Posts Tagged ‘United Kingdom’
QAnon goes European
https://www.politico.eu/article/qanon-europe-coronavirus-protests/
In France, the Yellow Jacket movement has embraced the American movement. In Italy, backers hail from the anti-vaccine community. In Britain, adherents draw from Brexit followers.
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What’s behind the rise of QAnon in the UK?
https://www.bbc.com/news/blogs-trending-54065470
The FFTCUK Facebook group has now amassed more than 13,000 members.
People were dressed in QAnon shirts or ones displaying the slogan “WWG1WGA”. Short for “Where we go one we go all”, it is the best-known rallying cry for QAnon believers.
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How QAnon Went Global
https://slate.com/technology/2020/09/qanon-europe-germany-lockdown-protests.html
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QAnon Gains Traction in Russia
https://www.themoscowtimes.com/2020/11/30/qanon-gains-traction-in-russia-a72180
Alexandra Arkhipova, an anthropologist at the Russian Presidential Academy of National Economy and Public Administration who tracks the spread of online conspiracy theories, has found that while there are fewer explicit references to QAnon on Russian-language social media than Covid-19 denialism and 5G fears, its prevalence is spreading.
Data gathered by Arkhipova since August reveals thousands of Russian-language social media posts about QAnon. On VKontakte and Telegram — an encrypted messaging service popular in Russia – groups dedicated to spreading the conspiracy theory in Russia have grown to include tens of thousands of members.
‘Price gouging from Covid’: student ebooks costing up to 500% more than in print from r/books
https://www.theguardian.com/education/2021/jan/29/price-gouging-from-covid-student-ebooks-costing-up-to-500-more-than-in-print
Nearly 3,000 librarians, academics and students have now signed an open letter calling for a public investigation into the “unaffordable, unsustainable and inaccessible” academic ebook market.
Johanna Anderson, subject librarian at the University of Gloucestershire and one of the authors of the letter, says: “Publishers are manipulating the market and price gouging from Covid. We are trying to support students during an unprecedented public health crisis and they are making it so much harder. It is a scandal.”
Caroline Ball, subject librarian at the University of Derby, says one reason librarians are angry is that academic publishing is one of the most lucrative industries in the world, with unusually high profit margins, estimated at around 40%.
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more on ebook prices in the SCSU OER blog
https://blog.stcloudstate.edu/oer/2021/01/17/ebook-prices/
https://www.theguardian.com/education/2021/jan/18/free-fast-broadband-service-launched-in-uk-to-support-home-schooling
Thousands of families struggling with home learning are being offered free high-speed broadband following a partnership between internet provider Hyperoptic and dozens of local authorities across the UK.
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more on netneutrality in this IMS blog
https://blog.stcloudstate.edu/ims?s=netneutrality
https://www.euronews.com/2020/11/09/estonia-s-interior-minister-resigns-over-corrupt-character-remarks-about-joe-biden
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more on QAnon in this IMS blog
https://blog.stcloudstate.edu/ims?s=qanon
Disruption, destruction and chaos has become the new way of governing
https://www.theguardian.com/commentisfree/2020/sep/13/tories-new-unscrupulous-politics-misinformation
It is really about how the world now works, and reflective of ideas that first gained ground in the 1980s and 90s. Back then, the French theorist Jean Baudrillard contended that the difference between actuality and mere simulation had long since broken down, a notion encapsulated in the postmodern concept of “hyperreality”.
The sociologist Zygmunt Bauman, in his book Intimations of Postmodernity, summarised Baudrillard’s portrayal of a culture in which “images represent nothing but themselves, information does not inform, [and] desires turn into their own objectives”.
“We live in a world where there is more and more information, and less and less meaning,” wrote Baudrillard in 1981.
https://www.technologyrecord.com/Article/microsoft-and-visr-provide-hololens-training-at-new-hull-hub-103156#.XmPWAw0V3TM.linkedin
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More on Hololens in this iMS blog
https://blog.stcloudstate.edu/ims?s=hololens
34 TOP TIPS FOR USING GAMIFICATION IN ONLINE LEARNING
34 Top Tips for using Gamification in Online Learning
1. KNOW WHAT YOUR GOAL IS
2. DESIGN YOUR GAME MECHANICS TO DRIVE POSITIVE BEHAVIOURAL CHANGES
3. CREATE A BUZZ AROUND THE LAUNCH
4. WELCOME WITH A BADGE
5. KEEP IT FUN
6. KEEP IT SIMPLE
7. LET LEARNERS CREATE AVATARS
8. MAKE PROGRESS OBVIOUS
9. MAKE ALERTS OBVIOUS
10. USE LEVELS TO DEFINE A LEARNING JOURNEY
11. START WITH EASIER, SHORTER LEVELS
12. MAKE IT CLEAR WHAT NEEDS TO BE DONE TO PROGRESS
13. WEIGHT YOUR POINTS ACCORDINGLY
14. GIVE MORE REWARDS TO USERS WHO ARE LESS ACTIVE
15. USE INTRINSIC REWARDS TO SPARK BEHAVIOURAL CHANGE
16. LET LEARNERS EXCHANGE POINTS FOR PRIZES
17. USE EXTRINSIC REWARDS SPARINGLY
18. LET THE LEARNER BECOME AN EXPERT
19. TIE LEARNER GOALS TO LARGER COMPANY GOALS
20. CREATE AN AREA FOR COMMUNITY
21. CREATE DISCUSSION GROUPS
22. INTEGRATE WITH SOCIAL MEDIA
23. MAKE SURE IT LOOKS GOOD
24. MAKE SURE IT’S ON BRAND
25. CATER FOR EVERY TYPE OF GAMER
26. TEST!
27. ANALYSE
28. ASK FOR FEEDBACK
29. KEEP CONTENT FRESH & REGULAR
30. YOU CAN NEVER HAVE ENOUGH BADGES!
31. GROUP BADGES IN SETS
32. USE LIMITED EDITION BADGES
33. GENERATE ENVY
34. ENCOURAGE COMPETITION
a tour of the Academy LMS, the world’s #1 gamified learning management system
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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning
This article pleads for a consideration what now is a full-blown reform in Finland (replacing subjects with topics) and seriously considered in the UK, as reported in this IMS blog: https://blog.stcloudstate.edu/ims/2015/03/24/education-reform-finland/
Broadening Pedagogical Knowledge by Learning from Other Disciplines
By: Maryellen Weimer, PhD January 20th, 2016
http://www.facultyfocus.com/articles/teaching-professor-blog/broadening-our-pedagogical-knowledge-by-learning-from-other-disciplines/
there’s a long-standing and still fairly widely held belief that the teaching needed for a particular kind of content is unique. Unless you know the content, you can’t know how to teach it.
What and how we teach are linked, but there are other connections besides those between method and material, and those connections aren’t all unique to the discipline. All (well, almost all) teachers want students engaged, and student engagement in physics and philosophy doesn’t look all that different. All teachers are concerned with classroom management issues. If students are dealing more with their phones than the material, the content is irrelevant. All teachers have a responsibility to prevent cheating. All teachers aspire to use fair and equitable grading practices. Course design principles transcend disciplines. The features of a good multiple-choice question are not discipline specific. And then there are those student characteristics that challenge teachers in every field: passivity, lack of motivation, low self-esteem, less than adequate study skills, and excessive grade-orientation start the list.