Students will analyze negative internet experiences and collaborate to develop methods to address them. They will also evaluate personal learning networks to establish an ongoing education network. The document provides definitions of cyberbullying and an overview of technologies used for cyberbullying. It then discusses personal learning networks and lists various online tools and platforms that can be used to establish a personal learning network.
The Hidden Dangers of Social Networks: You can log-on but you cannot hidelisbk
Talk by Stuart Lee on "The Hidden Dangers of Social Networks: You can log-on but you cannot hide" at the UKOLN Workshop on "Exploiting The Potential Of Blogs and Social Networks".
See
Convenient isn't always simple: Digital Visitors and Residents.Lynn Connaway
Connaway, L. S. (2019). Convenient isn't always simple: Digital Visitors and Residents. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
The Hidden Dangers of Social Networks: You can log-on but you cannot hidelisbk
Talk by Stuart Lee on "The Hidden Dangers of Social Networks: You can log-on but you cannot hide" at the UKOLN Workshop on "Exploiting The Potential Of Blogs and Social Networks".
See
Convenient isn't always simple: Digital Visitors and Residents.Lynn Connaway
Connaway, L. S. (2019). Convenient isn't always simple: Digital Visitors and Residents. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
Young and Wired: How today's young tech elite will influence the libraries of...Edwin Mijnsbergen
Libraries are the living, breathing internet that existed long before the digital network that we know today. They are the connected nodes of information and community exchange that we have relied on to communicate, collaborate, share resources and preserve knowledge in our societies for centuries.
But there are concerns about the future of physical libraries, given that so many of us have easy access to virtual libraries of information on our computers at home. Recent Pew Internet Project research examines technology use by teenagers and suggests how the behavior and expectations of young internet users might shape the libraries of the future.
Slides from my talk at the Higher Education Academy event held in Oxford.
For more info see: http://tallblog.conted.ox.ac.uk/index.php/2012/04/24/education-should-move-us/
Changing Teaching Practices for Technology: Using the SAMR Model for Technolo...Laurel Hitchcock
Teaching with technology is a key skill for future social work educators. All social work educators, especially those early in their careers, find themselves teaching from syllabi they had no role in developing. Although there are many benefits to the "hand-me-down" syllabus, one of the limitations is that assignments are rarely updated to reflect the realities of the 21st century workplace, which now includes the use of technology to achieve practice outcomes for clients and organizations. The purpose of this workshop is show how to incorporate the use of technology into social work assignments across the curriculum.
Slides for a keynote for the Annual Symposium of the Melbourne Networked Society Institute, University of Melbourne, 11 November 2016, discussing the power shifts tied to the rise of a 5th Estate.
Web Science 2016 - Using Social Network Analysis to predict online contributi...Jenna Mittelmeier
Although collaborative web-based tools are often used in blended environments such as education, little research has analysed the predictive power of face-to-face social connections on measurable user behaviours in online collaboration, particularly in diverse settings. In this paper, we use Social Network Analysis to compare users’ pre-existing social networks with the quantity of their contributions to an online chat-based collaborative activity in a higher education classroom. In addition, we consider whether the amount of diversity present in one’s social network leads to more online contributions in an anonymous cross-cultural collaborative setting. Our findings indicate that pre-existing social connections can predict how much users contribute to online education-related collaborative activities with diverse group members, even more so than academic performance. Furthermore, our findings suggest that future Web Science research should consider how the more traditionally ‘qualitative’ socio-cultural influences affect user participation and use of online collaborative tools.
Paper: http://oro.open.ac.uk/46221/
Psychology on Second Life?: Learning, Support and Research in 3D Online Multi...Simon Bignell
Bignell, S.J. (2009). Psychology on Second Life?: Learning, Support and Research in 3D Online Multi-user Virtual Environments. Keynote Lecture at McCord Museum. International Conference on the Use of the Internet in Mental Health, McGill University, Canada. May 2009.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Some resources for the Emerging Green Builders Speed Mentorship Event tonight, May 27 in Toronto at the awesome South Street Burger (where there are very lovely wait-staff):
Event details: http://www.cagbctoronto.org/news-events/event-listing/event/1266
Emerging Green Builders: http://www.cagbctoronto.org/membership/egb
Canada Green Building Council Toronto Chapter: http://www.cagbctoronto.org/
South Street Burger on King Street East, Toronto: http://www.southstburger.com/
Young and Wired: How today's young tech elite will influence the libraries of...Edwin Mijnsbergen
Libraries are the living, breathing internet that existed long before the digital network that we know today. They are the connected nodes of information and community exchange that we have relied on to communicate, collaborate, share resources and preserve knowledge in our societies for centuries.
But there are concerns about the future of physical libraries, given that so many of us have easy access to virtual libraries of information on our computers at home. Recent Pew Internet Project research examines technology use by teenagers and suggests how the behavior and expectations of young internet users might shape the libraries of the future.
Slides from my talk at the Higher Education Academy event held in Oxford.
For more info see: http://tallblog.conted.ox.ac.uk/index.php/2012/04/24/education-should-move-us/
Changing Teaching Practices for Technology: Using the SAMR Model for Technolo...Laurel Hitchcock
Teaching with technology is a key skill for future social work educators. All social work educators, especially those early in their careers, find themselves teaching from syllabi they had no role in developing. Although there are many benefits to the "hand-me-down" syllabus, one of the limitations is that assignments are rarely updated to reflect the realities of the 21st century workplace, which now includes the use of technology to achieve practice outcomes for clients and organizations. The purpose of this workshop is show how to incorporate the use of technology into social work assignments across the curriculum.
Slides for a keynote for the Annual Symposium of the Melbourne Networked Society Institute, University of Melbourne, 11 November 2016, discussing the power shifts tied to the rise of a 5th Estate.
Web Science 2016 - Using Social Network Analysis to predict online contributi...Jenna Mittelmeier
Although collaborative web-based tools are often used in blended environments such as education, little research has analysed the predictive power of face-to-face social connections on measurable user behaviours in online collaboration, particularly in diverse settings. In this paper, we use Social Network Analysis to compare users’ pre-existing social networks with the quantity of their contributions to an online chat-based collaborative activity in a higher education classroom. In addition, we consider whether the amount of diversity present in one’s social network leads to more online contributions in an anonymous cross-cultural collaborative setting. Our findings indicate that pre-existing social connections can predict how much users contribute to online education-related collaborative activities with diverse group members, even more so than academic performance. Furthermore, our findings suggest that future Web Science research should consider how the more traditionally ‘qualitative’ socio-cultural influences affect user participation and use of online collaborative tools.
Paper: http://oro.open.ac.uk/46221/
Psychology on Second Life?: Learning, Support and Research in 3D Online Multi...Simon Bignell
Bignell, S.J. (2009). Psychology on Second Life?: Learning, Support and Research in 3D Online Multi-user Virtual Environments. Keynote Lecture at McCord Museum. International Conference on the Use of the Internet in Mental Health, McGill University, Canada. May 2009.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Some resources for the Emerging Green Builders Speed Mentorship Event tonight, May 27 in Toronto at the awesome South Street Burger (where there are very lovely wait-staff):
Event details: http://www.cagbctoronto.org/news-events/event-listing/event/1266
Emerging Green Builders: http://www.cagbctoronto.org/membership/egb
Canada Green Building Council Toronto Chapter: http://www.cagbctoronto.org/
South Street Burger on King Street East, Toronto: http://www.southstburger.com/
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
A presentation on April 22, 2010 at the TCC Worldwide Conference on Technology.
Using 21st Century tools to helps students successfully navigate educational systems. Collaboration, communication, Web 2.0 tools.
Dial D for DistractionThe Making and Breaking of Cell Phone.docxmariona83
Dial D for Distraction:
The Making and Breaking of Cell Phone
Policies in the College Classroom
Michael J. Berry
University of Colorado
Aubrey Westfall
Virginia Wesleyan College
Cell phones are nearly ubiquitous in the college classroom. This study asks two primary
questions regarding the making and breaking of in-class cell phone policies. In what manner
are students using their phones and how can faculty members minimize the potential for
phone-related distractions? To answer these questions we analyze original survey data from
nearly 400 college students across multiple public and private universities to better
understand the students’ impulse to use their phones during class. Results from the survey
demonstrate that more than 80% of students use their phone at least once per class and that
students generally believe this to be an acceptable practice. These student data are
supplemented with survey data from close to 100 college faculty to evaluate a range of
policy options for dealing with this issue. From this analysis, it is clear that the policies most
frequently implemented by instructors are typically perceived by students as the least
effective.
Keywords: cell phones, classroom distractions, mobile technology
INTRODUCTION
Cell phones have become a ubiquitous feature in American
society. A 2014 survey by a communication industry orga-
nization estimated that the United States, with a population
of approximately 317 million, had nearly 336 million wire-
less subscriptions, meaning that wireless connection pene-
tration stood at an astonishing 104.3% (CITA 2014). This
number continues to climb. Studies from a broad array of
disciplines have examined the myriad ways that cell phones
have transformed society, business, communication, health,
and numerous other facets of daily life, including education
(Campbell 2006; Gilroy 2004; Jenaro et al. 2007; Katz
2005; Wei and Leung 1999).
As educators well know, cell phones have become per-
vasive in the classroom. While many scholars offer sug-
gestions about how to make cell phones a useful
pedagogical tool (Katz 2003; Kinsella 2009; Lindquist
et al. 2007; Prensky 2005; Schell, Lukoff and Mazur
2013; Scornavacca et al. 2009; Valk et al. 2010), others
bemoan the distracting nature of cell phones in the class-
room. One scholar has gone as far as likening cell phone
interruptions during class to a form of “technological
terror,” citing the multitude of ways that a single cell
phone can disrupt an entire class (Gilroy 2004, 56). While
this term is admittedly hyperbolic, nearly every educator
has had to deal with problems related to student cell phone
use and interruptions during class. The actual distractions
caused by cell phones can vary widely across campuses
and classrooms. This study contributes to a small but
growing literature on cell phone use in the classroom
(Baker et al. 2012; Campbell 2006; Campbell and Russo
2003; End et al. 2010; Gil.
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Plethora of tech CTIA – International assoc. for wireless telecommunication industry (2010) - # of wireless subscribers increased 78% from 1995 – 2009, with 276.6 million in june 2009 1.36 trillion SMS messages (short message service) in 2009, recent article teenage girls send ave of 100 text messages daily FB – more than 3.5 billion pieces of content (web links, news stories, posts, pics, etc) every week
Emotional impact Li and Beran (2005) - Students report feeling angry, sad and hurt when CB Chapell et al (2006) – number of studies found that most school shooters had been bullied Sanchez et al (2009) – 60% of health professional report at least one patient with a “problematic internet experience,” 54% of those reported were 18 0r younger News reports of teens turning to suicide (Megan Meier – mom acted like BF, 2007); Phoebe Prince (2 teenagers suspended in Mass for CB, 2010)
Trad vs. CB Kowalski & Limber (2007) – 24/7 access – unlike trad when students could be safe at home Ybarra, Diener-West & Leaf (2007) – CB 12 or more times a year may result in increased behavior problems; 1 in 5 reported bringing weapon to school within month before survey Juvonen & Gross (2008) – survey 1,454 12 – 17 year old; 19% CB 7 or more times in past year Anonymity Ability to bully w/o victim knowing who the bully is gives bully more power Kowalski & Limber (2007) – victim doesn’t know if there is one, or several bullies Emotional Impact Bully is buffered from concern about victim b/c no personal contact w/ CB (Kowalski & Limber, 2007); may believe they are just joking, can’t see the emotional response of victim (Kowalski & Raskuaskas) Camera phones – intimate pics are quickly disseminated via cell phones and social networking (Kowalski & Limber)
Connection Juvonen – N = 1,454, 72% of youth reported being CB at least once in the past year, youth bullied in school face higher probability of being CB Ybarra – N = 1500, 64% who reported CB were not being harassed in school Culture Li – Middle school students in Canada and China – 157 students 25% of Cnadian and 202 students, 60% of chinese had been CB Ybarra & Mitchell (2007) – Hispanic and white youth were most likely to frequently harass others using the Internet Gender – Girls – (Dilmac, 2009) -covert style, less evident, but reported more concern Boys – (Li, 2005, Ybarra & Mitchell, 2007) - overt CB, less likely to see a problem with it
Understanding technology used Kowalksi – 3,767 middle school students Raskuaskas – 84 students 13 – 18 years Autonomy of youth – Jovonen & Gross (2008) – those being bullied think they are capable of dealing w/ it alone by blocking screen names or ignoring & don’t turn to parents b/c afraid of losing access to technology Agatston, Kowalski, & Limber (2005) – students unlikely to report CB to the school, don’t think adults can help resolve the issue Involvement of adults Kowalski & Limber (2007) – admin has to educate teachers and youth of issue Rasuaskas & Stoltz, Ybarra, Diener-West, & Leaf (2007) – parents need to be willing to assist admin DISCUSS
Free response – type your concept or understanding of what a PLN is Discuss, then click for all images
Finding Feeds • Blogs, podcasts, news sites, and many other media services syndicate their content through RSS feeds
Open Google, go to Reader and show how to search for cyberbullying news feed Click Add a subscription and type in CB
A microblog differs from a traditional blog in that its content is typically smaller in both actual and aggregate file size. Microblogs "allow users to exchange small elements of content such as short sentences, individual images, or video links".[1]