Searching for "ethics"
The Global Critical Media Literacy Educators’ Resource Guide
http://gcml.org/the-global-critical-media-literacy-educators-resource-guide/
- Introduction
- About the GCMLP
- Contacts for GCMLP Publication
- Methods of Media Manipulation
- Breaking the Corporate News Frame: Project Censored’s Networked News Commons
- Validated Independent News Story Assignment
- How to Find, Evaluate, and Summarize Validated Independent News Stories
- Validated Independent News Story Grading Rubric
- Validated Independent News Story Grading Criteria
- Student Guide For Evaluating Web Sources
- ‘Becoming the Media:’ Experiential Learning through Media Criticism and Political Activism During National Presidential Elections
- ACME Classroom Activities: Challenging Big Media and News Censorship
- Digging Deeper: Politico-Corporate Media Manipulation, Critical Thinking, and Democracy
- Service Learning: The SUNY Buffalo State and Project Censored Partnership
- Commodifying the Public Sphere Through Advertising and Commercial Media
- Group Advertisement Assignment
- Junk Food News Assignment
- News Abuse Assignment
- Meme Assignment
- Solutions Video Project
- Video Summary Assignment
- Ethics Alerts: Applied Learning Opportunity in Higher Education
- Ethics Alert Assignment
- Critical Analysis of Gender Stereotypes on Television Assignment
- Critical Analysis of Race, Ethnicity, and Class Stereotypes in Entertainment
- 18 Fun and Easy Classroom Activities for Media Education
- Five Ways to Flex Your Media Literacy Muscles
- List of Independent and Corporate News and News Criticism Outlets
- GCMLP Biographies and Participating Institutions
- GCMLP Event on Your Campus Instructions
- Sacred Heart University Graduate Program
- Media Education for a Digital Generation Book Flyer
Regular Pages: https://www.dropbox.com/s/jp5isqrn6ijv9lx/ACMEbookFINAL101215.pdf?dl=0
Spreads: https://www.dropbox.com/s/enya4iyyxahg8ik/ACMEbookFINAL101215SPREADS.pdf?dl=0
+++++++++++++
more on media literacy in this IMS blog
https://blog.stcloudstate.edu/ims?s=media+literacy
What can the government do about big data fairness?
https://fcw.com/articles/2016/05/23/big-data-fairness.aspx
At a Ford Foundation conference dubbed Fairness by Design, officials, academics and advocates discussed how to address the problem of encoding human bias in algorithmic analysis. The White House recently issued a report on the topic to accelerate research into the issue.
The FTC released two studies on how big data is used to segment consumers into profiles and interests.
U.S. CTO Megan Smith said the government has been “creating a seat for these techies,” but that training future generations of data scientists to tackle these issues depends on what we do today. “It’s how did we teach our children?” she said. “Why don’t we teach math and science the way we teach P.E. and art and music and make it fun?”
“Ethics is not just an elective, but some portion of the main core curriculum.”
more on big data in this IMS blog:
https://blog.stcloudstate.edu/ims?s=big+data
Midwest Regional Conference at Notre Dame
http://www.aaeebl.org/?page=notre_dame_2016
The Conference at Notre Dame May 12-13 is intriguing as you can see from some of the session titles below. It’s time to register and book lodging.
How do we know they are learning? Digital Evidence of and for Learning
Peruse the titles below to get an idea of the dynamism of this eportfolio conference:
- Balancing Summative, Formative, and Transformative ePortfolio Functions within Participatory Learning and Assessment
- Competency Based Badging and ePortfolios for the Youth and Adult Workforce in Philadelphia
- Show your SPuRS: Bridging Academics and Co-Curricular Professional Readiness
- Buckeye Badges: A Pilot Project at Ohio State University
- Developing an Integrative Toolkit for Engagement at Michigan (iTeam)
- Ethics, ePortfolios, and Badges: Envisaging Privacy and Digital Persistence in Student-Level Learning Evidence
- Balancing Summative, Formative, and Transformative ePortfolio Functions within Participatory Learning and Assessment
Plus 15 other sessions.
The keynote address will be given by Daniel T. Hickey on Open Digital Badges + ePortfolios: Searching for and Supporting Synergy. an internationally-known speaker and leader on the changes in higher education around digital technologies.
Here is a description of another session:
By sharing challenges, practices, and examples of maker portfolios, we highlight the importance of makerspaces and community development in the design of portfolios that capture rich learning.
These are the institutions represented in the program:
- Grand Valley State University
- Rose-Hulman Institute of Technology
- Indiana University
- Notre Dame
- University of Michigan
- IUPUI
- Ohio State University
- Kendall College; Laureate Universities
- Boston University
- Western Michigan University
- Drexel University
- University of Charleston
The full program will be posted by late Thursday of this week. This is a must-attend event to know about the latest developments in the eportfolio field.
Registration rates (note that AAEEBL members receive a $100 discount on registration; a student rate is available as well):
Registration Fees:
Non-Member Registration
$250 before April 25
$290 after April 25
Member Registration
$150 before Aprial 25
$190 after April 25
Student Registration
$75 before Aprial 25
$115 after April 25
Includes 2 breakfasts, one lunch and one reception. One and a half days of sessions.
Register now. Book lodging. Notre Dame is just outside of Chicago in Northern Indiana. Midway Airport is probably the closest major airport to the Notre Dame campus. Conference facilities at Notre Dame are excellent — lodging and conference space are adjacent.
+++++++++++++++++++++++++
More on badges in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=badges&submit=Search
More on eportfolio in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=eportfolio&submit=Search
ACRL e-Learning webcast series: Learning Analytics – Strategies for Optimizing Student Data on Your Campus
This three-part webinar series, co-sponsored by the ACRL Value of Academic Libraries Committee, the Student Learning and Information Committee, and the ACRL Instruction Section, will explore the advantages and opportunities of learning analytics as a tool which uses student data to demonstrate library impact and to identify learning weaknesses. How can librarians initiate learning analytics initiatives on their campuses and contribute to existing collaborations? The first webinar will provide an introduction to learning analytics and an overview of important issues. The second will focus on privacy issues and other ethical considerations as well as responsible practice, and the third will include a panel of librarians who are successfully using learning analytics on their campuses.
Webcast One: Learning Analytics and the Academic Library: The State of the Art and the Art of Connecting the Library with Campus Initiatives
March 29, 2016
Learning analytics are used nationwide to augment student success initiatives as well as bolster other institutional priorities. As a key aspect of educational reform and institutional improvement, learning analytics are essential to defining the value of higher education, and academic librarians can be both of great service to and well served by institutional learning analytics teams. In addition, librarians who seek to demonstrate, articulate, and grow the value of academic libraries should become more aware of how they can dovetail their efforts with institutional learning analytics projects. However, all too often, academic librarians are not asked to be part of initial learning analytics teams on their campuses, despite the benefits of library inclusion in these efforts. Librarians can counteract this trend by being conversant in learning analytics goals, advantages/disadvantages, and challenges as well as aware of existing examples of library successes in learning analytics projects.
Learn about the state of the art in learning analytics in higher education with an emphasis on 1) current models, 2) best practices, 3) ethics, privacy, and other difficult issues. The webcast will also focus on current academic library projects and successes in gaining access to and inclusion in learning analytics initiatives on their campus. Benefit from the inclusion of a “short list” of must-read resources as well as a clearly defined list of ways in which librarians can leverage their skills to be both contributing members of learning analytics teams, suitable for use in advocating on their campuses.
my notes:
open academic analytics initiative
https://confluence.sakaiproject.org/pages/viewpage.action?pageId=75671025
where data comes from:
- students information systems (SIS)
- LMS
- Publishers
- Clickers
- Video streaming and web conferencing
- Surveys
- Co-curricular and extra-curricular involvement
D2L degree compass
Predictive Analytics Reportitng PAR – was open, but just bought by Hobsons (https://www.hobsons.com/)
Learning Analytics
IMS Caliper Enabled Services. the way to connect the library in the campus analytics https://www.imsglobal.org/activity/caliperram
student’s opinion of this process
benefits: self-assessment, personal learning, empwerment
analytics and data privacy – students are OK with harvesting the data (only 6% not happy)
8 in 10 are interested in personal dashboard, which will help them perform
Big Mother vs Big Brother: creepy vs helpful. tracking classes, helpful, out of class (where on campus, social media etc) is creepy. 87% see that having access to their data is positive
librarians:
recognize metrics, assessment, analytics, data. visualization, data literacy, data science, interpretation
INSTRUCTION DEPARTMENT – N.B.
determine who is the key leader: director of institutional research, president, CIO
who does analyics services: institutional research, information technology, dedicated center
analytic maturity: data drivin, decision making culture; senior leadership commitment,; policy supporting (data ollection, accsess, use): data efficacy; investment and resourcefs; staffing; technical infrastrcture; information technology interaction
student success maturity: senior leader commited; fudning of student success efforts; mechanism for making student success decisions; interdepart collaboration; undrestanding of students success goals; advising and student support ability; policies; information systems
developing learning analytics strategy
understand institutional challenges; identify stakeholders; identify inhibitors/challenges; consider tools; scan the environment and see what other done; develop a plan; communicate the plan to stakeholders; start small and build
ways librarians can help
idenfify institu partners; be the partners; hone relevant learning analytics; participate in institutional analytics; identify questions and problems; access and work to improve institu culture; volunteer to be early adopters;
questions to ask: environmental scanning
do we have a learning analytics system? does our culture support? leaders present? stakeholders need to know?
questions to ask: Data
questions to ask: Library role
learning analytics & the academic library: the state of the art of connecting the library with campus initiatives
questions:
literature
causation versus correlation studies. speakers claims that it is difficult to establish causation argument. institutions try to predict as accurately as possible via correlation, versus “if you do that it will happen what.”
++++++++++++
More on analytics in this blog:
https://blog.stcloudstate.edu/ims/?s=analytics&submit=Search
one-credit courses on digital literacy offered for the School of Education department for Educational Leadership
====================================================
EDAD 697Introduction to Educational Technology
1 credit, summer 2016
Technology forecast for education: https://blog.stcloudstate.edu/ims/2016/01/27/4710/
Course Description
This synchronous online course will introduce school administrators to the multitude and complexity of educational technology issues. Through group discussions and exercises, the course will focus on the development of knowledge, skills and depositions to effective professional practice in educational leadership. The goal of the course is to develop knowledge and understanding of appropriate application of technology in the teaching and learning process and in the management of educational programs.
Information and experience in the course will include review of the latest trends in technology. Familiarity to acquisition of expertise will be sought in understand and use of Web 2.0 and Web 3.0, as well as social media, multimedia and interactivity and how it affects school life as well as the role of the educational leader. Specific attention will be paid to the importance and ability to develop and maintain policies, which reflect the ever-changing world of technology. Auxiliary, but no less important issues such as legal issues, copyright issues, ethics and other forms of digital citizenship will be discussed.
Course Objectives:
Upon successful completion of this course the student will:
| Course Objective |
Knowledge |
Skill |
Disposition |
Impact |
| 1. Demonstrate knowledge and the use of related technologies appropriate to the management of a school # |
o |
o |
|
|
| 2. Demonstrate knowledge and the use of related technologies appropriate to the instructional program of a school # |
o |
o |
|
|
| 3. Demonstrate knowledge and the use of various types of related technologies for supporting the instructional program of the school # |
o |
o |
|
|
| 4. Demonstrate knowledge of planning and management procedures and policies for the appropriate use of technological resources to serve the mission of the school # |
o |
o |
|
|
| 5. Demonstrate knowledge of common computer and related technological applications # |
o |
o |
|
|
| 6. Identify gender & diversity issues related to technology in education |
o |
o |
|
o |
| 7. Demonstrate knowledge of adaptive technology devices for individuals with special needs |
o |
o |
o |
o |
| 8. Demonstrate skill in the use of technology for materials preparation, presentations, record keeping, computation, communication, information / data collection and management, and the effective use of the Internet |
o |
|
o |
o |
| 9. Demonstrate an understanding of legal issues, including copyright issues, related to educational technology |
|
o |
|
o |
| 10. Demonstrate an understanding of the importance of ethical practice in the use of technology |
o |
|
o |
|
| 11. Demonstrate knowledge and understanding of administrative policies and procedures that promote appropriate utilization of technology by school personnel |
o |
|
o |
o |
| 12. Demonstrate familiarity with appropriate professional standards related to educational leadership and technology |
o |
o |
o |
o |
| 13. Demonstrate an understanding of the digital age learning culture, digital citizenship in particular |
o |
|
o |
|
# http://ed.mnsu.edu/edleadership/docs/license_competencies/K-12_Principal_Competencies_revised_8_22_08.pdf
National Educational Technology Standards for Administrators.
http://www.iste.org/standards/ISTE-standards/standards-for-administrators
Demonstrate familiarity with appropriate professional standards related to educational leadership and technology
http://www.ccsso.org/Documents/2015/ProfessionalStandardsforEducationalLeaders2015forNPBEAFINAL.pdf
Resources On Line
IMS Technology blog: https://blog.stcloudstate.edu/ims/
Twitter: #edtech ; #edtechchat ; #edtechUK; @Edtech_K12
Facebook: #edtech ; #edleadership
Pinterest #edtech; #edleadership ; #edtechleadership
Agency for Instructional Technology http://www.ait.net
Center for Technology and Teacher Education http://www.teacherlink.org
Center for Children and Technology http://www.edc.org/CCT/
T.H.E. Journal (Technology Horizons in Education Online Journal) http://www.thejournal.com
Cybertimes Navigator (New York Times) http://www.nytimes.com/navigator
International Society for Technology in Education (ISTE) http://cnets.iste.org/
Technology Standards for School Administrators (TSSA) http://cnets.iste.org/tssa
ISTE curriculum and Content Area Standards http://Cnets.iste.org/currstands/
Preparing Tomorrow’s Teachers to use Technology (PT3) http://www.pt3.org
Assistive Technology information: http://www.abilityhub.com http://www.enablemart.com
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
EDAD ??? Technology and Curriculum Design
1 credit, Summer 2016
Course Description
This course seeks hands-on experience in integration of educational technology into the classroom. Students will learn to select opportunities for application [or not] of technology in education. The course will provide a hands-on experience for educational leaders to understand the application of technology in the curriculum process. Topics of consideration include instructional design, media and formats, devices, telecommunications and social interactivity. The course will provide an opportunity to apply technology knowledge and experience in hands-on exercises for curriculum management as well as monitoring student achievement progress. Further discussions and practical approach will include modern, effective and efficient ways of communications among parents, students, faculty and administration. The course offered in synchronous online mode and F2F mode.
Objectives/Outcomes
Upon successful completion of this course the student will:
- Understand the impact of technology on the teaching and learning process.
- Understand the principles of the Universal Design for Learning (UDL) and National Educational Standards for Students (NETS*S) and their application in the curriculum process.
- Research and assess the opportunities for technology to be integrated in the classroom.
Universal Design for Learning (UDL)
http://www.udlcenter.org/aboutudl/whatisudl
The ISTE National Educational Technology Standards (NETS•T) and
Performance Indicators for Teachers
https://www.kent.edu/sites/default/files/file/ISTEstandards.pdf
EDAD ??? Technology as an Integral Part of Successful Educational Leadership
1 credit, Summer 2016
Course Description
Course Description
This class will support teacher leaders and school administrators in reviewing and systematizing the fast aspects of modern electronic technologies. Based on a foundational better understanding of how technologies work, future educational leaders will develop skills and practice the application of ideas, tactics and methods for better integration of technologies in the teaching and learning process as well as the creation of better policies and procedures.
The course is designed to bring research and analytical skills and build structure in the process of resolving technology issues, which educational leaders face in modern schools, including hardware and software problems, networks and computers, curriculum and teaching and learning methods.
The course will offer discussions as well as practical solutions such as social media (e.g. Twitter) for professional development, online tools for teacher evaluation, online tools for collaboration and creativity, immediate and future trends, which already impact education and educational leadership.
The course offered in synchronous online mode and F2F mode.
Objectives/Outcomes
- Students will be able to identify and update sources for information to keep current their technology knowledge
- Students will demonstrate knowledge and understanding of technology leadership standards.
- Student will demonstrate an understanding of how to create, promote, and sustain a dynamic, digital – age learning culture that provides a rigorous, relevant, and engaging education for all students.
- Students will demonstrate understanding of how to promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.
- Students will demonstrate an understanding of how to provide digital – age leadership and management to continuously improve the organization through the effective use of information and technology resources.
- Students will understand and apply knowledge of how to model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.
- Students will demonstrate knowledge of technology as integral part of facilities and resource management
- Students will be able to describe and use budget planning and management procedures related to educational computing and technology.
- Students will be able to describe and maintain current information involving facilities planning issues related to computers and related technologies.
- Students will be able to design and develop policies and procedures concerning staffing, scheduling, and security for managing computers/technology in a variety of instructional and administrative school
Journal Publishers Rethink a Research Mainstay: Peer Review
http://chronicle.com/article/Journal-Publishers-Rethink-a/233715/
Over the past few years, they have sought to repair, replace, or revolutionize the practice of peer review. Their methods vary. Some propose radical transparency. Some seek to decouple review from journals. Some propose crediting scientists for their review work. And some propose doing away with the system.
Much of this work was highlighted last month, when a small group of publishers held the first Peer Review Week, via online media, to promote the benefits of and debate changes in the existing system.
“All in all, it seems pretty dreadful,” says Andrew R.H. Preston, a physicist who helped start Publons, one of several services seeking to give researchers scientific credit for their reviews.
Started two years ago, Publons has prompted controversy. It allows referees to upload reviews, without journal approval, that could prove embarrassing to authors. It has raised ethical questions that researchers have only begun to ponder, including basic things, like just who owns peer review, anyway?
Mr. Stell is one of the founders of PubPeer, a website that allows anyone to anonymously comment on a published research article. The site has become known for its role in exposing several scientific frauds in the past few years.
Plan for presentation on social media impact in a “sociology and family” class.
Zuo, Jiping <jzuo@stcloudstate.edu>
“Media, Technology, Market, and Cosmopolitan Communities”
https://kahoot.it
Valentini, C. (2015). Is using social media “good” for the public relations profession? A critical reflection. Public Relations Review, 41(2), 170-177. doi:10.1016/j.pubrev.2014.11.009
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d108299204%26site%3deds-live%26scope%3dsite
http://www.sciencedirect.com/science/article/pii/S0363811114001817
p. 172 there is no doubt that digital technologies and social media have contributed to a major alteration in people’s interpersonal communications and relational practices. Inter- personal communications have substantially altered, at least in Western and developed countries, as a result of the culture of increased connectivity that has emerged from social media’s engineering sociality (van Dijck, 2013 ), which allows anyone to be online and to connect to others. Physical presence is no longer a precondition for interpersonal communication.
The Pew Research Center ( Smith & Duggan, 2013 , October 21) indicates that one in every ten American adults has used an online dating site or mobile dating app to seek a partner, and that in the last eight years the proportion of Americans who say that they met their current partner online has doubled. Another study conducted by the same organization ( Lenhart & Duggan, 2014 , February 11) shows that 25% of married or partnered adults who text, have texted their partner while they were both home together, that 21% of cell-phone owners or internet users in a committed relationship have felt closer to their spouse or partner because of exchanges they had online or via text message. Another 9% of adults have resolved online or by text message an argument with their partner that they were having difficulty resolving person to person ( Lenhart & Duggan, 2014 , February 11). These results indicate that digital technologies are not simply tools that facilitate communications: they have a substantial impact on the way humans interact and relate to one another. In other words, they affect the dynamics of interpersonal relations
the impact of social media on dating patterns (e.g. more like shopping around for a commodity) and dating relations (e.g. more temporary, unstable), along with many positive effects as well
1. Goal: introduce students to” a) social media b) the sociological impact of social media on family and dating issues
2. Learning outcomes: a) at the end of the session, students will have firm grasp of popular versus peer-reviewed (academic resources). b) students will be able allocate sources for information c) students will be able to evaluate [and compile? Zotero] information d) students will be able to discuss the impact of social media in general e) students will be able to discuss and evaluate the impact of social media on family and dating f) at the end of the session, students will understand the concepts of netiquette and privacy (digital citizenship, digital anthropology)
3. Possible q/s for the class:
a) why Tinder, Hinge, etc.?
These are the best pickup lines with the highest success rates, according to dating app Hinge
http://www.businessinsider.com/best-pickup-lines-with-highest-success-rates-according-to-hinge-2015-9
what other social media? Can Instagram, Twitter and FB be counted in this mix?
Is Instagram Flirting Really So Bad?
http://www.askmen.com/dating/dating_advice/social-media-dating-advice.html
b) what is so different in the dating scene? how did social media changed the scene?
“I’ve been surprised at what a real impact Facebook has on romantic relationships,” Galena Rhoades, clinical psychologist at the University of Denver, said in Allison McCann’s BuzzFeed article, How Facebook Ruined Dating (And Breaking Up Too). “And I do think Facebook is playing a bigger role in relationship formation and relationship disillusions.” http://psychcentral.com/blog/archives/2013/05/11/dating-and-the-impact-of-social-media/
c) how do family values change, based on the changes in [online] dating?
d) how does online dating differ across race, gender, sexual orientation, age and cultures
e) privacy, security, surveillance
f) mail brides on steroids? how does online dating apps change dubious practices?
g) does online dating impact marriages? are marriages better or weaker after online dating?
Finkel, et al. (2012).Online Dating: A Critical Analysis From the Perspective of Psychological Science. Psychological Science in the Public Interest. 13(1), pp. 3–66. http://www3.nd.edu/~ghaeffel/OnineDating_Aron.pdf
the authors say “yes” to online dating but “we see substantial opportunities for improving the way online dating is practiced. Some of this improvement can come from closer collaboration between scholars and service providers.”
4. possible collaborations. The topic of online dating, social media in particular, is of interest to specialists from Communication Studies (Usera, Fullick), Anthropology (Bocanete), Nursing (Couch), Gender Studies (Robinson), SCSU Counseling and Psychological Services (Houdet) .
E.g.:
Usera, D. (2014). Online Dating Interactions: A discursive look (Dissertation). Graduate College of The University of Iowa, The University of Iowa. Retrieved from https://www.academia.edu/13255554/Online_Dating_Interactions_A_discursive_look
Fullick, M. (2013). “Gendering” the Self in Online Dating Discourse. Canadian Journal Of Communication, 38(4). Retrieved from http://www.cjc-online.ca/index.php/journal/article/view/2647
Bocanete, A. C. (2013). All-male Mobile Dating Apps and their Users in London… After the Magic Wears Out (Dissertation). DEPARTMENT OF ANTHROPOLOGY, UNIVERSITY COLLEGE LONDON. Retrieved from https://www.academia.edu/12884810/All-male_Mobile_Dating_Apps_and_their_Users_in_London…_After_the_Magic_Wears_Out
Couch, D. (2006). Online dating and mating: the use of the internet to meet sexual partners (Master of Public Health). La Trobe University, Victoria, Australia. Retrieved from https://www.academia.edu/12639192/Online_dating_and_mating_the_use_of_the_internet_to_meet_sexual_partners
Robinson, B. (2015). “Personal Preference” as the New Racism: Gay Desire and Racial Cleansing in Cyberspace. Sociology of Race and Ethnicity, 1(2), 317–330. http://doi.org/10.1177/2332649214546870 http://sre.sagepub.com/content/1/2/317
Houdet, A. (2014, August 11). Online Dating Services and McGill: A Study of Usage and Perception (POLI 311: Techniques of Empirical Rsearch Paper). Mcgill, Montreal, Canada. Retrieved from https://www.academia.edu/7935047/Online_Dating_Services_and_McGill_A_Study_of_Usage_and_Perception
bibliography:
and https://blog.stcloudstate.edu/ims/2014/09/25/online-dating/
Synopsis
UWire and The Guardian have a long list of reports. Academia.edu has also plenty of serious academic research. While UWire and the Guardian are explicitly centered on the Anglo-Saxon world (with one exception of report on Iran), Academia.edu presents a great choice of cases from around the world (different cultures) in mostly serious academic research
The Tinder-Is-Satan Arms Race Heats Up Further http://nymag.com/scienceofus/2015/08/tinder-is-satan-arms-race-heats-up-further.html
The History of Digital Desire, vol. 1: An Introduction http://saq.dukejournals.org/content/110/3/583.short
Stampler, L. (2014). The New Dating Game. Time, 183(6), 40. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d94317888%26site%3deds-live%26scope%3dsite
Kite, M. (2015). Click and flick: romance is being killed off by the brutal marketplace of dating apps such as Tinder. Spectator, (9729). 12. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.401492069%26site%3deds-live%26scope%3dsite
Hobson, T. (2015). Tinder feelings: Can mobile dating apps move beyond the promise of a one-night stand?. Spectator, (9740). 22. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.411742748%26site%3deds-live%26scope%3dsite
(2015). My Tinder date wants to be friends with benefits. I want to be serious. What now? Swipe Right is our advice column that tackles the tricky world of online dating. This week: weighing the benefits of casual liaisonsGet help making your profile work: forward screenshots to askevaguardian@gmail.com for a personal critique and upgrade; Swipe Right is our advice column that tackles the tricky world of online dating. This week: weighing the benefits of casual liaisonsGet help making your profile work: forward screenshots to askevaguardian@gmail.com for a personal critique and upgrade. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409945005%26site%3deds-live%26scope%3dsite
http://www.theguardian.com/lifeandstyle/2015/apr/16/swipe-right-online-dating-friends-with-benefits-relationships
Wood, M. (2015). Led by Tinder, the Mobile Dating Game Surges. The New York Times. p. 8. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.400230809%26site%3deds-live%26scope%3dsite
http://www.lexisnexis.com/lnacui2api/api/version1/getDocCui?lni=5F7B-R7N1-DXY4-X3K7&csi=6742&hl=t&hv=t&hnsd=f&hns=t&hgn=t&oc=00240&perma=true http://www.nytimes.com/2015/02/05/technology/personaltech/led-by-tinder-the-mobile-dating-game-surges.html
(2015). Tinder hooks up with Instagram to woo new users to the dating app; Dating app overhauls its user profiles with photo app integration, and extended information pulled from Facebook. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409944725%26site%3deds-live%26scope%3dsite
(2015). Brand love in the time of Tinder; Thanks to dating apps such as Tinder, relationships are changing, but does that include the ones we form with brands too?. theguardian.com. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dedsgao%26AN%3dedsgcl.409800099%26site%3deds-live%26scope%3dsite
(2015). A look at modern day dating – Tinder and Match.com. UWIRE Text. http://go.galegroup.com/ps/i.do?id=GALE%7CA401448144&v=2.1&u=stcloud_main&it=r&p=PROF&sw=w&asid=4b52e991d97812282b4651b5c2276ca9
ROBBINS, A. (2015). Sex and the (Newly!) Single Girl. Washingtonian Magazine, 50(8), 68.
Serjoie, K. A. (2015). Iranian ‘Tinder’ Seeks to Encourage Marriage But Not Dating. Time.Com, N.PAG. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dmih%26AN%3d108327379%26site%3deds-live%26scope%3dsite
Rhodan, M. (2015). Meet Willow, the Dating App That Won’t Judge You By Your Looks. Time.Com, N.PAG. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3df5h%26AN%3d100947723%26site%3deds-live%26scope%3dsite
Rutkin, A. (2015). Hackers can see your dating pics and chat. New Scientist, 226(3022), 20. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dulh%26AN%3d102818153%26site%3deds-live%26scope%3dsite
Grigoriadis, V. (2014). Inside the Hookup Factory. Rolling Stone, (1221), 24-26. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3daph%26AN%3d98976542%26site%3deds-live%26scope%3dsite
Jamie, N. (2015, July 9). London launch for US dating app that rivals Tinder. Evening Standard. p. 55. http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dkeh%26AN%3d103711119%26site%3deds-live%26scope%3dsite
Internet and the Male Homosexual Identity: A Critical Reading of the Online Dating Space for Homosexual Men in Bengaluru. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/14656772/Internet_and_the_Male_Homosexual_Identity_A_Critical_Reading_of_the_Online_Dating_Space_for_Homosexual_Men_in_Bengaluru
Going Offline: An Exploratory Cultural Artifact Analysis of An Internet Dating Site’s Development Trajectories. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/14184813/Going_Offline_An_Exploratory_Cultural_Artifact_Analysis_of_An_Internet_Dating_Site_s_Development_Trajectories
Five Tips for Dating Online. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/14078925/Five_Tips_for_Dating_Online
Old and New Methods for Online Research: The Case of Online Dating. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/13924873/Old_and_New_Methods_for_Online_Research_The_Case_of_Online_Dating
Remediating the Matchmaker: Arranging Marriage Online in the South Asian Diaspora in America. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/13897347/Remediating_the_Matchmaker_Arranging_Marriage_Online_in_the_South_Asian_Diaspora_in_America
Stranger Stranger or Lonely Lonely? Young Chinese and dating apps between the locational, the mobile and the social. (n.d.). Retrieved August 18, 2015, from
https://www.academia.edu/13895551/Stranger_Stranger_or_Lonely_Lonely_Young_Chinese_and_dating_apps_between_the_locational_the_mobile_and_the_social
Roeffen, C. (2014).
Mobile dating: Romance is just a swipe away Tinders’ Romantic and sexual interactions (Bachellor’s Degree). Urbane Technologieen, Netherlands. Retrieved from
https://www.academia.edu/8899473/Mobile_dating_Romance_is_just_a_swipe_away_Tinders_Romantic_and_sexual_interactions
Lemke, R. (2014).
Sexual Liberation on the Internet? Sexual Internet Use of MSM in 50 Different Countries. Mainz: Johannes Gutenberg Universitaet. Retrieved from
https://www.academia.edu/8662454/Sexual_Liberation_on_the_Internet_Sexual_Internet_Use_of_MSM_in_50_Different_Countries
Kogovsek, T., Svab, A., & Kuhar, R. (2011). Intimacy Transformed? : Perceptions of Love, Intimacy and Partnership Among On-line Daters in Slovenia.
Annales,
21(1), 177–186.
https://www.academia.edu/7988186/Intimacy_Transformed_Perceptions_of_Love_Intimacy_and_Partnership_Among_On-line_Daters_in_Slovenia
Cacioppo, J. T., Cacioppo, S., Gonzaga, G. C., Ogburn, E. L., & VanderWeele, T. J. (2013). Marital satisfaction and break-ups differ across on-line and off-line meeting venues.
Proceedings of the National Academy of Sciences,
110(25), 10135–10140.
http://doi.org/10.1073/pnas.1222447110Fullick, M. (2013). “Gendering” the Self in Online Dating Discourse.
Canadian Journal Of Communication, 38(4). Retrieved from
http://www.cjc-online.ca/index.php/journal/article/view/2647
Phillips, J. (n.d.). Online Dating: How Culture Affects Self-Presentation of Match.com Users. Retrieved from
https://www.academia.edu/3845104/Online_Dating_How_Culture_Affects_Self-Presentation_of_Match.com_Users
Chow, E., Coulombe, D., Garcia, V., Vuu, D., & Wade, J. (2009, May 23). Culture, Power, Cyberspace: Age and Gender in Online Dating Websites: An Analysis of User Profiles on Mingles.com. Retrieved from
http://anthrocyber.blogspot.com/2009/05/age-and-gender-in-online-dating.html
Masden, C., & Edwards, W. K. (n.d.). Understanding the Role of Community in Online Dating. In
Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems (pp. 535–544). Seoul, Korea.
http://doi.org/10.1145/2702123.2702417
Facebook canceled a student’s internship after he highlighted a massive privacy issue
not the first time Facebook has such issues; please read other IMS blog posts:
http://socioint15.org
SOCIO-INT15- 2nd INTERNATIONAL CONFERENCE ON EDUCATION SOCIAL SCIENCES AND HUMANITIES will be held in Istanbul (Turkey), on the 8th, 9th and 10th of June 2015 is an interdisciplinary international conference that invites academics, independent scholars and researchers from around the world to meet and exchange the latest ideas and discuss issues concerning all fields of Education, Social Sciences and Humanities.
Socioint15_Accepted_Abstracts1
SOCIO-INT15 provides the ideal opportunity to bring together professors, researchers and high education students of different disciplines, discuss new issues, and discover the most recent developments, new trends and researches in education, social sciences and humanities.
Academics making efforts in education, subfields of which might include higher education, early childhood education, adult education, special education, e-learning, language education, etc. are highly welcomed. People without papers can also participate in this conference as audience so long as they find it interesting and meaningful.
Due to the nature of the conference with its focus on innovative ideas and developments, papers also related to all areas of social sciences including communication, accounting, finance, economics, management, business, marketing, education, sociology, psychology, political science, law and other areas of social sciences; also all areas of humanities including anthropology, archaelogy, architecture, art, ethics, folklore studies, history, language studies, literature, methodological studies, music, philosophy, poetry and theater are invited for the international conference.
Submitted papers will be subject to peer review and evaluated based on originality and clarity of exposition.
Literature, Ethics, Physics: It’s All In Video Games At This Norwegian School
http://blogs.kqed.org/mindshift/2014/07/literature-ethics-physics-its-all-in-video-games-at-this-norwegian-school/
game-based learning seems to be a misnomer, as the learning is not based on games, but enhanced by them. Commercial games are repurposed and modified to support curricular goals, as opposed to driving them. Of course, learning can and should also be based on games, as they are valid texts that can be studied in and of themselves, but it is important to see video games as elastic tools whose potential uses exceed their intended purpose.
My note: game-enhanced learning can be safely classified under “gamification”:
Gamification is defined as the process of applying game mechanics and game thinking to the real world to solve problems and engage users (Phetteplace & Felker, 2014, p. 19; Becker, 2013, p. 199; Kapp, 2012).
More on the issue of gaming and gamification (including coding) in Scandinavian countries:
https://blog.stcloudstate.edu/ims/?s=finland