- Last 7 days
What I missed about Mastodon was its very different culture. Ad-driven social media platforms are willing to tolerate monumental volumes of abusive users. They’ve discovered the same thing the Mainstream Media did: negative emotions grip people’s attention harder than positive ones. Hate and fear drives engagement, and engagement drives ad impressions. Mastodon is not an ad-driven platform. There is absolutely zero incentives to let awful people run amok in the name of engagement. The goal of Mastodon is to build a friendly collection of communities, not an attention leeching hate mill. As a result, most Mastodon instance operators have come to a consensus that hate speech shouldn’t be allowed. Already, that sets it far apart from twitter, but wait, there’s more. When it comes to other topics, what is and isn’t allowed is on an instance-by-instance basis, so you can choose your own adventure.
Twitter drivers: Hate/fear → Engagement → Impressions → Advertiser money. Since there is no advertising money in Mastodon, it operates on different drivers. Since there is no advertising money, a Mastodon operator isn't driven to get the most impressions. Because there isn't a need to get a high number of impressions, there isn't a need to fuel the hate/fear drivers.
- Nov 2022
To add some other intermediary services:
- ko-fi (site for contribution)
- GitHub sponsors (for GitPages)
- itch.io (for games)
- Gumroad (for sites and repositories)
- Patreon (for fan interaction)
To add a service for groups:
To add a service that enables fans to support the creators directly and anonymously via microdonations or small donations by pre-charging their Coil account to spend on content streaming or tipping the creators' wallets via a layer containing JS script following the Interledger Protocol proposed to W3C:
Disclaimer: I am a recipient of a grant from the Interledger Foundation, so there would be a Conflict of Interest if I edited directly. Plus, sharing on Hypothesis allows other users to chime in.
- pricing strategies
- online ledger
- open web
- revenue sharing
- web monetization
- pipe web
- Interledger Protocol
- payment pointer
- web standards
- open collective
- pay what you want
- mozilla festival
- open source
- Aug 2022
Klein, B., Generous, N., Chinazzi, M., Bhadricha, Z., Gunashekar, R., Kori, P., Li, B., McCabe, S., Green, J., Lazer, D., Marsicano, C. R., Scarpino, S. V., & Vespignani, A. (2021). Higher education responses to COVID-19 in the United States: Evidence for the impacts of university policy (p. 2021.10.07.21264419). https://doi.org/10.1101/2021.10.07.21264419
- Apr 2022
ReconfigBehSci [@SciBeh]. (2021, October 13). transparent public discourse is not easy, nor automatic. We need better tools, better community norms, and, generally, a better understanding of online discourse http://SciBeh.org [Tweet]. Twitter. https://twitter.com/SciBeh/status/1448305801446105088
ReconfigBehSci. (2020, November 10). Starting soon Day 2 SchBeh Workshop ‘Building an online information environment for policy relevant science’ join for a Q&A with Martha Scherzer (WHO) on role of behavioural scientists in a crisis followed by sessions on ‘Online Discourse’ and ‘Tools’ https://t.co/Gsr66BRGcJ [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1326121764657770496
- Dec 2021
How the Far-Right Is Radicalizing Anti-Vaxxers. (n.d.). Retrieved December 2, 2021, from https://www.vice.com/en/article/88ggqa/how-the-far-right-is-radicalizing-anti-vaxxers
- vaccine hesitancy
- online community
- conspiracy theory
- British National Party
- social media
- Nov 2021
collaboration within a community of people: diverse perspectives, active engagement
Similar ideas here: Stephen Downes (2015). Design Elements in a Personal Learning Environment. Invited talk, Guadalajara, Mexico. https://www.slideshare.net/Downes/design-elements-in-a-personal-learning-environment-52303224
What makes an 'online course' different to an 'online learning community'?
Wiseman, E. (2021, October 17). The dark side of wellness: The overlap between spiritual thinking and far-right conspiracies. The Observer. https://www.theguardian.com/lifeandstyle/2021/oct/17/eva-wiseman-conspirituality-the-dark-side-of-wellness-how-it-all-got-so-toxic
- mental health
- Center for Countering Digital Hate
- online community
- conspiracy theory
- right wing
- social media
- wellness industry
- Sep 2021
ReconfigBehSci. (2021, September 1). @Marta_Mang @chrstn_e https://t.co/pIBRAjcOpt [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1432840773750329344
Cucinotta, C. E., Martin, B. J. E., Noé González, M., Raman, P., Teif, V. B., & Vlaming, H. (2021). Strength is in engagement: The rise of an online scientific community during the COVID‐19 pandemic. EMBO Reports, 22(5). https://doi.org/10.15252/embr.202152612
- Jun 2021
Kuepper-Tetzel, C. E., & Nordmann, E. (2021). Watch Party Lectures: Synchronous Delivery of Asynchronous Material [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ys4jn
- Mar 2021
ReconfigBehSci. (2020, November 9). Second session now underway at the SciBeh workshop: Session 2: Interfacing with Policy How can the wider science community be policy-relevant? Speaking now: Alison Wright from UCL #scibeh2020 https://t.co/Gsr66BRGcJ [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1325750355309830145
Impact of Social Sciences. ‘How to Run an Academic Writing Retreat and Bring the Campus Back Together’, 9 November 2020. https://blogs.lse.ac.uk/impactofsocialsciences/2020/11/09/how-to-run-an-academic-writing-retreat-and-bring-the-campus-back-together/.
- prioritise writing projects
- writing in lockdown
- online writing retreats
- academic writing
- academic writing month
- academic community
Goodhill, G. (2020). Spare a thought for longitudinal diversity. Nature, 587(7833), 320–320. https://doi.org/10.1038/d41586-020-03017-6
- Dec 2020
Better community building: At the moment, MDN content edits are published instantly, and then reverted if they are not suitable. This is really bad for community relations. With a PR model, we can review edits and provide feedback, actually having conversations with contributors, building relationships with them, and helping them learn.
- reverting: creates negative experience
- community relations
- opportunity to improve/fix something
- community building
- community (for a project or product)
- online community
- helping others
- open source community
- relationship (people)
- receiving feedback
- encouraging feedback
- reverting a previous decision/change/commit
- helping others to learn
- wiki model
- pull request workflow
- Oct 2020
By some measures distance education students are somewhat less prepared (e.g. fewer of them attended private high schools) but still have a better chance of graduating college than students who do not take distance education courses. Put simply, at a national level, even potentially less prepared students who participated in distance education early in their college careers were more likely to attain a degree than students who had not done so.
A followup to studies of community college students in Virginia and Washington, this national study found that students who enrolled in online classes early in their college careers were more likely to complete their degrees. This was true even though students in online classes are somewhat less prepared than those in in person classes. One difference may be that this study was published a few years after the Virginia one, and more students were enrolled in online classes by then. 9/10
In order to inform the development and implementation of effective online learning environments, this study was designed to explore both instructors' and students' online learning experiences while enrolled in various online courses. The study investigated what appeared to both support and hinder participants' online teaching and learning experiences.
The authors discuss the issue of community and engagement in online graduate programs. They carried out a small case study and used a Cognitive Apprenticeship Model to examine a successful program in Higher Education. They found that students feel too many online classes are just reading and writing, regurgitating rather than applying, and lack sufficient connection with the instructor and with other students, They recommend some strategies to fix that, but admit that more work is needed. 9/10
Cognitive Presence “is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse” (Community of Inquiry, n.d, para. 5). Video is often used as a unidirectional medium with information flowing from the expert or instructor to the learner. To move from transmission of content to construction of knowledge, tools such as Voice Thread (VoiceThread, 2016) support asynchronous conversation in a multimedia format.
The author, Kendra Grant, is the Director of Professional Development and Learning for Quillsoft in Toronto Canada. Grant helps business succeed in education design and support. In this article Grant discusses how quickly the learning environment has changed through technological development. Grant explores the RAT Model, which guides instructors in the "use of technology to help transform instructional practice." Grant then examines the Community of Inquiry model, which seeks to create meaningful instruction through social, cognitive and teaching presence. Grant concludes by providing general principles for creating a positive video presence.
However, when groups of readers come together and collectively read and write annotation in response to a shared text, then annotation can - under curated circumstances - spark and sustain conversation.
I can't help but note that within the IndieWeb community, they're using a combination of online chat and wiki tools which to a great extent are a larger ongoing conversation. The conversation continues on a daily (almost hourly) basis and the substantive portions of that conversation are captured within the wiki for future reference. Interestingly, an internal chat bot, known as Loqi, allows one to actively make changes to the wiki from within the chat. In some sense, within this community there could be an analogy to which came first the chicken or the egg, but replacing those with conversation and annotation.
- Jul 2020
John, B. (2020, May 19). Ethical questions for covering coronavirus online: Key takeaways for journalists. First Draft. https://firstdraftnews.org:443/latest/ethical-questions-for-covering-coronavirus-online-key-takeaways-for-journalists/
- Jun 2020
Pagnini, F., Bonalda, E., Montrasi, E., Toselli, E., & Alessandro, A. (2020). Reframing the psychological impact of the COVID-19 outbreak through a social media community for students [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/d5wph
- cognitive flexibility
- psychological intervention
- online community
- psychological impact
- negative emotion
- psycho-educational community
- negative psychological impact
- Apr 2020
Smith, A. (2020 April 13). Re-inventing programmes for extraordinary times. The Cares Family. https://www.thecaresfamily.org.uk/blog/re-inventing-programmes-for-extraordinary-times#
- Mar 2020
Around 5 or 6 p.m., a trivia emcee will pose one question to the group, and employees submit guesses in a Slack thread until someone responds with the correct answer. The emcee continues this way for four more questions, and the competition can get fierce.
the coronavirus crisis is showing us that the internet is still capable of pulling us together
- Feb 2020
- Jan 2020
- Oct 2019
- May 2019
FAQs for Online Faculty
- Apr 2017
Fisher, Matthew. 2012. “Authority, Interoperability, and Digital Medieval Scholarship.” Literature Compass 9 (12): 955–64. doi:10.1111/lic3.12018.
/home/dan/.mozilla/firefox/rwihx4ee.default/zotero/storage/PHS4P7D6/Fisher - 2012 - Authority, Interoperability, and Digital Medieval .pdf