Lazer, D. M. J., Baum, M. A., Benkler, Y., Berinsky, A. J., Greenhill, K. M., Menczer, F., … Zittrain, J. L. (2018). The science of fake news. Science, 359(6380), 1094–1096. https://doi.org/10.1126/science.aao2998
Baum and David Lazer, M. A. (2017, May 11). Social media must be held to account on fake news. Winnipeg Free Press (MB). p. A7.
In a paper published in March in the journal Science, David Lazer, Matthew Baum and 14 co-authors consider what we do and don’t know about the science of fake news. They definefake news as “fabricated information that mimics news media content in form but not in organizational process or intent,” and they go on to discuss problems at multiple levels: individual, institutional and societal. What do we know about individuals’ exposure to fake news and its influence upon them? How can Internet platforms help limit the dissemination of fake news? And most fundamentally: How can we succeed in creating and perpetuating a culture that values and promotes truth?
Steven Sloman, professor of cognitive, linguistic and psychological sciences at Brown University, and one of the paper’s 16 authors. Sloman is also author of The Knowledge Illusion: Why We Never Think Alone, a book about the merits and failings of our collaborative minds, published in 2017 with co-author Philip Fernbach.
Sloman, S. A. (2017). The knowledge illusion: Why we never think alone. New York: Riverhead Books.
Definition:
The HyFlex model gives students the choice to attend class in person or via synchronous remote stream and to make that choice on a daily basis. In other words, unlike online and hybrid models which typically have a fixed course structure for the entire semester, the HyFlex model does not require students to make a choice at the beginning of term and then stick with it whether their choice works for them or not; rather students are able to make different choices each day depending on what works best for them on that day (hence the format is “flexible”) (Miller and Baham, 2018, to be published in the Proceedings of the 10th International Conference on Teaching Statistics).
Definition from Horizon Report, HIgher Ed edition, 2014. p. 10 integration of Online Hybrid and Collaborative Learning
Definition from U of Arizona (https://journals.uair.arizona.edu/index.php/itet/article/view/16464/16485)
Beatty (2010) defines HyFlex courses to be those that “enable a flexible participation policy for students whereby students may choose to attend face-to-face synchronous class sessions or complete course learning activities online without physically attending class”
Online courses
Definition
Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
p.2.Online classes are a form of distance learning available completely over the Internet with no F2F interaction between an instructor and students (Helms, 2014).
https://www.oswego.edu/human-resources/section-6-instructional-policies-and-procedures
An online class is a class that is offered 100% through the Internet. Asynchronous courses require no time in a classroom. All assignments, exams, and communication are delivered using a learning management system (LMS). At Oswego, the campus is transitioning from ANGEL to Blackboard, which will be completed by the Fall 2015 semester. Fully online courses may also be synchronous. Synchronous online courses require student participation at a specified time using audio/visual software such as Blackboard Collaborate along with the LMS.
Web-enhanced courses
Web enhanced learning occurs in a traditional face-to-face (f2f) course when the instructor incorporates web resources into the design and delivery of the course to support student learning. The key difference between Web Enhanced Learning versus other forms of e-learning (online or hybrid courses) is that the internet is used to supplement and support the instruction occurring in the classroom rather than replace it. Web Enhanced Learning may include activities such as: accessing course materials, submitting assignments, participating in discussions, taking quizzes and exams, and/or accessing grades and feedback.”
Blended/Hybrid Learning
Definition
Goette, W. F., Delello, J. A., Schmitt, A. L., Sullivan, J. R., & Rangel, A. (2017). Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes. Psychology Learning and Teaching, 16(3), 336–352. https://doi.org/10.1177/1475725717716624
p.3.
Helms (2014) described blended education as incorporating both online and F2F character- istics into a single course. This definition captures an important confound to comparing course administration formats because otherwise traditional F2F courses may also incorp- orate aspects of online curriculum. Blended learning may thus encompass F2F classes in which any course content is available online (e.g., recorded lectures or PowerPoints) as well as more traditionally blended courses. Helms recommended the use of ‘‘blended’’ over ‘‘hybrid’’ because these courses combine different but complementary approaches rather than layer opposing methods and formats.
Blended learning can merge the relative strengths of F2F and online education within a flexible course delivery format. As such, this delivery form has a similar potential of online courses to reduce the cost of administration (Bowen et al., 2014) while addressing concerns of quality and achievement gaps that may come from online education. Advantages of blended courses include: convenience and efficiency for the student; promotion of active learning; more effective use of classroom space; and increased class time to spend on higher- level learning activities such as cooperative learning, working with case studies, and discuss- ing big picture concepts and ideas (Ahmed, 2010; Al-Qahtani & Higgins, 2013; Lewis & Harrison, 2012).
Although many definitions of hybrid and blended learning exist, there is a convergence upon three key points: (1) Web-based learning activities are introduced to complement face-to-face work; (2) “seat time” is reduced, though not eliminated altogether; (3) the Web-based and face-to-face components of the course are designed to interact pedagogically to take advantage of the best features of each.
The amount of in class time varies in hybrids from school to school. Some require more than 50% must be in class, others say more than 50% must be online. Others indicate that 20% – 80% must be in class (or online). There is consensus that generally the time is split 50-50, but it depends on the best pedagogy for what the instructor wants to achieve.
definition
“Backchannel” is a mode of communication created by audience members to connect with other observers both inside and outside of the presentation space, with or without the speaker’s awareness (Atkinson, 2009).
ARS (or CRS) are[audience] response systems are instructional technologies that allow instructors to rapidly collect and analyze student responses to questions posed during class” (Bruff, 2009, p. 1)
Distance learning courses are indicated in the schedule of classes on BU Brain with an Instructional Method of Online Asynchronous (OA), Online Synchronous (OS), Online Combined (OC), or Online Hybrid (OH). Online Asynchronous courses are those in which the instruction is recorded/stored and then accessed by the students at another time. Online Synchronous courses are those in which students are at locations remote from the instructor and viewing the instruction as it occurs. Online Combined courses are those in which there is a combination of asynchronous and synchronous instruction that occurs over the length of the course. Online Hybrid courses are those in which there is both in-person and online (asynchronous and/or synchronous) instruction that occurs over the length of the course.
Media technology—from mass media to social media and from video gaming to computer-mediated communication—plays an increasingly central role in people’s lives. Due to exponential increases in computing power, people now carry incredibly powerful computers—their smartphones—everywhere they go. This ever-greater access to media technology is generating an ever-greater conflict between media activities and the unmediated activities critical for psychological well-being—from our face-to-face conversations and family time to our down time and work lives. What are the costs and benefits of people’s modern media technology use for psychological well-being? Using a complementarity-interference (CI) framework, I review research to illuminate key psychological processes (i.e., mediators) and conditions (i.e., moderators) of the relationship between media technology and psychological well-being. Based on the existing evidence, I propose an initial theoretical CI model of the effects of media technology on psychological well-being. I use this CI model to outline important directions for future research, providing guidelines for an integrated, theoretically informed research on media technology.
Keywords: Media, Communication technology, Computer-mediated communication (CMC), Subjective well-being, Human-computer interaction (HCI)
Definition Media Technology
Media technology. In this chapter, we will explore psychological well-being in the context of modern media technology. In common parlance, we often think of the word ‘media’ as referring to mass media, such as news media (e.g., TV, radio), and more recently, to social media (e.g., Facebook, Twitter, Instagram). But media—the plural of medium—broadly refers to any technological tool that serves as a bridge or conduit to stimuli not otherwise available in the immediate physical environment. Thus, media technology refers to books and newspapers, radio and television, video and computer games—or to any device or method people use to transcend the constraints of their immediate physical environment: from yesterday’s dial-up telephone to the today’s smartphone, and from writing a hand-written letter to texting a friend (c.f., Okdie et al., 2014). Related terms also exist in the literature including information and communication technology, or ICT, as well as computer-mediated communication, or CMC. Most of the findings discussed here apply to—and in fact come from—the literature on ICT and CMC
While using the broad term, media technology, this chapter will focus primarily on the effects of media technology developed in the past century or so, including television, video games, and, most recently, mobile computers such as smartphones. In other words, we will be focusing on screen media technology. I will use the term mediated to refer to the stimuli afforded by the media technology, and the term unmediated to refer to behavior that does not involve the use of media (e.g., face-to-face interactions). Even though media technology itself is physical, I will use the term immediate physical environment to refer to the environment in which the media technology use occurs.
Etiquette is the proper way to behave and Ethics studies ideas about good and bad behavior. Both combine into Professionalism, which is the skill, good judgment, and polite behavior expected from a person trained to do a job such as social media marketing. Because social media blurs the lines between our personal and professional lives it is useful to look at actions in social media from three perspectives: Personal (as an individual), Professional (as an employee or perspective employee) and Brand (as an organization). To simplify the discussion I have created questions for each category in the Social Media Etiquette and Ethics Guide below. Click here to download.
Before you post or comment in a personal capacity consider:
Is it all about me? No one likes someone who only talks about themselves. The same applies in social media. Balance boasting with complimenting.
Am I stalking someone? It is good to be driven and persistent but be careful not to cross the line into creepy. Don’t be too aggressive in outreach.
Am I spamming them? Not everything or even the majority of what you post should ask for something. Don’t make everything self-serving.
Am I venting or ranting? Venting and ranting may feel good, but research says it doesn’t help and no matter how justified you feel, it never presents you in a positive light. Do not post negative comments or gossip.
Did I ask before I tagged? You had a great time and want to share those memories, but your friends, family or employer may have different standards than a friends. Check before you tag people in posts.
Did I read before commenting or sharing? Don’t make yourself look foolish by not fully reviewing something you are commenting on or sharing with others. Don’t jump to conclusions.
Am I grateful and respectful? Don’t take people for granted. Respond and thank those who engage with you.
Is this the right medium for the message? Not everything should be said in social media. Consider the feelings of the other person. Some messages should be given in person, by phone or email.
Am I logged into the right account? There are too many corporate examples of embarrassing posts meant for personal jokes that went out on official brand accounts. Always double check which account you are on. Don’t post personal information on brand accounts.
Before you post or comment as a professional consider:
Does it meet the Social Media Policy? Most organizations have official social media policies that you probably received when hired. Don’t assume you know what the policy says. Many employees have been fired for not following company social media regulations. Make sure you know and follow employer or client requirements.
Does it hurt my company’s reputation? No matter how many disclaimers you put on your accounts such as “views are my own” certain content and behavior will negatively impact your employer. If your bio states where you work, your personal account represents your employer.
Does it help my company’s marketing? Employee advocacy is an important strategy. Have a positive impact on your company’s image and when you can advocate for your brand in social.
Would my boss/client be happy to see it? You may not have “friended” your boss or client but a co-worker may have and your post is only a share or screen grab away. Even private accounts are never fully private.
Am I being open about who I work for? It is good to post positive content about your employer and it is nice to receive gifts, but if you are trying to pass it off as unbiased opinion that is wrong. Be transparent about your financial connections.
Am I being fair and accurate? Everyone is entitled to their person opinion, but if your opinion tends to always be unfounded and seems to have an agenda it will reflect negatively upon you. Criticism is welcome when it is constructive and opinion is backed by evidence.
Am I being respectful and not malicious? People can get very insensitive, judgmental and angry in social media posts. That does not convey a professional image. Don’t post what you wouldn’t say in person. Even an outburst in person fades in memory, but a malicious post is there forever.
Does it respect intellectual property? Not everything on the Internet is free. Check for or get permission to post company or client brand assets and content.
Is this confidential information? As an employee or contractor you are granted access to privileged and confidential information. Don’t assume it is fine to share. Do not disclose non-public company or client information.
Before posting or commenting as a brand on a social account consider:
Does it speak to my target market? Social media is unique from traditional marketing and requires a different perspective to be effective. Be sure to focus on your target’s wants and needs not yours.
Does it add value? Social media only works if people view and share it. Make your content educational, insightful or entertaining to grab interest and draw engagement.
Does it fit the social channel? Don’t post content ideal for Twitter on Instagram or Reddit. Each channel has its own culture and community. Make sure each post fits the channel’s environment, mission and policies or standards.
Is it authentic and transparent? Trying to trick people into clicking a link or making a purchase will get you nowhere. Don’t hide or exclude any relevant information.
Is it real and unique? Bots can automate tasks and be a great time saver, but use them for the right actions. Don’t use auto responses and create anything that could be perceived as spam.
Is it positive and respectful? It may be fine to talk trash about competitors or complain about customers in the office, but not in social media. Don’t badmouth the competition or customers.
Does it meet codes of conduct? As professionals we are part of trade associations that set standards of conduct. Be sure you are meeting these ethical standards such as the Word of Mouth Marketing Association’s Code of Ethics.
Does it meet all laws and regulations? Government has been catching up with social media and have issued regulations and laws you must follow. See guides on requirements like the FTC social media endorsement guidelines.
Does it meet the Social Media Policy? Most likely your brand or a client’s brand has a social media policy. Ensure you follow your own company standards.
the Sloan Consortium defined hybrid courses as those that “integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner.” Educators probably disagree on what qualifies as “pedagogically valuable,” but the essence is clear: Hybrid education uses online technology to not just supplement, but transform and improve the learning process.
While badging and digital credentialing are gaining acceptance in the business world and, to some extent, higher education, K-12 educators — and even students — are slower to see the value.
That’s when the MacArthur Foundation highlighted the winning projects of its Badges for Lifelong Learning competition at the Digital Media and Learning Conference in Chicago. The competition, co-sponsored by the Bill & Melinda Gates Foundation and the Mozilla Foundation, had attracted nearly 100 competitors a year earlier. The winners shared $2 million worth of development grants.
Evidence of Lifelong Learning
A digital badge or credential is a validation, via technology, that a person has earned an accomplishment, learned a skill or gained command of specific content. Typically, it is an interactive image posted on a web page and connected to a certain body of information that communicates the badge earner’s competency.
Credly is a company that offers off-the-shelf credentialing and badging for organizations, companies and educational institutions. One of its projects, BadgeStack, which has since been renamed BadgeOS, was a winner in the 2013 MacArthur competition. Virtually any individual or organization can use its platform to determine criteria for digital credentials and then award them, often taking advantage of an open-source tool like WordPress. The credential recipient can then use the BadgeOS platform to manage the use of the credential, choosing to display badges on social media profiles or uploading achievements to a digital resume, for instance.
Finkelstein and others see, with the persistently growing interest in competency-based education (CBE), that badging is a way to assess and document competency.
There are obstacles, though, to universal acceptance of digital credentialing. For one, not every community, company or organization sees a badge as something of value.
When a player earns points for his or her success in a game, those points have no value outside of the environment in which the game is played. For points, badges, credentials — however you want to define them — to be perceived as evidence of competency, they have to have portability and be viewed with value outside of their own environment.
For years educators have leveraged curation tools such as Scoop.it, Storify, and Pinterest to help students critically evaluate online resources.
(my bold to emphasize the difference between the definition of digital literacy, which I am fighting to establish at SCSU LRS and the continuous “information literacy” trend of the reference librarians )
Mapping Digital Literacy Policy and Practice in the Canadian Landscape
A well-rounded digital literacy incorporates print literacy but adds new capacities, competencies and comportments into the mix. Now included is the technical know-how to create a website, produce and upload a video, edit an image, design a functional information architecture for accessing or sharing knowledge – as well as many “soft skills” such as critical thinking and ethical behaviour. One of the primary transformations of the digital era in the 21st Century has been the introduction of end-users as actors in the world of communication, autonomous (producers and consumers of information) who can access and disseminate content in Web 2.0 domains without the regulatory controls of traditional filters and gatekeepers. Given this development, end-users now need greater critical thinking capacities to manage content: to decide what is valid and truthful and be able to incorporate multiple perspectives and voices into expanding worldviews. Additionally, exhibiting ethical behaviour in what may be said or posted online is essential to contemporary civic mindedness whether in a local context or the broader global village.
The digital five forces – Social Media, Big Data, Mobility and Pervasive Computing, Cloud, and AI and Robotics – are disintermediating, disrupting and deconstructing the old world order.
Abundance Mindset
Growth Mindset
Agile Approach
Comfort with Ambiguity
Explorer’s Mind
Collaborative Approach
Embracing Diversity
Scientific Studies on Literacy and Digital Literacy Indexed in Scopus: A Literature Review (2000-2013)
Conclusions:
the study of digital tools linked to these new literacies is absolutely necessary, particularly because Web 2.0 allow users to interact and cooperate together as content creators in a virtual community. Although this concept may suggest a new version of the World Wide Web (WWW), it really does not refer to an update of the technical features, but rather to the changes concerning the use and interaction through the Web.
Gamification is the concept of applying game mechanics and game design techniques to engage and motivate people to achieve their goals.
What Gamification is not:
Gamification is not digital game-based learning (DGBL); it does not allow students to play digital games to apply/identify concepts, nor does it allow students to create games to demonstrate comprehension. Unlike DGBL, gamification does not require the use of virtual environments or elaborate tech-based systems.
Engage students through creative course design.
Learn how to strategically implement game-based design principles that can help you better engage students in a more interactive approach to education. Using gamification in your courses does not have to be difficult nor does it have to be comprehensive. We will discuss a range of different approaches that you can implement immediately to help make assignments more competitive, grading scales more interactive, and content more compelling.
