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altmetrics in education

Altmetrics: A Practical Guide for Librarians, Researchers and Academics

http://www.alastore.ala.org/detail.aspx?ID=11531&zbrandid=4634&zidType=CH&zid=38109786&zsubscriberId=1026665847&zbdom=http://ala-publishing.informz.net

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http://altmetrics.org/tools/

https://en.wikipedia.org/wiki/Altmetrics

In scholarly and scientific publishing, altmetrics are non-traditional metrics[2] proposed as an alternative[3] to more traditional citation impact metrics, such as impact factor and h-index.[4] The term altmetrics was proposed in 2010,[1] as a generalization of article level metrics,[5] and has its roots in the #altmetrics hashtag. Although altmetrics are often thought of as metrics about articles, they can be applied to people, journals, books, data sets, presentations, videos, source code repositories, web pages, etc. They are related to Webometrics, which had similar goals but evolved before the social web. Altmetrics did not originally cover citation counts.[6] It also covers other aspects of the impact of a work, such as how many data and knowledge bases refer to it, article views, downloads, or mentions in social media and news media.[7][8]

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more on analytics and metrics in education in this IMS blog

https://blog.stcloudstate.edu/ims?s=analytics

https://blog.stcloudstate.edu/ims?s=metrics

Save

holography in education

DARPA’s holographic imaging system hopes to show objects behind a wall or around a corner – Eraser anyone?

04/28/2016 – 18:21 Kim Cobb

SMU’s Lyle School of Engineering will lead a multi-university team funded by the Defense Advanced Research Projects Agency (DARPA) to build a theoretical framework for creating a computer-generated image of an object hidden from sight around a corner or behind a wall.

The core of the proposal is to develop a computer algorithm to unscramble the light that bounces off irregular surfaces to create a holographic image of hidden objects.

Similar technologies purused by MS Hololense as reported in this IMS blog entry:

MS Hololens in nursing

Georgetown U Using Google Apps for Education

Campus Technology Webcast | Georgetown University Brings Hoyas Together Using Google Apps for Education

Beth Anna Bergsmark, Associate Vice President and Chief Enterprise Architect

http://event.on24.com/eventRegistration/console/EventConsoleNG.jsp

For your convenience, the presentation is now available on-demand at: http://w.on24.com/r.htm?e=943162&s=1&k=EEB98B7670230B430D2C5D40A99B0E1D.You can view it at any time or share it with a colleague.

use lighweight Google tools versus heavy weight (time consuming to learn) tools. able to connect, participate online. Georgetown policy is “never close campus” and light-weight tools help faculty do that .

#GoogleEdu

google.com/edu/higher-education

even faculty video service integrated with LMS (SCSU = Kaltura + D2L), faculty still are encouraged to use youTube.

migrations lose metadata. Google migration highly automated, but other modernisations, but sites older then 10 years were scrapped.

aside of Google Glass, are there other Google apps used in the medical school. Answers: Google calendar

Free Pinterest-Style Education Service Hosts Common Core Teaching Aids

Free Pinterest-Style Education Service Hosts Common Core Teaching Aids
Read more at http://thejournal.com/articles/2013/11/13/free-pinterest-style-education-service-hosts-common-core-teaching-aids.aspx?admgarea=Features1#47RHZap101LWFKq5.99

In my opinion, this is very much the same like TeacherTube (http://www.teachertube.com/) as YouTube alternative. It is worth considering, but…

Gaming in Higher Education: EDUCAUSE 2013 welcomes Jane McGonigal

The Awesome Power of Gaming in Higher Education

EDUCAUSE 2013 welcomes Jane McGonigal and considers the potential of games in education.

http://www.edtechmagazine.com/higher/article/2013/10/awesome-power-gaming-higher-education

1. Foldit

The University of Washington’s Foldit game enables anyone to contribute to scientific research through virtual protein folding. The university’s game developers posit that human gamers’ propensity to not give up on a gaming task – resiliency – make them much more adept at solving complex protein structure prediction and design than supercomputers. And in some ways, they’ve already proven that to be so. Foldit game participants have been named in several published scientific journal articles, including one that describes how a protein structure could be solved and used in the treatment of HIV.

2. Urgent Evoke

The rich, interactive universe of Grand Theft Auto was the inspiration for this game, developed for The World Bank as a way to teach Sub-Sahara African youths to solve social problems in ways that also could provide a sustainable living. The platform is free and available online and can be used by schools to teach social entrepreneurship. A graphic novel serves as the game’s centerpiece, and players build out their gaming profiles as a comic or graphic novel might retell a superhero’s origin story. Participants complete projects in real life to solve real problems, such as securing a community’s food supply or establishing a sustainable power source, then progress through levels of the game. Those who successfully complete their 10-week missions ultimately earn certification from the World Bank Institute. In 2010, 50 student participants saw their entrepreneurship models funded by the World Bank, including Libraries Across Africa (now Librii), a franchise operating in Ghana.

3. Find the Future: The Game

Not all games must be played out in a virtual space. This game – developed by McGonigal with Natron Baxter and Playmatics – combines real-world missions with virtual clues and online collaboration, resulting in young people working together overnight in the New York Public Library to write and publish a book of personal essays about what they learned.

“The game is designed to empower young people to find their own futures by bringing them face-to-face with the writings and objects of people who made an extraordinary difference.”

Participants spend a night wandering throughout the library’s stacks and research materials, scanning QR codes to prove they found and interacted with the objects of their clues or missions. One 2011 participant, upon discovering the library’s early draft of the Declaration of Independence wrote an essay called a “Declaration of Interdependence.”

 

More on Jane McGonigal on YouTube:

http://www.youtube.com/watch?v=ZjSVo8N31r4

http://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world.html

http://www.ted.com/talks/jane_mcgonigal_the_game_that_can_give_you_10_extra_years_of_life.html

http://www.youtube.com/watch?v=5t3y7EeBhxg

 

Library Instruction ENG 191

Library Instruction delivered by Plamen Miltenoff, pmiltenoff@stcloudstate.edu

https://web.stcloudstate.edu/pmiltenoff/faculty/

ENG 191, Thursday (2PM)

 

Instructor: Kirstin Bratt

My name is Plamen Miltenoff (https://web.stcloudstate.edu/pmiltenoff/faculty/) and I am the InforMedia Specialist with the SCSU Library (https://blog.stcloudstate.edu/ims/free-tech-instruction/).

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LIBRARY INSTRUCTION – Information, Digital and Media Literacy

  1. How (where from) do you receive your news? Do you think you are able to distinguish real news from fake news?
    1. Last year, researchers at Oxford University found that 70 countries had political disinformation campaigns over two years.
      https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/
    2. according to Pew Research Center, 68 percent of American adults get their news from social media—platforms where opinion is often presented as fact.
      results of the international test revealed that only 14 percent of U.S. students were able to reliably distinguish between fact and opinion.

https://blog.stcloudstate.edu/ims/2020/01/16/fake-news-prevention/

News and Media Literacy (and the lack of) is not very different from Information Literacy

An “information literate” student is able to “locate, evaluate, and effectively use information from diverse sources.” See more About Information Literacy.

How does information literacy help me?

Every day we have questions that need answers. Where do we go? Whom can we trust? How can we find information to help ourselves? How can we help our family and friends? How can we learn about the world and be a better citizen? How can we make our voice heard?

The content of the tutorial is based on the Information Literacy Competency Standards for Higher Education as approved by the Board of Directors of the Association of College and Research Libraries (ACRL). Information Literacy Standards | Field Notes

The standards are:

Standard 1. The information literate student determines the nature and extent of the
information needed

Standard 2. The information literate student accesses needed information effectively
and efficiently

Standard 3. The information literate student evaluates information and its sources
critically and incorporates selected information into his or her knowledge
base and value system

Standard 4. The information literate student, individually or as a member of a group,
uses information effectively to accomplish a specific purpose

Standard 5. The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses
information ethically and legally

Project Information Literacy
A national, longitudinal research study based in the University of Washington’s iSchool, compiling data on college students habits to seek and use information.

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  1. Developing Your Research Topic/Question
Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

Research always starts with a question. But the success of your research also depends on how you formulate that question. If your topic is too broad or too narrow, you may have trouble finding information when you search. When developing your question/topic, consider the following:

  • Is my question one that is likely to have been researched and for which data have been published? Believe it or not, not every topic has been researched and/or published in the literature.
  • Be flexible. Consider broadening or narrowing the topic if you are getting a limited number or an overwhelming number of results when you search. In nursing it can be helpful to narrow by thinking about a specific population (gender, age, disease or condition, etc.), intervention, or outcome.
  • Discuss your topic with your professor and be willing to alter your topic according to the guidance you receive.

  1. Getting Ready for Research
    Library Resources vs. the Internet
    How (where from) do you receive information about your professional interests?
    Advantages/disadvantages of using Web Resources

 

Evaluating Web Resources

  1. Google or similar; Yahoo, Bing
  2. Google Scholar
  3. Reddit, Digg, Quora
  4. Wikipedia
  5. Become a member of professional organizations and use their online information
  6. Use the SCSU library page to online databases
  1. Building Your List of Keywords

Keyword Searching - YouTube

    1. Why Keyword Searching?
      Why not just type in a phrase or sentence like you do in Google or Yahoo!?

      1. Because most electronic databases store and retrieve information differently than Internet search engines.
      2. A databases searches fields within a collection of records. These fields include the information commonly found in a citation plus an abstract (if available) and subject headings. Search engines search web content which is typically the full text of sources.
    1. The bottom line: you get better results in a database by using effective keyword search strategies.
    2. To develop an effective search strategy, you need to:
      1. determine the key concepts in your topic and
      2. develop a good list of keyword synonyms.
    1. Why use synonyms?
      Because there is more than one way to express a concept or idea. You don’t know if the article you’re looking for uses the same expression for a key concept that you are using.
    2. Consider: Will an author use:
      1. Hypertension or High Blood Pressure?
      2. Teach or Instruct?
      3. Therapy or Treatment?

Don’t get “keyword lock!” Be willing to try a different term as a keyword. If you are having trouble thinking of synonyms, check a thesaurus, dictionary, or reference book for ideas.

Keyword worksheet

  1. Library Resources

How to find the SCSU Library Website
SCSU online databases

    1. SCSU Library Web page

lib web page

  1. Basic Research Skills

Locating and Defining a Database
Database Searching Overview:
You can search using the SCSU library online dbases by choosing:
Simple search
Advanced search

Simple vs Advanced Search

  1. Identifying a Scholarly Source

scholarly sources

  1. Boolean operators

  1. Databases:
    CINAHL, MEDLINE, PubMed, Health Source: Consumer Edition, Health Source: Nursing/Academic Edition

Psychology:
PsychINFO

General Science
ScienceDirect
Arts & Humanities Citation Index

  1. How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.
    1. ACCURACY
      1. Does the author cite reliable sources?
      2. How does the information compare with that in other works on the topic?
      3. Can you determine if the information has gone through peer-review?
      4. Are there factual, spelling, typographical, or grammatical errors?
    2. AUDIENCE
      1. Who do you think the authors are trying to reach?
      2. Is the language, vocabulary, style and tone appropriate for intended audience?
      3. What are the audience demographics? (age, educational level, etc.)
      4. Are the authors targeting a particular group or segment of society?
    3. AUTHORITY
      1. Who wrote the information found in the article or on the site?
      2. What are the author’s credentials/qualifications for this particular topic?
      3. Is the author affiliated with a particular organization or institution?
      4. What does that affiliation suggest about the author?
    1. CURRENCY
      1. Is the content current?
      2. Does the date of the information directly affect the accuracy or usefulness of the information?
    1. OBJECTIVITY/BIAS
      1. What is the author’s or website’s point of view?
      2. Is the point of view subtle or explicit?
      3. Is the information presented as fact or opinion?
      4. If opinion, is the opinion supported by credible data or informed argument?
      5. Is the information one-sided?
      6. Are alternate views represented?
      7. Does the point of view affect how you view the information?
    1. PURPOSE
      1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
      2. Does the purpose affect how you view the information presented?
  1. InterLibrary Loan

  1. Copyright and Fair Use

Copyright & Fair Use: What is it? Why should I care? - Eda Talushllari's E-Portfolio
(https://sites.google.com/site/cuin3313/resources/copyright-fair-use-what-is-it-why-should-i-care)

Author Rights and Publishing & Finding Author Instructions for Publishing in Scholarly Journals

    1. Plagiarism, academic honesty
  1. Writing Tips
  2. Dissemination of Research

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Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
schedule a meeting: https://doodle.com/digitalliteracy
find my office: https://youtu.be/QAng6b_FJqs

 

Media Literacy for GLST 195

Information Media and Digital Literacy for GLST 195: Global Society & Citizenship    

Instructor: Prof. Chuks Ugochukwu   Per Syllabus:

COURSE LEARNING OUTCOMES:
The course meets Liberal Education Program (LEP), Goal Area 8: Global Perspective; and Goal Area 9: Ethical and Civic Responsibility objectives
Goal Area 8: Global Perspective. Objective: Develop a comparative perspective and understanding of one’s place in a global context.

Students will be able to:

  1. Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions.
  2. Demonstrate knowledge of cultural, social, religious and linguistic differences.
  3. Analyze specific international problems, illustrating the cultural,economic, and political differences that affect their solution.
  4. Understand the role of a world citizen and the responsibility world citizens share for their common global future.

Goal Area 9: Ethical and Civic Responsibility Objective: Understand and evaluate ethical or civic issues and theories and participate in active citizenship or ethical judgment

OUR HUSKY COMPACT

Our Husky Compact is a bond shared by St. Cloud State University and its students that a SCSU education will prepare students for a life of growth and fulfillment – intellectually, professionally, and personally. When students graduate with an SCSU education, they will:

  • Think Creatively and Critically
  • Seek and Apply Knowledge
  • Communicate Effectively
  • Integrate Existing and Evolving Technologies
  • Engage as a Member of a Diverse and Multicultural World
  • Act with Personal Integrity and Civic Responsibility

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Week ???: Information – Media and Digital Literacy

Most students can’t tell fake news from real news, study shows
Read more: https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/

Module 1
video to introduce students to the readings and expected tasks

https://mediaspace.minnstate.edu/media/GLST+195+Module+1/1_32242qua

  1. Fake News / Misinformation / Disinformation
    1. Definitions
      1. Fake news, alternative facts
        https://blog.stcloudstate.edu/ims?s=fake+news
        https://blog.stcloudstate.edu/ims?s=alternative+facts

Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Fake News 2. Alternative Facts

      1. Misinformation vs disinformation
        https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/

Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Misinformation 2. Disinformation. What are their main characteristics? How do they differ?

        1. Propaganda

Mini-Assignment: What is Propaganda? How do misinformation, disinformation, fake news and alternative facts fit into the process of propaganda?

        1. Conspiracy theories
          https://blog.stcloudstate.edu/ims?s=conspiracy+theories

Mini-Assignment:  Using the information from the links above, can you establish the connection between conspiracy theories, propaganda, mis- and disinformation, fake news, alternative news and social media?

          1. Bots, trolls
            https://blog.stcloudstate.edu/ims/2017/11/22/bots-trolls-and-fake-news/
            https://blog.stcloudstate.edu/ims/2020/04/30/fake-social-media-accounts-and-politicians/
            https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/

Mini-Assignment: using the info from the links above and/or information you have collected, can you define the role of bots and trolls in social media in regard to propaganda and conspiracy theories?

        1. Clickbait
          Filter bubbles, echo chambers
          (8 min) video explains filter bubbles
          https://www.ted.com/talks/eli_pariser_beware_online_filter

Mini-Assignment:: based on your own information and experience, as well as the information offered in the links, can you define your own resistance to clickbaits?

Assignment: which challenges do you identify with?
The Challenge of Teaching News Literacy:
https://soundcloud.com/edsurge/the-challenge-of-teaching-news-literacy

25 min podcast.

In a short paragraph, identify the issues you see as important to address in order to improve your own news literacy.
time to accomplish the assignment: ~45 min (including listening to the podcast).

  1. Why is it important to understand these processes?

Assignment: why is it important:

In a short paragraph, share your initial feeling about Fake News / Misinformation / Disinformation. 1. Do you think, it is important at all? 2. If yes, why; if not, why. 3. If yes, what is the importance, the impact?
time to accomplish the assignment: ~5-10 min

  1. How to deal with these processes
    1. how do we apply hands-on critical thinking to withstand these processes?
      1. What is critical thinking

disciplined thinking that is clear, rational, open-minded, and informed by evidence: https://www.dictionary.com/browse/critical-thinking

  1. Ability to research

Ability to find reliable information

  1. Popular media

How to spot fake news:
https://blog.stcloudstate.edu/ims/2017/03/15/fake-news-bib/
Can machines create fake news?
https://blog.stcloudstate.edu/ims/2019/10/24/fake-news-generator/
Can machines “clean up” fake from real?
https://blog.stcloudstate.edu/ims/2020/11/16/identifying-fake-news-by-90/
What can humans do to distinguish fake from real? Consider these five factors:
https://blog.stcloudstate.edu/ims/2017/06/26/fake-news-real-news/

Considering the second factor (who published it), here is a scale to consider when evaluating the veracity of your sources:
https://blog.stcloudstate.edu/ims/2017/08/13/library-spot-fake-news/
(can you find your favorite magazine/newspaper on the graphic?)

https://blog.stcloudstate.edu/ims/2016/12/14/fake-news-2/

(can you find your favorite news organization on the graphic?)

Factcheckers/Factchecking Organizations:
https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

https://blog.stcloudstate.edu/ims/2016/12/14/fake-news-2/

  1. Peer-reviewed literature

Similarly to the assessment of popular information sources, academia requires vigorous vetting if the sources you will be using for your academic work. In the 21st century, your ability to find information in peer-reviewed journals might not be sufficient to assure accurate and reliable use of information from those resources for your research and writing. After your selection of peer-reviewed literature, you must be able to evaluate and determine the veracity and reliability of those sources.
How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.

Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4

  1. ACCURACY
    1. Does the author cite reliable sources?
    2. How does the information compare with that in other works on the topic?
    3. Can you determine if the information has gone through peer-review?
    4. Are there factual, spelling, typographical, or grammatical errors?
  2. AUDIENCE
    1. Who do you think the authors are trying to reach?
    2. Is the language, vocabulary, style and tone appropriate for intended audience?
    3. What are the audience demographics? (age, educational level, etc.)
    4. Are the authors targeting a particular group or segment of society?
  3. AUTHORITY
    1. Who wrote the information found in the article or on the site?
    2. What are the author’s credentials/qualifications for this particular topic?
    3. Is the author affiliated with a particular organization or institution?
    4. What does that affiliation suggest about the author?
  4. CURRENCY
    1. Is the content current?
    2. Does the date of the information directly affect the accuracy or usefulness of the information?
  5. OBJECTIVITY/BIAS
    1. What is the author’s or website’s point of view?
    2. Is the point of view subtle or explicit?
    3. Is the information presented as fact or opinion?
    4. If opinion, is the opinion supported by credible data or informed argument?
    5. Is the information one-sided?
    6. Are alternate views represented?
    7. Does the point of view affect how you view the information?
  6. PURPOSE
    1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
    2. Does the purpose affect how you view the information presented?

In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.

Assignment: seeking reliable information

From your syllabus weekly themes: 1. Food; 2. Health; 3. Energy; 4. Environment; 5. Security, chose a topic of your interest.
For example: Food: raising cattle for food contributes to climate changes, because of the methane gas, or Health: COVID is the same (or not the same) as the flu; or Energy: Fossil energy is bad (or good) for the environment; etc.
Please consult with me (email me for a zoom appointment: pmiltenoff@stcloudstate.edu), if you need to discuss the choice and narrowing down of the topic.
Once you decide on the topic, do the research by collecting four sources of information:

The first couple of sources will be from popular media, whereas each of the two articles will be having an opposite approach, arguments and understanding of the issue. For example, one article will claim fossil energy is bad for the environment and the other one will argue fossil fuel has insignificant impact on climate change. You must be able to evaluate the veracity and the leaning of each source. The source can be a newspaper or magazine article, video (TV or Social Media), audio (podcasts, TV, etc.), presentations (PowerPoint, SlideShare, etc.).
Having troubles finding opposing resources? Feel welcome to search for your topic among these news outlets on the conservative side:
https://www.conservapedia.com/Top_Conservative_news_websites
and the https://aelieve.com/rankings/websites/category/news-media/top-liberal-websites/
In the same fashion, you will evaluate the second couple of sources from peer-reviewed journals. Each source will have different approach, argument and understanding of the issue and you must evaluate the robustness of the research method.

time to accomplish the assignment: ~30 min

Module 2 (video to introduce students to the readings and expected tasks)

  1. Digital Citizenship, Global Citizenship and Multiculturalism
    1. Definitions
    2. Global Citizenship
      seek global sources:

start reading:
e.g. start following and reading several news outlets from other countries and with time, you should be able to detect differences in opinions and facts presented at those outlets and your current sources for information:
Spiegel International (German, left-leaning)
https://www.facebook.com/spiegelinternational
Le Monde Diplomatique
https://www.facebook.com/mondediplo
El Pais (Spanish, left leaning)
https://www.facebook.com/elpaisinenglish

Moscow Times (Russian, left leaning)
https://www.facebook.com/MoscowTimes
The Epoch Times (Chinese, far-right)
https://www.theepochtimes.com/

Start watching (smart phone, laptop) news feeds, live or vlog (video blog):

Africa News
https://youtu.be/NQjabLGdP5g
Nigeria Live (you can seek any other country on YouTube by typing the name of the country adding “live”)
https://youtu.be/ATJc9LyPZj8
Al Jazeera in English
https://youtu.be/GXfsI-zZO7s

Deutsche Welle
https://www.youtube.com/user/deutschewelleenglish

BBC
https://www.youtube.com/user/bbcnews

Russia Today
https://www.youtube.com/user/RussiaToday

China Today
https://www.youtube.com/channel/UCBOqkAGTtzZVmKvY4SwdZ2g
India News
https://www.youtube.com/user/IndiaTV
you can also follow specific people’s vlogs, e.g.
Alexei Navalny’s vlog has English subtitles
https://www.youtube.com/user/NavalnyRu

France 24 Live
https://youtu.be/HeTWwH1a0CQ

 

Start listening (smart phone, laptop):
BBC
https://play.google.com/store/apps/details?id=uk.co.bbc.android.iplayerradio&hl=en_US&gl=US (Android app)

https://apps.apple.com/gb/app/bbc-sounds/id1380676511 (iOS app)

Deutsche Welle
https://play.google.com/store/apps/details?id=com.exlivinapps.deutschewelleradioappde&hl=en_US&gl=US (Android app)

https://apps.apple.com/us/developer/deutsche-welle/id305630107 (iOS app)

 

Assignment:
Global Citizenship and Multiculturalism and Information and Media Literacy

Study the following tweet feed
https://blog.stcloudstate.edu/ims/2021/02/18/facebook-google-australia/
If the information from the tweet feed is insufficient, research the issue by seeking reliable sources. (In a short paragraph defend your choice of reliable sources).
What do you see as more important issue: the Facebook stance that it can be a subject of Australian law or the Australian government stance that Facebook is interfering in Australian life with its news delivery? Is Facebook a news outlet or a platform for news outlets? Does Facebook need to be regulated? By who; each country do have to regulate Facebook or Facebook needs to be regulated globally?

time to accomplish the assignment: ~30 min

 

Module 3 (video to introduce students to the readings and expected tasks)

  1. Assistance for work on the final project / paper

 

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Here a list of additional materials and readings on Fake News
https://www.ted.com/talks/eli_pariser_beware_online_filter

Chegg and academic integrity

https://www.dailyemerald.com/news/students-cheat-with-online-learning-service-professors-hope-to-identify-users/article_552d56f4-5a31-11eb-98ae-879264ec0299.html

Services like Chegg have become more accessible to students during unproctored exams in the wake of the coronavirus pandemic, causing what UO chemistry professor Shannon Boettcher believes is a “huge problem with academic dishonesty across the nation in the light of remote learning and COVID-19.”

he Digital Millennium Copyright Act’s notice and takedown process requires that service providers remove material that a copyright owner identifies on their website through a valid notice of copyright infringement or become subject to potential secondary liability for assisting with copyright infringement, according to Copyright Alliance.

Chegg Inc. has been sued twice in federal court for claims of copyright infringement, denying allegations in both instances.

Apart from its subscription services, Chegg rents and sells textbooks. The publishing company John Wiley & Sons Inc. filed a lawsuit against Chegg on Dec. 18, 2018, in Manhattan U.S. District Court, alleging that Chegg sold counterfeit versions of its textbooks.

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This $12 Billion Company Is Getting Rich Off Students Cheating Their Way Through Covid

https://www.forbes.com/sites/susanadams/2021/01/28/this-12-billion-company-is-getting-rich-off-students-cheating-their-way-through-covid

Chegg is based in Santa Clara, California, but the heart of its operation is in India, where it employs more than 70,000 experts with advanced math, science, technology and engineering degrees. The experts, who work freelance, are online 24/7, supplying step-by-step answers to questions posted by subscribers (sometimes answered in less than 15 minutes).

Chegg CEO Dan Rosensweig has profited handsomely. His holdings in Chegg plus after-tax proceeds from stock sales add up to $300 million. Rosensweig, who declined to speak to Forbes, has said that Chegg Study was “not built” for cheating. He describes it instead as the equivalent of an asynchronous, always-on tutor, ready to help students with detailed answers to problems. In a 2019 interview, he said higher education needs to adjust to the on-demand economy, the way Uber or Amazon have.

Throughout the pandemic, schools have spent millions on remote proctoring, a controversial practice in which colleges pay private companies like Honorlock and Examity to surveil students while they take tests.

Chegg Study was enjoying steady growth and little competition. Its only serious rival, privately held Course Hero, is a much smaller operation, valued at $1.1 billion, that generates most of its answers from students.

My note:

such proliferation would not have been possible, if the middle and upper administration has been more supportive of faculty when misconduct is detected. If the administration turns blind eye due to “enrollment” and “retention” priorities and curbs faculty reports regarding academic dishonesty, the industry naturally fills out the gap between a mere syllabus statement and inability to act upon it.

There is plenty of lipservice regarding “personalized learning,” but the reality is overworked faculty, who do not have the opportunity to spend sufficient time with students, less to educate them about plagiarism, cheating and similar “auxiliary” trends besides the content of the course.

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

Herd Immunity to Internet Propaganda

Internet propaganda is becoming an industrialized commodity, warns Phil Howard, the director of the Oxford Internet…

Posted by SPIEGEL International on Friday, January 15, 2021

Posted by SPIEGEL International on Friday, January 15, 2021

Can We Develop Herd Immunity to Internet Propaganda?

Internet propaganda is becoming an industrialized commodity, warns Phil Howard, the director of the Oxford Internet Institute and author of many books on disinformation. In an interview, he calls for greater transparency and regulation of the industry.
https://www.oii.ox.ac.uk/people/philip-howard/
Platforms like Parler, TheDonald, Breitbart and Anon are like petri dishes for testing out ideas, to see what sticks. If extremist influencers see that something gets traction, they ramp it up. In the language of disease, you would say these platforms act as a vector, like a germ that carries a disease into other, more public forums.
at some point a major influencer takes a new meme from one of these extremist forums and puts it out before a wider audience. It works like a vector-borne disease like malaria, where the mosquitoes do the transmission. So, maybe a Hollywood actor or an influencer who knows nothing about politics will take this idea and post it on the bigger, better known platform. From there, these memes escalate as they move from Parler to maybe Reddit and from there to Twitter, Facebook,  Instagram and YouTube. We call this “cascades of misinformation.
Sometimes the cascades of misinformation bounce from country to country between the U.S., Canada and the UK for example. So, it echoes back and forth.
Within Europe, two reservoirs for disinformation stick out: Poland and Hungary.
Our 2020 report shows that cyber troop activity continues to increase around the world. This year, we found evidence of 81 countries using social media to spread computational propaganda and disinformation about politics. This has increased from last years’ report, where we identified 70 countries with cyber troop activity.
identified 63 new instances of private firms working with governments or political parties to spread disinformation about elections or other important political issues. We identified 21 such cases in 2017-2018, yet only 15 in the period between 2009 and 2016.
Why would well-funded Russian agencies buy disinformation services from a newcomer like Nigeria?
(1) Russian actors have found a lab in Nigeria that can provide services at competitive prices. (2) But countries like China and Russia seem to be developing an interest in political influence in many African countries, so it is possible that there is a service industry for disinformation in Nigeria for that part of the world.
Each social media company should provide some kind of accounting statement about how it deals with misuse, with reporting hate speech, with fact checking and jury systems and so on. This system of transparency and accountability works for the stock markets, why shouldn’t it work in the social media realm? 
We clearly need a digital civics curriculum. The 12 to 16 year olds are developing their media attitudes now, they will be voting soon. There is very good media education in Canada or the Netherlands for example, and that is an excellent long-term strategy. 

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

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