identifying and reaching out to struggling students and streamlining the path to graduation. This can be a challenge for institutions that are using a variety of technology systems that are not integrated with each other. As institutions implement learning management systems, degree planning technologies, early alert systems, and tutor scheduling that promote increased interactions among various stakeholders, there is a need for centralized aggregation of these data to provide students with holistic support that improves learning outcomes. Join us to hear from an institutional exemplar who is building solutions that integrate student data across platforms. Then work with peers to address challenges and develop solutions of your own.
AECT-OTP Webinar: Digital Badges and Micro-Credentials for the Workplace
Time: Mar 27, 2017 1:00 PM Central Time (US and Canada)
Learn how to implement digital badges in learning environments. Digital badges and micro-credentials offer an entirely new way of recognizing achievements, knowledge, skills, experiences, and competencies that can be earned in formal and informal learning environments. They are an opportunity to recognize such achievements through credible organizations that can be integrated in traditional educational programs but can also represent experience in informal contexts or community engagement. Three guiding questions will be discussed in this webinar: (1) digital badges’ impact on learning and assessment, (2) digital badges within instructional design and technological frameworks, and (3) the importance of stakeholders for the implementation of digital badges.
Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and Adjunct Professor at Curtin University, Australia. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA
Each student learns differently and assessment is not linear. Learning for different students can be a longer or shorter path.
assessment comes before badges
what are credentials:
how well i can show my credentials: can i find it, can i translate it, issuer, earner, achievement description, date issued.
the potential to become an alternative credentialing system to link directly via metadata to validating evidence of educational achievements.
DB is not an assessment, it is the ability to demonstrate the assessment.
They are a motivational mechanism, supporting alternative forms of assessment, a way to credentialize learning, charting learning pathways, support self-reflection and planning
Digital humanities (DH) has been heralded as the next big thing in humanities scholarship and universities have been creating initiatives and new positions in this field. Libraries, too, have moved to create a presence in the digital humanities community, setting up centers and hiring librarians to staff them. This course is designed as an introduction for librarians or library school students who have little or no exposure to DH and wish to be better positioned to offer DH support or services in a library setting. Participants will read and discuss DH scholarship, learn about frequently-used software, and think about why and how libraries and librarians engage DH. While I will encourage participants to explore more complex computing approaches (and I will support those who do as best I can), this course does not presuppose computing skills such as programming or use of the command line and will not ask participants to do much more than upload files to websites or install and use simple programs. Participants should have an interest and background in humanities scholarship and humanities librarianship and while the readings will focus on activities in the United States, our discussions can be more geographically wide-ranging.
– A basic knowledge of what digital humanities is and how it effects scholarship in the humanities disciplines.
– Exposure to core tools and approaches used by digital humanists.
– An understanding of how libraries and librarians have been involved with digital humanities.
– Critical engagement with the role of librarians and libraries in digital humanities.
This class has a follow-up, Introduction to Text Encoding
John Russell is the Associate Director of the Center for Humanities and Information at Pennsylvania State University. He has been actively involved in digital humanities projects, primarily related to text encoding, and has taught courses and workshops on digital humanities methods, including “Introduction to Digital Humanities for Librarians.”
Read an interview with John Russell about this class: