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marquita Portis

EBSCOhost: Result List: internet collaboration - 0 views

    • marquita Portis
       
      The collaborative power of Web 2.0 and the pervasiveness of the Digital World into all walks of life have increased the urgency for advancements in this area in order to capitalize on the rapid uptake of collaborative technology. How the revelation of core concepts, time, space, virtuality and trust, affects new participants in online collaboration is explored. There is also discussion on the impact of participant identity which requires a 'persona' to act as a lens in collaboration and how this leads to an 'anonymity paradox'. The dynamic nature of virtual collaborative projects is also considered; in particular the impact on group leaders. The paper concludes that in order to unlock the power of online collaboration it is necessary to change focus from current solutions aimed at symptoms such as 'rules and guidelines' towards solutions addressing the underlying conceptual causes which result from the Internet's virtual nature. Addressing these issues has the potential to profoundly change our thinking and will be beneficial to organizations and communities. 
  • This study aims to investigate students’ perceptions of three aspects of learning – collaboration, self-regulated learning (SRL), and information seeking (IS) in both Internet-based and traditional face-to-face learning contexts. A multi-dimensional questionnaire was designed to evaluate each aspect in terms of perceived capability, experience, and interest. The analyses explore (1) potential differences of students’ perceptions between Internet-based and face-to-face learning environments and (2) potential differences in the three aspects in relation to learners’ attributes and the use of the Internet and enrollment in online courses. This study surveyed students in a higher education institute who had had experiences with Internet-based and face-to-face learning. The results showed that students perceived higher levels of collaboration
    • marquita Portis
       
      This study aims to investigate students' perceptions of three aspects of learning - collaboration, self-regulated learning (SRL), and information seeking (IS) in both Internet-based and traditional face-to-face learning contexts. A multi-dimensional questionnaire was designed to evaluate each aspect in terms of perceived capability, experience, and interest. The analyses explore (1) potential differences of students' perceptions between Internet-based and face-to-face learning environments and (2) potential differences in the three aspects in relation to learners' attributes and the use of the Internet and enrollment in online courses. This study surveyed students in a higher education institute who had had experiences with Internet-based and face-to-face learning. The results showed that students perceived higher levels of collaboration
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    • marquita Portis
       
      The collaborative power of Web 2.0 and the pervasiveness of the Digital World into all walks of life have increased the urgency for advancements in this area in order to capitalize on the rapid uptake of collaborative technology. How the revelation of core concepts, time, space, virtuality and trust, affects new participants in online collaboration is explored. There is also discussion on the impact of participant identity which requires a 'persona' to act as a lens in collaboration and how this leads to an 'anonymity paradox'. The dynamic nature of virtual collaborative projects is also considered; in particular the impact on group leaders. The paper concludes that in order to unlock the power of online collaboration it is necessary to change focus from current solutions aimed at symptoms such as 'rules and guidelines' towards solutions addressing the underlying conceptual causes which result from the Internet's virtual nature. Addressing these issues has the potential to profoundly change our thinking and will be beneficial to organizations and comunities.
  • The collaborative power of Web 2.0 and the pervasiveness of the Digital World into all walks of life have increased the urgency for advancements in this area in order to capitalize on the rapid uptake of collaborative technology. How the revelation of core concepts, time, space, virtuality and trust, affects new participants in online collaboration is explored. There is also discussion on the impact of participant identity which requires a 'persona' to act as a lens in collaboration and how this leads to an 'anonymity paradox'. The dynamic nature of virtual collaborative projects is also considered; in particular the impact on group leaders. The paper concludes that in order to unlock the power of online collaboration it is necessary to change focus from current solutions aimed at symptoms such as 'rules and guidelines' towards solutions addressing the underlying conceptual causes which result from the Internet's virtual nature. Addressing these issues has the potential to profoundly change our thinking and will be beneficial to organizations and communities
amasonishere

Binary Tat Cat Says DON'T DO THAT! « BinaryTattoo - Define your digital identity - 0 views

    • amasonishere
       
      All Great suggestions for what not to do online.
  • DO NOT…. Send a picture to someone via email/snapchat/instagram that you wouldn’t want your boss, principal, or grandma to see! Sure you are sending them to your good friend or significant other. But what happens when that person is no longer your BFF? Or maybe their phone gets nabbed by someone with fewer morals. The online proof: www.MyEx.com is one of several sites that allows people to submit naked photos of their exes. [NSFW - this site is Not Safe for Work] Post personal information that is not readily available Think about the last time you had to recover a password online. Was the question: Pet’s name, childhood street, kid’s birthday or mother’s maiden name? Make sure that kind of information stays private and don’t use it for the actual passwords. The online proof: Here are the most common and hackable passwords. Announce when you are going away Yes, your friends are excited that you only have 3 more days until you leave for Hawaii! But so is the guy that has been staking out your house. You think you used Foursquare to get a discount at a restaurant. Someone else used it to know you were not at work. The online proof: The website PleaseRobMe.com is a collection of data from various social sites that tells you who is away. Underestimate what your device or computer already knows about you All online content is tagged with metadata which contains anything from the timestamp it was created to the location. You cannot see the metadata when you post but simple free software can pull it for someone else. Be wary of geotagging on mobile devices, which marks where you took the photo. The online proof: Here is a video of how geotagging can be used to track down an address where a photo was taken – in this case, through popular teen apps. Forget to set your privacy settings Not only should you check your settings at the outset but you should recheck them frequently. Facebook, for example, uses an ‘opt out’ policy which means that by default you are sharing more information until you go in and update those settings. Follow us on Twitter or Facebook or join our mailing list to get those updates sent to you. The online proof: Here is a fantastic infographic that shows how Facebook privacy settings have changed and what data is now available if you haven’t updated them. Post negative comments about your workplace or coworkers Even if your boss or coworkers are not able to see your comment, a future employer could see that comment and reconsider hiring you later. The online proof: Here are examples of people actually fired due to their social post. Post photos of your friends that break the first rule It is a great photo of you. So what if your friend is doing something in the background that would tarnish their reputation? If you tag them, your friend can remove the tag, but unless the photo violates terms and conditions (allowing a site to pull it down) only you control the permissions on that photo.  Put yourself in their shoes (and hope they would do the same). This goes double for pictures of underage kids. If the child is under 18, you technically need the parents permission to post it. The online proof: This article talks about the inability to remove someone else’s photo. Use the same password for every account I know it is a pain to remember different passwords for all of your sites but it is an even bigger pain if someone hacks in to one of your accounts. Are you using the same password for your social networks, banking, or online shopping? If a hacker finds just one instance of your password then they will now have access to everything. The online proof: Here is just one example where hackers breached the Adobe database and were able to access users’ Facebook accounts because the email-password combinations were the same.
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    "Binary Tat Cat Says DON'T DO THAT! Hold on a minute. Before you post that image, blog or tweet, consider the content. If it breaks even one of these rules, think really hard about putting it out there!"
Anthony Alverson

Media literacy - Wikipedia, the free encyclopedia - 0 views

  • Media
    • KENDAL SUMLER
       
      ANOTHER DEFINITION THAT WILL GIVE YOU A BETTER UNDERSTANDING OF WHAT MEDIA LITERACY IS
    • Anthony Alverson
       
      Media Literacy is the process of teaching and learning about media. It is also about developing every kind of people's critical and creative abilities when it comes to media. Like how people can type and use the web to do different things on a computer.
  • is the process of teaching and learning about media.[1] It is about developing young people's critical and creative abilities when it comes to the media.
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    "Media literacy From Wikipedia, the free encyclopedia Jump to: navigation, search Media literacy is a repertoire of competences that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and forms. Contents 1 Education 1.1 Concepts of media education 1.1.1 Production 1.1.2 Language 1.1.3 Representation 1.1.4 Audience 1.2 UNESCO and media education 1.2.1 UNESCO questionnaire 2 History 2.1 United Kingdom 2.2 Australia 2.3 Africa 2.4 Europe 2.5 Canada 2.6 The United States 3 See also 4 References 5 Books 6 External links Education Media Education is the process of teaching and learning about media.[1] It is about developing young people's critical and creative abilities when it comes to the media. Media education should not be confused with educational technology or with educational media. Surveys repeatedly show that, in most industrialized countries, children now spend more time watching television than they do in school, or also on any other activity apart from sleeping[2] Media Education has no fixed location, no clear ideology and no definitive recipients; it is subject to whims of a financial market bigger than itself.[1] Being able to understand the media enables people to analyze, evaluate, and create messages in a wide variety of mediums, genres, and forms. A person who is media literate is informed. There are many reasons why media studies are absent from the primary and secondary school curricula, including cuts in budgets and social services as well as over-packed schedules and expectations. Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy education provides tools to help people critically analyze messages, offers opportunities for learners to broa
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