Searching for "information technology"

Media, Technology and Education in a Post-Truth Society

Media, Technology and Education in a Post-Truth Society

https://www.emerald.com/insight/publication/doi/10.1108/9781800439061

Alexander, B. (2021), “Macroauthorities and Microliteracies: The New Terrain of Information Politics”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 29-37. https://doi.org/10.1108/978-1-80043-906-120211003

Portelli, J.P. and Oladi, S. (2021), “Post-truth Society: Toward a Dialogical Understanding of Truth”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 11-28. https://doi.org/10.1108/978-1-80043-906-120211002

Patrinos, H.A. (2021), “The Learning Challenge in the Twenty-first Century * “, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 39-53. https://doi.org/10.1108/978-1-80043-906-120211004

Pauncefort, E. (2021), “Critical Literacy Is at the Heart of the Answer”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 73-94. https://doi.org/10.1108/978-1-80043-906-120211006

Balser, W.F.Diasio, S. and Kendal, T. (2021), “Societal Reorientation via Programmable Trust: A Case for Piloting New Models of Open Governance in Education”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 95-110. https://doi.org/10.1108/978-1-80043-906-120211007

This essay proposes the need to infuse open innovation (OI) and open source (OS) principles and technologies into schools as a means of tackling many of the most pervasive challenges in education, and by extension, society at large. It is argued that the principles of OI and OS, which are rooted in innovation management and software development, respectively, may be applied to the way we conceive of and approach organizational governance structures related to schooling, particularly in regard to harnessing innovation, updating management processes, and codifying new systems of trust. Whereas OI offers a novel approach to knowledge flow and the open exchange of ideas, communities rooted in OS principles breed tangible and generative effects through peer network democratization. These emergent, digitally defined networks have been proven to maximize innovation potential, expand collaboration, and enable the propagation of highly durable systems of trust and transparency, all catalytic and essential if we are to realize a future learning economy which favors equity, distributed systems, and common goods over profit, centralized decision-making, and proprietorship. It is within this framing that we articulate the core tenets of both OI and OS translationally as a means of stimulating thinking about how core principles of “openness” and the distributed technologies they enable may help to build common ground in an ever-evolving education and information ecosystem.

Sant, T. (2021), “How Can Wikipedia Save Us all?: Assuming Good Faith from all Points of View in the Age of Fake News and Post-truth”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 133-143. https://doi.org/10.1108/978-1-80043-906-120211010

Fusari, M. (2021), “The Kony 2012 Campaign: A Milestone of Visual Storytelling for Social Engagement”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 155-173. https://doi.org/10.1108/978-1-80043-906-120211012

Mallia, Ġorġ. (2021), “Post-truth Visuals, Untruth Visuals”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 175-187. https://doi.org/10.1108/978-1-80043-906-120211013

Basu, D. and Gabbay, M. (2021), “Karl Marx and the Blockchain”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 225-241. https://doi.org/10.1108/978-1-80043-906-120211016

Blockchain is often presented as a technological development; however, clearly it is not only that: the ‘Blockchain buzz’ exists in the context of current social and political developments. In this essay, we analyse blockchain technology and its social and political context from a perspective of Marxist economic theory. Since arguably the last great inflection point in society and technology was analysed by Marx in terms of labour and capital and since we seem to be experiencing a shift in the balance between these forces today, it makes sense to revisit the Marxist ideas and apply them to the current situation, to see how well they still apply and if necessary to update them for current events.

Ellul, J.Grech, A. and Pace, G.J. (2021), “Two Sides to Every Story. The Truth, Post-truth, and the Blockchain Truth”, Grech, A. (Ed.) Media, Technology and Education in a Post-Truth Society (Digital Activism and Society: Politics, Economy And Culture In Network Communication), Emerald Publishing Limited, Bingley, pp. 243-253. https://doi.org/10.1108/978-1-80043-906-120211017

One of the rallying cries of the blockchain community is that of immutability: the irreversibility of the past, the absolute truth which, once stored, remains there forever. The technology was designed with this foundational pillar in mind to ensure that changes to history are inordinately expensive and practically impossible to execute – and increasingly so, the further in the past the event which one intends to manipulate lies. This platonic view of absolute truth is in stark contrast with a world of manipulated truth, and it is not surprising that it is being revisited as a means of combating fake news. We argue that claims to the absolute nature of the blockchain are at best exaggerated, at worst misrepresented or even ‘fake news’. We discuss implicit centralised points of trust in blockchains, whether at a technological, social or governance level, and identify how these can be a threat to the ‘immutable truth’ stored within the blockchain itself. A global pandemic has unleashed an unprecedented wave of contradictory positions on anything from vaccines and face masks to ‘the new normal’. It is only natural that the pursuit of blockchain as a placebo for society’s ‘truth’ problems continues.

disinformation cybersecurity

It’s time to accept that disinformation is a cyber security issue from r/technology

https://www.computerweekly.com/opinion/Its-time-to-accept-that-disinformation-is-a-cyber-security-issue

Misinformation and disinformation are rife, but so far it’s been seen as a challenge for policy-makers and big tech, including social media platforms.

The sheer volume of data being created makes it hard to tell what’s real and what’s not. From destroying 5G towers to conspiracies like QAnon and unfounded concern about election fraud, distrust is becoming the default – and this can have incredibly damaging effects on society.

So far, the tech sector – primarily social media companies, given that their platforms enable fake news to spread exponentially – have tried to implement some measures, with varying levels of success. For example, WhatsApp has placed a stricter limit on its message-forwarding capability and Twitter has begun to flag misleading posts.

the rise of tech startups that are exploring ways to detect and stem the flow of disinformation, such Right of ReplyAstroscreen and Logically.

disinformation has the potential to undermine national security

Data breaches result in the loss of value, but so can data manipulation

Steve Bannon misinformation

Steve Bannon Caught Running Facebook Misinformation Network from r/technology

Steve Bannon Caught Running a Network of Misinformation Pages on Facebook

https://gizmodo.com/steve-bannon-caught-running-a-network-of-misinformation-1845633004

the Bannon-related pages tended to publish content at the same time and linked to the Populist Press, an even more right-wing Drudge Report copycat trafficking in disproven election fraud claims.

“If 2016 was an accident,” Quran added, “2020 has been negligence.”

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

Western Balkans Information & Media Literacy Conference

Western Balkans Information & Media Literacy Conference

organized by LIT Limerick Institute of Technology, Ireland; Bihac, Bosnia

Conference main themes and topics https://www.wbimlc.org/topics

Information Literacy in the modern world

  • From Information Literacy to Digital Scholarship

  • Fake News and Information Literacy

  • Information literacies (media literacy, Research Literacy, digital literacy, visual literacy, financial literacy, health literacy, cyber wellness, infographics, information behavior, trans-literacy, post-literacy)

  • Information Literacy and academic libraries

  • Information Literacy and adult education

  • Information Literacy and blended learning

  • Information Literacy and distance learning

  • Information Literacy and mobile devices

  • Information Literacy and Gamification

  • Information Literacy and public libraries

  • Information Literacy in Primary and Secondary Schools

  • Information Literacy and the Knowledge Economy

  • Information Literacy and Lifelong Learning

  • Information Literacy and the Information Society

  • Information Literacy and the Multimedia Society

  • Information Literacy and the Digital Society

  • Information Literacy in the modern world (e.g trends, emerging technologies and innovation, growth of digital resources, digital reference tools, reference services).

  • The future of Information Literacy

  • Workplace Information Literacy

Librarians as support to the lifelong learning process

  • Digital literacy, Digital Citizenship

  • Digital pedagogy and Information Literacy

  • Information Literacy Needs in the Electronic Resource Environment

  • Integrating Information Literacy into the curriculum

  • Putting Information Literacy theory into practice

  • Information Literacy training and instruction

  • Instructional design and performance for Information Literacy (e.g. teaching practice, session design, lesson plans)

  •  Information Literacy and online learning (e.g. self-paced IL modules, online courses, Library Guides)

  • Information Literacy and Virtual Learning Environments

  • Supporting users need through library 2.0 and beyond

  • Digital empowerment and reference work

  • Information Literacy across the disciplines

  • Information Literacy and digital preservation

  • Innovative IL approaches

  • Student engagement with Information Literacy

  • Action Literacy

  • Information Literacy, Copyright and Intellectual Property

  • Information Literacy and Academic Writing

Media and Information Literacy – theoretical approaches (standards, assessment, collaboration, etc.)

  • The Digital Competence Framework 2.0

  • Information Literacy theory (models, standards, indicators, Moscow Declaration etc.)

  • Information Literacy and Artificial intelligence

  • Information Literacy and information behavior

  • Information Literacy and reference services: cyber reference services, virtual reference services, mobile reference services

  • Information Literacy cultural and contextual approaches

  • Information Literacy and Threshold concepts

  • Information Literacy evaluation and assessment

  • Information Literacy in different cultures and countries including national studies

  • Information Literacy project management

  • Measuring in Information Literacy instruction assessment

New aspects of education/strategic planning, policy, and advocacy for Information Literacy in a digital age

  • Information Literacy and the Digital Divide

  • Policy and Planning for Information Literacy

  • Branding, promotion and marketing for Information Literacy

  • Cross –sectorial; and interdisciplinary collaboration and partnerships for Information Literacy

  • Leadership and Governance for Information Literacy

  • Strategic planning for IL

  • Strategies in e-learning to promote self-directed and sustainable learning in the area of Information Literacy skills.

bots and disinformation

Computer-generated humans and disinformation campaigns could soon take over political debate. Last year, researchers found that 70 countries had political disinformation campaigns over two years from r/Futurology

Bots will dominate political debate, experts warn

 

 

Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
Perhaps the most notable of such campaigns was that initiated by a Russian propaganda group to influence the 2016 US election result.

he US Federal Communications Commission hosted a period in 2017 where the public could comment on its plans to repeal net neutrality. Harvard Kennedy School lecturer Bruce Schneier notes that while the agency received 22 million comments, many of them were made by fake identities.
Schneier argues that the escalating prevalence of computer-generated personas could “starve” people of democracy

 

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

feedback w technology

How to Give Your Students Better Feedback With Technology ADVICE GUIDE

y Holly Fiock and Heather Garcia

https://www.chronicle.com/interactives/20191108-Advice-Feedback

students continue to report dissatisfaction with the feedback they get on assignments and tests — calling it vague, discouraging, and/or late.

The use of technology in the classroom (both in face-to-face and online environments)

  • Rubrics: online scoring guides to evaluate students’ work.
  • Annotations: notes or comments added digitally to essays and other assignments.
  • Audio: a sound file of your voice giving feedback on students’ work.
  • Video: a recorded file of you offering feedback either as a “talking head,” a screencast, or a mix of both.
  • Peer review: online systems in which students review one another’s work.

Two main types of feedback — formative and summative — work together in that process but have different purposes. Formative feedback occurs during the learning process and is used to monitor progress. Summative feedback happens at the end of a lesson or a unit and is used to evaluate the achievement of the learning outcomes.

Good feedback should be: Frequent, Specific, Balanced, Timely

guide on inclusive teaching, frequent, low-stakes assessments are an inclusive teaching practice.

Time-Saving Approaches: rubrics and peer-reviews.

When to Use Audio or Video Tools for Feedback: personalize your feedback, convey nuance, demonstrate a process, avoid miscommunication

Faculty interest in classroom innovation is on the rise. Professors are trying all sorts of new techniques to improve the first few minutes of class, to make their teaching more engaging, to hold better class discussions. Buzzwords like active learningauthentic assessmenttechnology integration, and case-based learning are more and more a part of faculty discussions.

Don’t assume technology will solve every problem.

Avoid making long videos

Video and audio feedback doesn’t have to be perfect.

There is such a thing as too much information.

Have a plan.

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

surveillance technology and education

https://www.edsurge.com/news/2019-06-10-is-school-surveillance-going-too-far-privacy-leaders-urge-a-slow-down

New York’s Lockport City School District, which is using public funds from a Smart Schools bond to help pay for a reported $3.8 million security system that uses facial recognition technology to identify individuals who don’t belong on campus

The Lockport case has drawn the attention of national media, ire of many parents and criticism from the New York Civil Liberties Union, among other privacy groups.

the Future of Privacy Forum (FPF), a nonprofit think tank based in Washington, D.C., published an animated video that illustrates the possible harm that surveillance technology can cause to children and the steps schools should take before making any decisions, such as identifying specific goals for the technology and establishing who will have access to the data and for how long.

A few days later, the nonprofit Center for Democracy and Technology, in partnership with New York University’s Brennan Center for Justice, released a brief examining the same topic.

My note: same considerations were relayed to the SCSU SOE dean in regard of the purchase of Premethean and its installation in SOE building without discussion with faculty, who work with technology. This information was also shared with the dean: https://blog.stcloudstate.edu/ims/2018/10/31/students-data-privacy/

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

Role of the Chief Academic Technology Officer

What’s the Role of the Chief Academic Technology Officer?

Research from the Center for Higher Education CIO Studies (CHECS) has been transferred to EDUCAUSE, including a report on the role of the Chief Academic Technology Officer and its differences and similarities to other higher ed IT tech executives.

https://library.educause.edu/resources/2019/1/the-center-for-higher-education-cio-studies-reports-2003-2018 Friday, January 18, 2019

The Center for Higher Education CIO Studies (CHECS) was a nonprofit organization founded by Dr. Wayne A. Brown, dedicated to the education and development of technology leaders in higher education. CHECS produced the CIO Study, the Technology Leadership (TL) Study, the Chief Information Security Officer (CISO) Study and the Higher Education Chief Academic Technology Officer Study.

The Chief Information Officer (CIO) study provides information about higher education CIOs’ attributes, education, experience and effectiveness. The CIO study was conducted from 2003 to 2018. Find all the CIO reports here.

The Technology Leadership (TL) study surveyed those in the next organizational layer down from the CIO.  The TL study examines the demographics of the TL, where they have worked, and the activities they are undertaking to prepare themselves to become CIOs.  The TL study was study was conducted from 2009 to 2018. Find all the TL reports here.

The Chief Information Security Officer (CISO) study examines the demographics of the higher education CISO, the career route they have taken to their role, and the activities and attributes needed for a CISO according to the CISO and the CIO. The CISO study was study was conducted from 2014 to 2017. Find all the CISO reports here.

The Higher Education Chief Academic Technology Officer Study, 2018 canvassed CIOs, known CATOs and academic technology leaders, as well as deans and provosts to understand changes happening across institutions of higher education in academic technology.

Library Technology Conference 2019

#LTC2019

Intro to XR in Libraries from Plamen Miltenoff

keynote: equitable access to information

keynote spaker

https://sched.co/JAqk
the type of data: wikipedia. the dangers of learning from wikipedia. how individuals can organize mitigate some of these dangers. wikidata, algorithms.
IBM Watson is using wikipedia by algorythms making sense, AI system
youtube videos debunked of conspiracy theories by using wikipedia.

semantic relatedness, Word2Vec
how does algorithms work: large body of unstructured text. picks specific words

lots of AI learns about the world from wikipedia. the neutral point of view policy. WIkipedia asks editors present as proportionally as possible. Wikipedia biases: 1. gender bias (only 20-30 % are women).

conceptnet. debias along different demographic dimensions.

citations analysis gives also an idea about biases. localness of sources cited in spatial articles. structural biases.

geolocation on Twitter by County. predicting the people living in urban areas. FB wants to push more local news.

danger (biases) #3. wikipedia search results vs wkipedia knowledge panel.

collective action against tech: Reddit, boycott for FB and Instagram.

Mechanical Turk https://www.mturk.com/  algorithmic / human intersection

data labor: what the primary resources this companies have. posts, images, reviews etc.

boycott, data strike (data not being available for algorithms in the future). GDPR in EU – all historical data is like the CA Consumer Privacy Act. One can do data strike without data boycott. general vs homogeneous (group with shared identity) boycott.

the wikipedia SPAM policy is obstructing new editors and that hit communities such as women.

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Twitter and Other Social Media: Supporting New Types of Research Materials

https://sched.co/JAWp

Nancy Herther Cody Hennesy

http://z.umn.edu/

twitter librarieshow to access at different levels. methods and methodological concerns. ethical concerns, legal concerns,

tweetdeck for advanced Twitter searches. quoting, likes is relevant, but not enough, sometimes screenshot

engagement option

social listening platforms: crimson hexagon, parsely, sysomos – not yet academic platforms, tools to setup queries and visualization, but difficult to algorythm, the data samples etc. open sources tools (Urbana, Social Media microscope: SMILE (social media intelligence and learning environment) to collect data from twitter, reddit and within the platform they can query Twitter. create trend analysis, sentiment analysis, Voxgov (subscription service: analyzing political social media)

graduate level and faculty research: accessing SM large scale data web scraping & APIs Twitter APIs. Jason script, Python etc. Gnip Firehose API ($) ; Web SCraper Chrome plugin (easy tool, Pyhon and R created); Twint (Twitter scraper)

Facepager (open source) if not Python or R coder. structure and download the data sets.

TAGS archiving google sheets, uses twitter API. anything older 7 days not avaialble, so harvest every week.

social feed manager (GWUniversity) – Justin Litman with Stanford. Install on server but allows much more.

legal concerns: copyright (public info, but not beyond copyrighted). fair use argument is strong, but cannot publish the data. can analyize under fair use. contracts supercede copyright (terms of service/use) licensed data through library.

methods: sampling concerns tufekci, 2014 questions for sm. SM data is a good set for SM, but other fields? not according to her. hashtag studies: self selection bias. twitter as a model organism: over-represnted data in academic studies.

methodological concerns: scope of access – lack of historical data. mechanics of platform and contenxt: retweets are not necessarily endorsements.

ethical concerns. public info – IRB no informed consent. the right to be forgotten. anonymized data is often still traceable.

table discussion: digital humanities, journalism interested, but too narrow. tools are still difficult to find an operate. context of the visuals. how to spread around variety of majors and classes. controversial events more likely to be deleted.

takedowns, lies and corrosion: what is a librarian to do: trolls, takedown,

++++++++++++++vr in library

Crague Cook, Jay Ray

the pilot process. 2017. 3D printing, approaching and assessing success or failure.  https://collegepilot.wiscweb.wisc.edu/

development kit circulation. familiarity with the Oculus Rift resulted in lesser reservation. Downturn also.

An experience station. clean up free apps.

question: spherical video, video 360.

safety issues: policies? instructional perspective: curating,WI people: user testing. touch controllers more intuitive then xbox controller. Retail Oculus Rift

app Scatchfab. 3modelviewer. obj or sdl file. Medium, Tiltbrush.

College of Liberal Arts at the U has their VR, 3D print set up.
Penn State (Paul, librarian, kiniseology, anatomy programs), Information Science and Technology. immersive experiences lab for video 360.

CALIPHA part of it is xrlibraries. libraries equal education. content provider LifeLiqe STEM library of AR and VR objects. https://www.lifeliqe.com/

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Access for All:

https://sched.co/JAXn

accessibilityLeah Root

bloat code (e.g. cleaning up MS Word code)

ILLiad Doctype and Language declaration helps people with disabilities.

https://24ways.org/

 

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A Seat at the Table: Embedding the Library in Curriculum Development

https://sched.co/JAY5

embedded librarianembed library resources.

libraians, IT staff, IDs. help faculty with course design, primarily online, master courses. Concordia is GROWING, mostly because of online students.

solve issues (putting down fires, such as “gradebook” on BB). Librarians : research and resources experts. Librarians helping with LMS. Broadening definition of Library as support hub.

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