- Oct 2020
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pdfs.semanticscholar.org pdfs.semanticscholar.org
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Strategies for Virtual Learning Environments:Focusing on Teaching Presence and TeachingImmediacy
Through a literature review of 50 articles published between 2003-2014, the authors explored aspects of online learning (teacher presence, teacher immediacy) that impact learner interest and motivation in the online environment. Recognizing that these aspects are key, the authors explore various approaches to retention the virtual setting. The multifaceted role of the instructor is reviewed as well as virtual facilitation strategies. The literature search revealed a positive correlation between teaching presence, teaching immediacy, and learner engagement and motivation. 6/10
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www.learntechlib.org www.learntechlib.org
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Characteristics of Adult Learners With Implications for Online Learning Design
The author reviews assumptions of the adult learner and adult learning theory. In discussion of adult learning theories (self-directed learning, experiential learning, transformational learning), the article investigates their use in online learning. Furthermore, the author provides online course development recommendations for the adult learner. A brief critique of andragogic principles is provided. Adult learning principles used in a live environment are of benefit and necessary in the virtual environment. Click "Full Text" to read article. 7/10
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brocansky.com brocansky.com
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they’ll work their asses off not to disappoint you.
This kind of relational motivation seems like a good first step. I wonder though if "not to disappoint you" still centers the instructor and not the learners? The idea of a "partnership" between instructors and students strikes me as closer to the ideal that empathy aims for.
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facingtoday.facinghistory.org facingtoday.facinghistory.org
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The coronavirus pandemic has pushed teaching and learning online in schools around the world, but we don’t have to set aside teaching civil discourse and having brave conversations because we’re in virtual learning spaces.
This is so true. Knowing that the pandemic has forced us to take online schooling, it doesn't change the fact that we still can learn the same as we were in regular school.
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covid-19.iza.org covid-19.iza.org
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IZA – Institute of Labor Economics. ‘COVID-19 and the Labor Market’. Accessed 6 October 2020. https://covid-19.iza.org/publications/dp13644/.
Tags
- is:report
- CARES Act
- student survey
- unemployment benefit
- stress
- internet
- educational burden
- New York
- financial burden
- Pell Grant
- emergency relief grant
- online classes
- personal burden
- COVID-19
- childcare responsibility
- low-income urban
- lang:en
- college students
- drop a course
- financial distress
Annotators
URL
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arxiv.org arxiv.org
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Yuan, Yuan, Muzhi Guan, Zhilun Zhou, Sundong Kim, Meeyoung Cha, and Yong Li. ‘Disruption in the Chinese E-Commerce During COVID-19:A Case Study of the Beidian Platform’. ArXiv:2009.14605 [Physics], 22 July 2020. http://arxiv.org/abs/2009.14605.
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- Sep 2020
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psyarxiv.com psyarxiv.com
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Gurung, R. A. R., & Stone, A. (2020, September 14). You Can’t Always Get What You Want and It Hurts: Learning During the Pandemic. https://doi.org/10.31234/osf.io/wqdx8
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www.scibeh.org www.scibeh.org
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SciBeh 2020 Workshop on “Building an online information environment for policy relevant science.” (2020, September 23). SciBeh. https://scibeh.org/events/workshop2020/
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www.psychologicalscience.org www.psychologicalscience.org
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Online Research: From Funding to Data Collection. (n.d.). Association for Psychological Science - APS. Retrieved September 25, 2020, from https://www.psychologicalscience.org/news/online-research.html
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macwright.com macwright.com
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The appeal of social networks is partly because they let us create documents without thinking about web technology,
mirrors strongly another comment i made, that our appetites & expectations for computing has outstripped the personal, that we now expect computing to be connective. we want the digital matter we create to exist not just locally, but widely. https://hypothes.is/a/11-k1v7pEeqJ1qdf5kJahQ
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There was a time when we could install applications, give some sort of explicit agreement that something would run on our computers and use our hardware. That time is ending,
The end seems perilously close at hand for personal computing, but, imo, as much as anything that is because users now expect to compute to have impact & effect far beyond the beige box.
Open source has many amazing things, but in terms of ways to get user's digital stuff online & available & circulating, there have been precious few compelling attempts. I'd call out in particular RemoteStorage spec, & the newer SOLID specs from MIT & TBL.
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Obradovich, N., Özak, Ö., Martín, I., Ortuño-Ortín, I., Awad, E., Cebrián, M., Cuevas, R., Desmet, K., Rahwan, I., & Cuevas, Á. (2020). Expanding the measurement of culture with a sample of two billion humans [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/qkf42
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kidspiritonline.com kidspiritonline.com
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Conversations about feelings are usually expressed with gestures and proximity, which is difficult while accessing a computer.
I think that a major part of conversation is those gestures and proximity. With or without a disability this is difficult to express when online.
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oneheglobal.org oneheglobal.org
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Second, an activity may threaten a student who has not disclosed something relevant to you. Before you ask students to share a story of their name, for example, remember that some students will have changed their name for reasons of personal safety, family breakdown, or gender identity.
It's important to recognize that not everyone has come from the same backgrounds or situations. Whether it's a name or sharing a personal story, or even turning on the camera, some students use school as an escape from their home lives, and I think it's important not to pressure students into feeling like their grade is at risk because of their home situations.
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www.fastcompany.com www.fastcompany.com
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Berg, N., & Berg, N. (2020, September 11). The rise of ‘dark stores’—And how they could save struggling retail. Fast Company. https://www.fastcompany.com/90549066/the-rise-of-dark-stores-and-how-they-could-save-struggling-retail
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www.csun.edu www.csun.edu
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Online Graduation Application
Online Graduation Application
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Eligibility: You may apply to graduate as soon as you have:
Eligibility: You may apply to graduate as soon as you have
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today.law.harvard.edu today.law.harvard.edu
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McArdle, Elaine, September 1, and 2020. ‘Making Lemonade from Lemons’. Harvard Law Today. Accessed 7 September 2020. https://today.law.harvard.edu/making-lemonade-from-lemons/.
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www.reddit.com www.reddit.com
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r/BehSciResearch - From social licencing of contact tracing to political accountability: Input sought on next wave of representative surveys in Germany, Spain, and U.K. (n.d.). Reddit. Retrieved June 18, 2020, from https://www.reddit.com/r/BehSciResearch/comments/hbaj58/from_social_licencing_of_contact_tracing_to/
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psyarxiv.com psyarxiv.com
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Ahmed, O., Ahmed, Z., Aibao, Z., Mia, S., & Khan, A. U. (2020). COVID-19 Pandemic and Initial Psychological Responses by Bangladeshi People [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/4nj6u
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www.ajpmonline.org www.ajpmonline.org
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Liu, Y., Finch, B. K., Brenneke, S. G., Thomas, K., & Le, P. D. (2020). Perceived Discrimination and Mental Distress Amid the COVID-19 Pandemic: Evidence From the Understanding America Study. American Journal of Preventive Medicine, 0(0). https://doi.org/10.1016/j.amepre.2020.06.007
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psyarxiv.com psyarxiv.com
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Borhany, H., Golbabaei, S., Jameie, M., & Borhani, K. (2020). Moral decision making in healthcare and medical professions during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5c769
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stresscontrol.ie stresscontrol.ie
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Home. (n.d.). Stress Control. Retrieved September 2, 2020, from https://stresscontrol.ie/
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twitter.com twitter.com
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Sir Anthony Seldon on Twitter. (n.d.). Twitter. Retrieved September 2, 2020, from https://twitter.com/AnthonySeldon/status/1300355492783554561
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- Aug 2020
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onlinelibrary.wiley.com onlinelibrary.wiley.com
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Bhatia, S., Walasek, L., Slovic, P., & Kunreuther, H. (2020). The More Who Die, the Less We Care: Evidence from Natural Language Analysis of Online News Articles and Social Media Posts. Risk Analysis, risa.13582. https://doi.org/10.1111/risa.13582
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@DFRLab. (2020, July 16). Op-Ed | Hitting COVID-19 disinfo websites where it hurts: Their wallets. Medium. https://medium.com/dfrlab/op-ed-hitting-covid-19-disinfo-websites-where-it-hurts-their-wallets-fe4a20080ad1
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twitter.com twitter.com
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Eric Feigl-Ding on Twitter: “Breaking: Los Angeles and San Diego school districts will be remote-only in the fall. California’s 2 largest public school districts said instruction will be remote-only in the fall, citing concerns that surging coronavirus infections pose too dire a risk for students & teachers. https://t.co/E6DTBeb2RF” / Twitter. (n.d.). Twitter. Retrieved July 17, 2020, from https://twitter.com/DrEricDing/status/1282741042186518534
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osf.io osf.io
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Arpino, B., Pasqualini, M., Bordone, V., & Solé-Auró, A. (2020). Indirect consequences of COVID-19 on people’s lives. Findings from an on-line survey in France, Italy and Spain [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/4sfv9
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socialsciences.nature.com socialsciences.nature.com
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Research, B. and S. S. at N. (2020, May 25). Imagining a different online world. Behavioural and Social Sciences at Nature Research. http://socialsciences.nature.com/users/397838-philipp-lorenz-spreen/posts/imagining-a-different-online-world
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osf.io osf.io
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Jittrapirom, P., & Tanaksaranond, G. (2020). An exploratory survey on the perceived risk of COVID-19 and travelling [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/v3g5d
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the prevalence of dark patterns online is harmful to people—and has the potential to impact more than just their wallets.
shopping addiction
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“Dark patterns are being used to undermine privacy, and to rob users of their ability to critically reflect on their actions,” he says. “Design and behavioral science have become weaponized to solely benefit online retailers and to exploit users.”
Technology which is not designed for the user, but to maximize profits: the opposite of what Humane Technology states
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It can be hard to determine the line between clever marketing and outright deception.
the whole point of life
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Most dark patterns are design choices, but others are arguably just fraud.
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www.bristol.ac.uk www.bristol.ac.uk
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Bristol, U. of. (n.d.). August: Young people mental health | News and features | University of Bristol. University of Bristol. Retrieved 25 August 2020, from https://www.bristol.ac.uk/news/2020/august/young-people-mental-health.html
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www.youtube.com www.youtube.com
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Webinars in English 🇺🇸—YouTube. (n.d.). Retrieved 24 August 2020, from https://www.youtube.com/playlist?list=PL0n8am2uBRCBUZI5ftm2jQ63tlYrtY4_I
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psyarxiv.com psyarxiv.com
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Hong, Jihoon, Ikjae Jung, Mingeol Park, Kyumin Kim, Sungook Yeo, Joohee Lee, Yujin Hong, Jangho Park, and Seockhoon Chung. ‘The Attitudes of Medical Students for Their Roles and Social Accountability in the COVID-19 Pandemic Era’. Preprint. PsyArXiv, 19 August 2020. https://doi.org/10.31234/osf.io/478ef.
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www.youtube.com www.youtube.comYouTube2
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Online Harms & Disinformation Post-COVID. (n.d.). Retrieved 20 August 2020, from https://www.youtube.com/watch?v=N2BmRuXbNhk
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Webinar: Virtual Networking for Nerds: How to network and find collaborations from afar. (n.d.). Retrieved 10 August 2020, from https://youtu.be/pdZyxs4resc
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stanford.zoom.us stanford.zoom.us
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Video-chat Studies for Developmental Research: Options and Best practices—Zoom. (n.d.). Retrieved 10 August 2020, from https://stanford.zoom.us/rec/play/uZAtduD5-243HtGX5ASDVvNxW43sK6Ks1nJI8_MIyEayVHALZgL1b-MXZeqvWmTUOWHFzluIhGr-YB45?autoplay=true&startTime=1591373245000
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www.facultyfocus.com www.facultyfocus.com
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Breakout Groups and Discussions using Collaborative Documents
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www.nber.org www.nber.org
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Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2020). Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time (Working Paper No. 27555; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27555
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Akesson, J., Ashworth-Hayes, S., Hahn, R., Metcalfe, R. D., & Rasooly, I. (2020). Fatalism, Beliefs, and Behaviors During the COVID-19 Pandemic (Working Paper No. 27245; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27245
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today.law.harvard.edu today.law.harvard.edu
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Barnett ’15, L., August 4, & 2020. (n.d.). When Voting Is a Risky Choice. Harvard Law Today. Retrieved 6 August 2020, from https://today.law.harvard.edu/feature/when-voting-is-a-risky-choice/
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covid-19.iza.org covid-19.iza.org
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Job Search during the COVID-19 Crisis. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 5, 2020, from https://covid-19.iza.org/publications/dp13237/
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Simchon, A., Brady, W. J., & Bavel, J. J. V. (2020). Troll and Divide: The Language of Online Polarization. https://doi.org/10.31234/osf.io/xjd64
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covid-19.iza.org covid-19.iza.org
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Reacting Quickly and Protecting Jobs: The Short-Term Impacts of the COVID-19 Lockdown on the Greek Labor Market. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 27, 2020, from https://covid-19.iza.org/publications/dp13516/
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unix.meta.stackexchange.com unix.meta.stackexchange.com
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There is an observable widespread tendency to give an awk answer to almost everything, but that should not be inferred as a rule to be followed, and if there's (say) a Python answer that involves less programming then surely that is quite on point as an answer for a readership of users.
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"When an OP rejects your edit, please do not edit it back in!" Correspondingly, when a user repeatedly does try to edit, understand that something in your framing isn't working right, and you should reconsider it.
Tags
- considering your audience
- courtesy
- answer in online question/answer site
- appropriateness
- disagreement
- courtesy in online discussions
- how to ask good questions
- courtesy in online question/answer sites
- discussion thread
- using the right tool for the job
- should not infer as a general rule
- rights of an OP
Annotators
URL
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www.youtube.com www.youtube.com
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MyData vs. COVID-19 calls (2020, June 5) - https://www.youtube.com/playlist?list=PLbpRS19STpXSWs4kTiVEx2KN5CZh6yCYI
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- Jul 2020
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www.nber.org www.nber.org
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Chang, H.-H., & Meyerhoefer, C. (2020). COVID-19 and the Demand for Online Food Shopping Services: Empirical Evidence from Taiwan (Working Paper No. 27427; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27427
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medium.com medium.com
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@DFRLab. (2020). Op-Ed: How Brexit tribalism has influenced attitudes toward COVID-19 in Britain. Medium. https://medium.com/dfrlab/op-ed-how-brexit-tribalism-has-influenced-attitudes-toward-covid-19-in-britain-16a983a56929
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psyarxiv.com psyarxiv.com
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Vegetti, F., & Littvay, L. (2020). Belief in conspiracy theories, aggression, and attitudes towards political violence. https://doi.org/10.31234/osf.io/xwyjq
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www.sciencemag.org www.sciencemag.org
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MadhusoodananJul. 20, J., 2020, & Pm, 5:05. (2020, July 20). ‘Ethically troubling.’ University reopening plans put professors, students on edge. Science | AAAS. https://www.sciencemag.org/careers/2020/07/ethically-troubling-university-reopening-plans-put-professors-students-edge
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www.youtube.com www.youtube.com
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Online Reading Comprehension
Sharing what they've found with one another Students getting really excited when they've found something, want to show teacher Once students get one part, challenge them to find something new Evaluate the information; what features make it good? What is definition of best? Synthesize what you are finding; bring in all the information from different sources Multimodal ways of reading
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Online Reading Comprehension
Put focus on learning coming from partners
Tags
Annotators
URL
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newliteracies.uconn.edu newliteracies.uconn.edu
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At least five processing practices occur during online research and comprehension, each requiring additional new skills and strategies when they take place online:
5 Practices are:
- Identify important questions
- Locating information
- Evaluating information critically
- Synthesizing information
- Reading and writing to communicate
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osf.io osf.io
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Stephany, F., Dunn, M., Sawyer, S., & Lehdonvirta, V. (2020). Distancing Bonus or Downscaling Loss? The Changing Livelihood of US Online Workers in Times of COVID-19 [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/vmg34
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psyarxiv.com psyarxiv.com
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Bernard, P., St-Amour, S., Lachance, Kingsbury, C., & Lapointe. (2020). Dynamic patterns of depressive symptoms and sleep during the first month of strict lockdown in two women with major depressive disorder [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5enrq
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psyarxiv.com psyarxiv.com
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Cellini, N., Di Giorgio, E., Mioni, G., & Di Riso, D. (2020). Sleep quality, timing, and psychological difficulties in Italian school-age children and their mothers during COVID-19 lockdown [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/95ujm
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www.profgalloway.com www.profgalloway.com
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Galloway, S. (n.d.). NYU professor Scott Galloway predicts hundreds of universities will shutter, possibly for good, if they reopen in the fall. Business Insider. Retrieved July 20, 2020, from https://www.businessinsider.com/scott-galloway-colleges-must-cut-costs-to-survive-covid-2020-7
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psyarxiv.com psyarxiv.com
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Ahn, M. H., Shin, Y. W., Kim, J. H., Kim, H. J., Lee, K.-U., & Chung, S. (2020). High Work-related Stress and Anxiety Response to COVID-19 among Healthcare Workers in South Korea: SAVE study [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/9nxth
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www.youtube.com www.youtube.com
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Wikimedia Foundation. (2020, June 15). COVID-19 and human rights: How to share the facts on Wikipedia. Youtube. https://www.youtube.com/watch?v=kktZtDFhRho
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prism.ucalgary.ca prism.ucalgary.ca
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Engaging students in a three-month long project where they create their own short plays with the guidance of a workingplaywright, this festival not only allows students from St. Sylvester to explore playwriting, but to do so in collaboration with another class at a nearby Member School, St. Henry.
Way to collaborate with places outside of the school
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Garmendia, A., & Alfonso, S. L. (2020). Popular Reactions To External Threats in Federations. https://doi.org/10.31235/osf.io/qyjtm
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osf.io osf.io
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Wishart, A. E. (2020). Towards equitable evolution & ecology learning online: A perspective from a first-time instructor teaching evolution during COVID-19. https://doi.org/10.31235/osf.io/8srv3
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firstdraftnews.org firstdraftnews.org
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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/
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Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
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www.reddit.com www.reddit.com
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Overall, the process of moderating individual comments is really really really fucking hard.
dire need for some IBIS or other, where people can make structured arguments & thread out, rather than this endless growing log of comments that pick up wherever they feel like & push whichever-which-way.
we need higher fidelity information to begin to moderate effectively.
this is a really nicely written thread from one of the most ultra-productive extremely-high-quality coders on the planet, detailing what challenges moderators face. and how they are equipped with only: a) moderation of individual comments b) locking threads c) bannings, all fiat acts.
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psyarxiv.com psyarxiv.com
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Sakakibara, R., & Ozono, H. (2020). Psychological Research on the COVID-19 Crisis in Japan: Focusing on Infection Preventive Behaviors, Future Prospects, and Information Dissemination Behaviors. https://doi.org/10.31234/osf.io/97zye
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psyarxiv.com psyarxiv.com
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Schelhorn, I., Ecker, A., Bereznai, J., Tran, T., Rehm, S., Lugo, R., Sütterlin, S., Kinateder, M., & Shiban, Y. (2020). Depression symptoms during the COVID-19 pandemic in different regions in Germany. [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/p9wz8
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Kizilcec. F. R., Reich. J., Yeomans. M., Dann, C., Brunskill, E., Lopez. G., Turkay., S., Williams, J. J., Tingley. D., (2020) Scaling up behavioral science interventions in online education. PNAS. Retrieved from https://www.pnas.org/content/117/26/14900.short?rss=1
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osf.io osf.io
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Grow, A., Perrotta, D., Del Fava, E., Cimentada, J., Rampazzo, F., Gil-Clavel, S., & Zagheni, E. (2020). Addressing Public Health Emergencies via Facebook Surveys: Advantages, Challenges, and Practical Considerations [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/ez9pb
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osf.io osf.io
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Herzberg-Druker, E., Tali, K., & Yaish, M. (2020). Work and Families in Times of Crisis: The Case of Israel in the Coronavirus Outbreak [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/fxs64
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osf.io osf.io
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Dunn, M., Stephany, F., Sawyer, S., Munoz, I., Raheja, R., Vaccaro, G., & Lehdonvirta, V. (2020). When Motivation Becomes Desperation: Online Freelancing During the COVID-19 Pandemic [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/67ptf
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journals.lww.com journals.lww.com
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Almario, C. V., Chey, W. D., & Spiegel, B. M. R. (n.d.). Increased Risk of COVID-19 Among Users of Proton Pump Inhibitors. 17.
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blogs.harvard.edu blogs.harvard.edu
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Staff, C. (2020, July 8). 230-esque Language in the USMCA: What Does It Mean for the US and Canada? Cyberlaw Clinic. https://blogs.harvard.edu/cyberlawclinic/2020/07/08/230-esque-language-in-the-usmca/
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arg-tech.org arg-tech.org
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Bex, F., Lawrence. J., Snaith. M., Reed. C., (2013) implementing the Argument Web. Communications of the ACM. (56). (10). Retrieved from chrome-extension://bjfhmglciegochdpefhhlphglcehbmek/pdfjs/web/viewer.html?file=http%3A%2F%2Farg-tech.org%2Fpeople%2Fchris%2Fpublications%2F2013%2FbexCACM.pdf
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psyarxiv.com psyarxiv.com
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Adam-Troian, J., & Bagci, S. (2020). The pathogen paradox: Evidence that perceived COVID-19 threat is associated with both pro- and anti-immigrant attitudes. https://doi.org/10.31234/osf.io/948ch
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mozilla.github.io mozilla.github.io
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Understanding and respecting community behaviors when expressing opinions in online discussions.
Yes this is an important consideration in learning to become a "good citizen of the web." How do you define an online community, though? Is the whole internet an online community? Are their sub-communities? Are communities just groups of people who gather together (i.e. a Facebook group or page)?
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jasp-stats.org jasp-stats.org
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JASP Workshop Goes Online, Fees Reduced. (2020, July 7). JASP - Free and User-Friendly Statistical Software. https://jasp-stats.org/?p=6549
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psyarxiv.com psyarxiv.com
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Chatterjee, A., & Chatterjee, A. (2020). Managing through uncertain times: A study to understand the effects of conducting socio-academic life online during COVID-19. https://doi.org/10.31234/osf.io/vcbrw
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psyarxiv.com psyarxiv.com
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Jorrat, D. A. (2020). Recruiting experimental subjects using WhatsApp [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6vgec
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psyarxiv.com psyarxiv.com
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Händel, M., Bedenlier, S., Gläser-Zikuda, M., Kammerl, R., Kopp, B., & Ziegler, A. (2020). Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5ngm9
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- Jun 2020
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leibniz-phd.net leibniz-phd.net
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Leibniz PhD Network - Mental Health for Doctoral Researchers During COVID-19 Webinar
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psyarxiv.com psyarxiv.com
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Yamada, Y. (2020). Micropublishing during and after the COVID-19 era [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/8fum4
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psyarxiv.com psyarxiv.com
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Orgilés, M., Morales, A., Delvecchio, E., Francisco, R., Mazzeschi, C., Pedro, M., & Espada, J. P. (2020). Coping behaviors and psychological disturbances in youth affected by the COVID-19 health crisis [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2gnxb
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documents-dds-ny.un.org documents-dds-ny.un.org
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The prevalence of child sexual exploitation and abuse is also a major concern.
The SG has brought child online protection to the forefront by highlighting it in the introduction. To be applauded.
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www.theguardian.com www.theguardian.com
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Doward, J. (2020, June 28). Only 13% of UK working parents want to go back to ‘the old normal.’ The Observer. https://www.theguardian.com/world/2020/jun/28/only-13-of-uk-working-parents-want-to-go-back-to-the-old-normal
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psyarxiv.com psyarxiv.com
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Jankovic, Ana, and Sabina Cehajic-Clancy. ‘Social and Behavioural Responses during the COVID-19 Pandemic in Bosnia and Herzegovina’. Preprint. PsyArXiv, 10 June 2020. https://doi.org/10.31234/osf.io/s83ru.
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psyarxiv.com psyarxiv.com
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Xuereb, S., Kim, H. S., Clark, L., & Wohl, M. (2020). Substitution behaviors among casino gamblers during COVID-19 precipitated casino closures. https://doi.org/10.31234/osf.io/fvnmb
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psyarxiv.com psyarxiv.com
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McPhee, M., Keough, M. T., Rundle, S., Heath, L. M., Wardell, J., & Hendershot, C. S. (2020). Depression, Environmental Reward, Coping Motives and Alcohol Consumption During the COVID-19 Pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/zvs9f
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psyarxiv.com psyarxiv.com
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Lazarevic, L. B., Purić, D., Teovanovic, P., Knezevic, G., Lukic, P., & Zupan, Z. (2020). What drives us to be (ir)responsible for our health during the COVID-19 pandemic? The role of personality, thinking styles and conspiracy mentality [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cgeuv
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theplosblog.plos.org theplosblog.plos.org
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Yeolekar, M. (2020, April 30). The Digital Migration: Lessons About Open Science Arising from the COVID19 Crisis. The Official PLOS Blog. https://theplosblog.plos.org/2020/04/the-digital-migration-lessons-about-open-science-arising-from-the-covid19-crisis/
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www.biodiversitylibrary.org www.biodiversitylibrary.org
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IVa/ilcn/'crgia grandiflonj
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beta.biodiversitylibrary.org beta.biodiversitylibrary.org
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reutersinstitute.politics.ox.ac.uk reutersinstitute.politics.ox.ac.uk
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Newman, N. (n.d.). Reuters Institute Digital News Report 2020. 112.
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www.cambridge.org www.cambridge.org
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Allington, D., Duffy, B., Wessely, S., Dhavan, N., & Rubin, J. (undefined/ed). Health-protective behaviour, social media usage and conspiracy belief during the COVID-19 public health emergency. Psychological Medicine, 1–7. https://doi.org/10.1017/S003329172000224X
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digest.bps.org.uk digest.bps.org.uk
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For Political Candidates, Making Jokes Online Might Backfire. (2020, June 18). Research Digest. https://digest.bps.org.uk/2020/06/18/for-political-candidates-making-jokes-online-might-backfire/
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Chen, E., Lerman, K., & Ferrara, E. (2020). COVID-19: The First Public Coronavirus Twitter Dataset. ArXiv:2003.07372 [Cs, q-Bio]. http://arxiv.org/abs/2003.07372
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psyarxiv.com psyarxiv.com
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Kozyreva, A., Lewandowsky, S., & Hertwig, R. (2019, December 4). Citizens Versus the Internet: Confronting Digital Challenges With Cognitive Tools. https://doi.org/10.31234/osf.io/ky4x8
Tags
- online behavior
- algorithm
- digital
- technocognition
- misinformation
- disinformation
- online manipulation
- self-nudging
- internet
- boosting
- cognitive tools
- behavioral policy
- artificial intelligence
- attention economy
- fake news
- AI
- is:preprint
- lang:en
- nudging
- decision aid
- decision autonomy
- choice architecture
- reasoning
Annotators
URL
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psyarxiv.com psyarxiv.com
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Veltri, G. A., Prof, Lupiáñez-Villanueva, F., Folkvord, F., Theben, A., & Gaskell, G. (2020, April 29). The impact of online platform transparency of information on consumer’s choices. https://doi.org/10.31234/osf.io/htja5
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psyarxiv.com psyarxiv.com
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Abdelrahman, M. K. (2020, April 14). Personality Traits, Risk Perception and Social Distancing During COVID-19. https://doi.org/10.31234/osf.io/6g7kh
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www.researchgate.net www.researchgate.net
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Li, J., Hallsworth. A.G. and Coca-Stefaniak, J.A. (2020), “The changing grocery shopping behavior of Chineseconsumers at the outset of the COVID-19 outbreak”, Tijdschrift voor Economische en Sociale Geografie. https://doi.org/10.1111/tesg.12420
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doi.org doi.org
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Willem, L., Hoang, T. V., Funk, S., Coletti, P., Beutels, P., & Hens, N. (2020). SOCRATES: An online tool leveraging a social contact data sharing initiative to assess mitigation strategies for COVID-19 [Preprint]. Epidemiology. https://doi.org/10.1101/2020.03.03.20030627
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www.reddit.com www.reddit.com
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Herzog, S. (2020 April 9). *"back to the future", not "back to normal". Reddit. https://www.reddit.com/r/BehSciAsk/comments/fx4hs3/what_behavioural_factors_will_affect_getting_back/fmsgqg7/
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psyarxiv.com psyarxiv.com
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Zimmermann, M., Bledsoe, C., & Papa, A. (2020). The Impact of the COVID-19 Pandemic on College Student Mental Health: A Longitudinal Examination of Risk and Protective Factors [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/2y7hu
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www.nature.com www.nature.com
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Ledford, H. (2020). How Facebook, Twitter and other data troves are revolutionizing social science. Nature, 582(7812), 328–330. https://doi.org/10.1038/d41586-020-01747-1
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psyarxiv.com psyarxiv.com
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Długosz, P. (2020). Neurotic coronavirus generation? The report from the second wave of research on the students from Kraków [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/6ecr7
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pubs.aeaweb.org pubs.aeaweb.org
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Bettinger, E. P., Fox, L., Loeb, S., & Taylor, E. S. (2017). Virtual classrooms: How online college courses affect student success. American Economic Review, 107(9), 2855-75.
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Plata, C. A., Pigani, E., Azaele, S., Callejas, V., Palazzi, M. J., Solé-Ribalta, A., Meloni, S., & Suweis, J. B.-H. S. (2020). Neutral Theory for competing attention in social networks. ArXiv:2006.07586 [Physics]. http://arxiv.org/abs/2006.07586
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twitter.com twitter.com
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Nivi Mani on Twitter. "I cannot stop smiling! Here is a first peek at the data from our online browser-based intermodal preferential looking set-up! We replicate the prediction effect (boy eats big cake, Mani & Huettig, 2012) using our online webcam testing software @julien__mayor @Kindskoepfe_Lab" / Twitter. (n.d.). Twitter. Retrieved June 15, 2020, from https://twitter.com/nivedita_mani/status/1265556217486815232
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arxiv.org arxiv.org
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Velásquez, N., Leahy, R., Restrepo, N. J., Lupu, Y., Sear, R., Gabriel, N., Jha, O., Goldberg, B., & Johnson, N. F. (2020). Hate multiverse spreads malicious COVID-19 content online beyond individual platform control. ArXiv:2004.00673 [Nlin, Physics:Physics]. http://arxiv.org/abs/2004.00673
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psyarxiv.com psyarxiv.com
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Westrupp, E., Greenwood, C., Fuller-Tyszkiewicz, M., Berkowitz, T., Hagg, L., & Youssef, G. J. (2020). Text Mining of Reddit Posts: Using Latent Dirichlet Allocation to Identify Common Parenting Issues [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/cw54u
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psyarxiv.com psyarxiv.com
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Chatterjee, A., & Chatterjee, A. (2020). Managing through uncertain times: A study to understand the effects of conducting socio-academic life online during COVID-19 [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/zjaey
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www.springer.com www.springer.com
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Journal of Computational Social Science. Springer. Retrieved June 10, 2020, from https://www.springer.com/journal/42001/updates/17993070
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psyarxiv.com psyarxiv.com
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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
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psyarxiv.com psyarxiv.com
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Park, A., Velez, C. V., Kannan, K., & Chorpita, B. F. (2020). Stress, functioning, and coping during the COVID-19 pandemic: Results from an online convenience sample [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/jmctv
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Cinelli, M., Morales, G. D. F., Galeazzi, A., Quattrociocchi, W., & Starnini, M. (2020). Echo Chambers on Social Media: A comparative analysis. ArXiv:2004.09603 [Physics]. http://arxiv.org/abs/2004.09603
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psyarxiv.com psyarxiv.com
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Lunn, P. D., Timmons, S., Julienne, H., Belton, C., Barjaková, M., Lavin, C., & McGowan, F. P. (2020). Using Decision Aids to Support Self-Isolation During the COVID-19 Pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/fngx5
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link.springer.com link.springer.com
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Stokes, D. C., Andy, A., Guntuku, S. C., Ungar, L. H., & Merchant, R. M. (2020). Public Priorities and Concerns Regarding COVID-19 in an Online Discussion Forum: Longitudinal Topic Modeling. Journal of General Internal Medicine. https://doi.org/10.1007/s11606-020-05889-w
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psyarxiv.com psyarxiv.com
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Košir, K., Dugonik, Š., Huskić, A., Gračner, J., Kokol, Z., & Krajnc, Ž. (2020). Predictors of perceived teachers’ and school counsellors’ work stress in the transition period of online education in schools during the COVID-19 pandemic [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/gj3e5
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nymag.com nymag.com
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Walsh, J. D. (2020, May 11). The Coming Disruption to College. Intelligencer. https://nymag.com/intelligencer/2020/05/scott-galloway-future-of-college.html
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www.ifs.org.uk www.ifs.org.uk
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Andrew, A., Cattan, S., Dias, M. C., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020, May 18). Learning during the lockdown: Real-time data on children’s experiences during home learning. https://doi.org/10.1920/BN.IFS.2020.BN0288
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- May 2020
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www.psychologicalscience.org www.psychologicalscience.org
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APS Roundtable: Psychological Science and COVID-19, What We Know and What We Can Do. (n.d.). Association for Psychological Science - APS. Retrieved April 16, 2020, from https://www.psychologicalscience.org/news/aps-roundtable-psychological-science-and-covid-19-what-we-know-and-what-we-can-do.html
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thepsychologist.bps.org.uk thepsychologist.bps.org.uk
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Coronavirus – Psychological perspectives | The Psychologist. (n.d.). Retrieved April 27, 2020, from https://thepsychologist.bps.org.uk/volume-33/april-2020/coronavirus-psychological-perspectives
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featuredcontent.psychonomic.org featuredcontent.psychonomic.org
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Mickes, L. (2020, April 2). A recipe for moving your physical lab to the online lab. Psychonomic Society Featured Content. https://featuredcontent.psychonomic.org/a-recipe-for-moving-your-physical-lab-to-the-online-lab/
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elifesciences.org elifesciences.org
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Achakulvisut, T., Ruangrong, T., Bilgin, I., Van Den Bossche, S., Wyble, B., Goodman, D. F., & Kording, K. P. (2020). Improving on legacy conferences by moving online. ELife, 9, e57892. https://doi.org/10.7554/eLife.57892
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www.stiftung-nv.de www.stiftung-nv.de
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Dark Patterns: Regulating Digital Design. (2020, May 13). https://www.stiftung-nv.de/en/publication/dark-patterns-regulating-digital-design
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www.futurelearn.com www.futurelearn.com
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FutureLearn. Pandemics, Modelling, and Policy—Online Course. https://www.futurelearn.com/courses/pandemics-modelling-and-policy
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psyarxiv.com psyarxiv.com
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Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2020, May 18). Are you better on YouTube? A systematic review of the effects of video on learning in higher education. https://doi.org/10.31234/osf.io/kynez
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www.jmir.org www.jmir.org
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Farooq, A., Laato, S., & Islam, A. K. M. N. (2020). Impact of Online Information on Self-Isolation Intention During the COVID-19 Pandemic: Cross-Sectional Study. Journal of Medical Internet Research, 22(5), e19128. https://doi.org/10.2196/19128
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psyarxiv.com psyarxiv.com
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Martin, R., & Ruby, M. (2020). What does food retail research tell us about the implications of COVID-19 for grocery purchasing habits? [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/z2kup
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psyarxiv.com psyarxiv.com
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Rhodes, M., Rizzo, M., Foster-Hanson, E., Moty, K., Leshin, R., Wang, M. M., … Ocampo, J. D. (2020, May 15). Advancing developmental science via unmoderated remote research with children. https://doi.org/10.31234/osf.io/k2rwy
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www.ft.com www.ft.com
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Multiple articles from Financial Times - Future of AI and Digital Healthcare
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percy.io percy.io
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leedsunilibrary.wordpress.com leedsunilibrary.wordpress.com
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The Ethics of Online Research. (2018, August 30). Leeds University Library Blog. https://leedsunilibrary.wordpress.com/2018/08/30/the-ethics-of-online-research/
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www.nature.com www.nature.com
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Ball, P. (2020). Anti-vaccine movement could undermine efforts to end coronavirus pandemic, researchers warn. Nature, 581(7808), 251–251. https://doi.org/10.1038/d41586-020-01423-4
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@DFRLab. (2020, May 14). Op-Ed: The criminalization of COVID-19 clicks and conspiracies. Medium. https://medium.com/dfrlab/op-ed-the-criminalization-of-covid-19-clicks-and-conspiracies-3af077f5a7e7
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Johnson, N.F., Velásquez, N., Restrepo, N.J. et al. The online competition between pro- and anti-vaccination views. Nature (2020). https://doi.org/10.1038/s41586-020-2281-1
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www.sciencedirect.com www.sciencedirect.com
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Lourenco, S. F., & Tasimi, A. (2020). No Participant Left Behind: Conducting Science During COVID-19. Trends in Cognitive Sciences, S1364661320301157. https://doi.org/10.1016/j.tics.2020.05.003
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edtechmagazine.com edtechmagazine.com
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Castelo, M. (2020 April 15). 4 Cyberhygiene Practices for Secure Remote Learning. EdTech. edtechmagazine.com/k12/article/2020/04/4-cyberhygiene-practices-secure-remote-learning
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theconversation.com theconversation.com
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Chakravorti, B. (2020 May 06). Exit from coronavirus lockdowns – lessons from 6 countries. The Conversation. http://theconversation.com/exit-from-coronavirus-lockdowns-lessons-from-6-countries-136223
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www.nytimes.com www.nytimes.com
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The Associated Press (2020, May 8). UN Chief Says Pandemic Is Unleashing a “Tsunami of Hate.” The New York Times. https://www.nytimes.com/aponline/2020/05/08/world/ap-un-virus-outbreak-hate-speech.html
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www-sciencedirect-com.ezproxy.library.ubc.ca www-sciencedirect-com.ezproxy.library.ubc.ca
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Based on the foregoing theoretical underpinnings, we consider that the social cognitive theory is applicable to the BELS learning context. Accordingly, three factors: learners’ cognitive beliefs (self-efficacy and performance expectations), technological environment (system functionality and content feature), and social environment (interaction and learning climate) are identified and elucidated as the primary dimensions of student learning satisfactions with BELS
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Kennedy, B., Atari, M., Davani, A. M., Hoover, J., Omrani, A., Graham, J., & Dehghani, M. (2020, May 7). Moral Concerns are Differentially Observable in Language. https://doi.org/10.31234/osf.io/uqmty
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bjssjournals.onlinelibrary.wiley.com bjssjournals.onlinelibrary.wiley.com
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Hamza, M., Khan, H. S., Sattar, Z. A., & Hanif, M. (2020). Doctor-patient communication in surgical practice during the coronavirus (COVID-19) pandemic: WhatsApp for Doctor-Patient Communication during COVID-19 Pandemic. British Journal of Surgery. https://doi.org/10.1002/bjs.11661
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psyarxiv.com psyarxiv.com
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Capraro, V., & Barcelo, H. (2020). The effect of messaging and gender on intentions to wear a face covering to slow down COVID-19 transmission [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/tg7vz
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dialoguematters.co.uk dialoguematters.co.uk
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Online Meetings, Workshops & Training. (n.d.). Dialogue Matters. Retrieved May 11, 2020, from https://dialoguematters.co.uk/online-meetings-workshops-and-guidance/
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www.nejm.org www.nejm.org
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Chu, H. Y., Englund, J. A., Starita, L. M., Famulare, M., Brandstetter, E., Nickerson, D. A., Rieder, M. J., Adler, A., Lacombe, K., Kim, A. E., Graham, C., Logue, J., Wolf, C. R., Heimonen, J., McCulloch, D. J., Han, P. D., Sibley, T. R., Lee, J., Ilcisin, M., … Bedford, T. (2020). Early Detection of Covid-19 through a Citywide Pandemic Surveillance Platform. New England Journal of Medicine, NEJMc2008646. https://doi.org/10.1056/NEJMc2008646
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Liu, L., Wang, X., Tang, S., & Zheng, Z. (2020). Complex social contagion induces bistability on multiplex networks. ArXiv:2005.00664 [Physics]. http://arxiv.org/abs/2005.00664
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psyarxiv.com psyarxiv.com
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Hyland, P., Shevlin, M., McBride, O., Murphy, J., Karatzias, T., Bentall, R., … Vallières, F. (2020, April 22). Anxiety and depression in the Republic of Ireland during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/8yqxr
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Twenge, J., & Joiner, T. E. (2020, May 7). Mental distress among U.S. adults during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/wc8ud
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psyarxiv.com psyarxiv.com
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Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia-Muñiz, M. J., & de Luis-García, R. (2020, May 7). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. https://doi.org/10.31234/osf.io/2sc84
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api.consentreceipt.org api.consentreceipt.org
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Annotators
URL
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Zoder-Martell, K., Markelz, A., Floress, M. T., Skriba, H. A., & Sayyah, L. E. N. (2020, May 6). Technology to Facilitate Telehealth in Applied Behavior Analysis. https://doi.org/10.31234/osf.io/nz5s7
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digest.bps.org.uk digest.bps.org.uk
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Reynolds, E. Here’s How The Online Status Indicators In Apps Influence Our Behaviour. (2020, April 30). Research Digest. https://digest.bps.org.uk/2020/04/30/heres-how-the-online-status-indicators-in-apps-influence-our-behaviour/
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Reynolds, E. Here’s How The Online Status Indicators In Apps Influence Our Behaviour. (2020, April 30). Research Digest. https://digest.bps.org.uk/2020/04/30/heres-how-the-online-status-indicators-in-apps-influence-our-behaviour/
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www.lse.ac.uk www.lse.ac.uk
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Science, L. S. of E. and P. (n.d.). Behavioural Science in the Context of Great Uncertainty. London School of Economics and Political Science. Retrieved May 7, 2020, from https://www.lse.ac.uk/Events/2020/05/202005131400/behavioural-science.aspx
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www.reddit.com www.reddit.com
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r/BehSciMeta—Establishing an augmented online eco-system to foster the decentralized consolidation of behavioral science knowledge on COVID-19. (n.d.). Reddit. Retrieved April 16, 2020, from https://www.reddit.com/r/BehSciMeta/comments/fooqao/establishing_an_augmented_online_ecosystem_to/
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psyarxiv.com psyarxiv.com
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Nelson, B. W., Pettitt, A. K., Flannery, J., & Allen, N. B. (2020, April 13). Rapid Assessment of Psychological and Epidemiological Correlates of COVID-19 Concern, Financial Strain, and Health-Related Behavior Change in a Large Online Sample. https://doi.org/10.31234/osf.io/jftze
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www.thelancet.com www.thelancet.com
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The Lancet Child & Adolescent Health. (2020). Pandemic school closures: Risks and opportunities. The Lancet Child & Adolescent Health, S235246422030105X. https://doi.org/10.1016/S2352-4642(20)30105-X
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www.thelancet.com www.thelancet.com
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Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7
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psyarxiv.com psyarxiv.com
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Higbee, T. (2020, April 17). Mattson, Higbee, Aguilar, Nichols, Campbell, Nix, Reinert, Peck, and Lewis-Digital Materials Tutorial BAP. https://doi.org/10.31234/osf.io/9gwpj
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epjdatascience.springeropen.com epjdatascience.springeropen.com
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Vilella, S., Paolotti, D., Ruffo, G. et al. News and the city: understanding online press consumption patterns through mobile data. EPJ Data Sci. 9, 10 (2020). https://doi.org/10.1140/epjds/s13688-020-00228-9
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Olaseni, A. O., Akinsola, O. S., Agberotimi, S. F., & Oguntayo, R. (2020, May 6). PSYCHOLOGICAL DISTRESS EXPERIENCES OF NIGERIANS AMID COVID-19 PANDEMIC. Retrieved from psyarxiv.com/9v78y
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psyarxiv.com psyarxiv.com
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Dsouza, D. D., Quadros, S., Hyderabadwala, Z. J., & Mamun, M. A. (2020). Aggregated COVID-19 suicide incidences in India: Fear of COVID-19 infection is the prominent causative factor [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/7xa4b
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- Apr 2020
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safetyholic.com safetyholic.com
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Don’t share your children’s photos with their real names Adults are able to un-tag themselves from images that they don’t want to be identified in, but children don’t have that option. A lot of parents these days are referring to their children as a hashtag or a nickname which protects their identity without taking the fun out of sharing family photos. This also has an added bonus of giving the child a clean slate when they are older and building their own web presence, instead of being able to Google their name and seeing hundreds of baby photos that their relatives posted in the past.
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www.cnbc.com www.cnbc.com
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psyarxiv.com psyarxiv.com
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Brom, C., Lukavsky, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020, April 18). Mandatory Home Education during the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders’ Parents. https://doi.org/10.31234/osf.io/fbhn3
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psyarxiv.com psyarxiv.com
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Stefani, S., Ricci, E., Prati, G., TZANKOVA, I., Albanesi, C., & Cicognani, E. (2020, April 24). Gender Differences in Political Engagement and Participation among Italian Young People. https://doi.org/10.31234/osf.io/ps9ea
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Nordmann, E., Horlin, C., Hutchison, J., Murray, J., Robson, L., Seery, M., & MacKay, J. R. D., Dr. (2020, April 27). 10 simple rules for supporting a temporary online pivot in higher education. Retrieved from psyarxiv.com/qdh25
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Wang, T., Chen, X., Zhang, Q., & Jin, X. (2020, April 26). Use of Internet data to track Chinese behavior and interest in COVID-19. https://doi.org/10.31234/osf.io/j6m8q
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www.atlanticcouncil.org www.atlanticcouncil.org
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Brazil and Mexico: Domestic disinformation in the context of COVID-19. (n.d.). Atlantic Council. Retrieved April 27, 2020, from https://www.atlanticcouncil.org/event/brazil-and-mexico-domestic-disinformation-in-the-context-of-covid19/
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www.bera.ac.uk www.bera.ac.uk
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COVID-19: Online teaching and learning. (n.d.). Retrieved April 24, 2020, from https://www.bera.ac.uk/news/covid-19-online-teaching-and-learning
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Digital ThinkTanking in Times of COVID-19 | DGAP. (n.d.). Retrieved April 24, 2020, from https://dgap.org/en/events/digital-thinktanking-times-covid-19
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arxiv.org arxiv.org
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Velásquez, N., et al. (2020, April 1). Hate multiverse spreads malicious COVID-19 content online beyond individual platform control. Cornell University. arXiv:2004.00673.
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emljames.github.io emljames.github.io
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James, E. Tutorial Home. Github.io. https://emljames.github.io/GorillaR/
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www.npr.org www.npr.org
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Kamenetz, A. (2020 April 8). 4 in 10 U.S. teens say they haven't done online learning since schools closed. NPR. https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed
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www.researchprofessionalnews.com www.researchprofessionalnews.com
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Breckon, J. (2020 April 16). Seven welcome Covid-19 trends. Researchprofessionalnews.com. https://www.researchprofessionalnews.com/rr-news-uk-views-of-the-uk-2020-4-seven-welcome-covid-19-trends/
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www.thecaresfamily.org.uk www.thecaresfamily.org.uk
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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#
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Kleinman, M. (2020 April 16). Innovation agency Nesta backs UK edtech start-up BibliU. Sky News. https://news.sky.com/story/innovation-agency-nesta-backs-uk-edtech-start-up-bibliu-11974089
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advances.sciencemag.org advances.sciencemag.org
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Chirikov, I., Semenova, T., Maloshonok, N., Bettinger, E., & Kizilcec, R. F. (2020). Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost. Science Advances, 6(15), eaay5324. https://doi.org/10.1126/sciadv.aay5324
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thomasmore.qualtrics.com thomasmore.qualtrics.com
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Online consultations for mental healthcare—Survey. (n.d.). Retrieved April 8, 2020, from https://thomasmore.qualtrics.com/jfe/form/SV_9YSaGo4ocyxNjud
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www.combine.umd.edu www.combine.umd.edu
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Network Epidemiology Online Workshop Series | COMBINE. (n.d.). Retrieved April 17, 2020, from http://www.combine.umd.edu/network-epidemiology/
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www.tandfonline.com www.tandfonline.com
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students responded to messages more actively and engaged in more in-depth discussions when discussions were moderated by a peer.
This could be a good argument to push Hypothes.is to introduce some sort of moderation, in combination with the finding that annotation threads would be rare, and not very deep (Wolfe & Neuwirth, 2001)
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haveibeenpwned.com haveibeenpwned.com
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github.com github.com
- Mar 2020
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www.cnbc.com www.cnbc.com
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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.
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www.nytimes.com www.nytimes.com
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the coronavirus crisis is showing us that the internet is still capable of pulling us together
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transformingassessment.com transformingassessment.com
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"This session explored a "keep it simple" approach to moving teaching online in a time of crisis. This included ideas for how to load it, teach it and assess it whilst keeping in mind the limitations faced by those rapidly moving online but also aiming to maximise student engagement in learning."
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files.eric.ed.gov files.eric.ed.gov
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Theories and Frameworks for Online Education: Seeking an Integrated Model
This article, written by Anthony G. Picciano of City University of New York Graduate Center and Hunter College, seeks to create a theoretical framework by which to posit online education according to learning theories and their specific application. Beginning with a brief outline of the primary learning theories, the author then tries to position each theory within the online learning environment and the practical implications that follow before suggesting an integrated model that combines features of each theory. One of the primary benefits of this article is the way in which the authors show how the theories of learning might be mutated for individual, educational environmental needs. Rating: 7/10
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opencontent.org opencontent.org
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Discussion of the benefits of interaction in OER. It mentions the DOER effect paper from Carnegie Mellon.
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Collection of webinars that focus on effective pedagogy in online synchronous sessions.
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if you'd like to chat in a private/encrypted Signal Group Chat with other subscribers, just let me know.
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www.selfieshow.app www.selfieshow.app
Tags
Annotators
URL
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www.youtube.com www.youtube.com
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M5 Successful Online Instruction
Notes
Basic Principles:
View this from various perspectives (ID, Teacher, Student POV)
- Communication with Students
- Collaboration among students
- High Expectations
- Prompt Feedback
- Active learning experiences
- Respecting diversity
structure of instruction
- Organization
- Syllabus facilitationinstructional materials *assessments
- teaching and learning environments + tecvhnologies
Teacher Roles
- elaborating course content
- supervising and moderating discussions
- supervising indiv. and group projects.
- grading assignments and providing feedbacks
- answering all sorts of questions
- helping students manage their study
- motivating students Etc.
Community of Learners
Cultivate a community of learners and possible group of peers that they can rely on for feedback, sharing knowledge, critiques and fruitful interactions. Assessments would need to be criterion-based (rubric) and product-oriented. Environment has to be adaptable and technology-driven.
Management
Communication Very important, specially in fully online. You can create routines, correspondence time, and an open link for gathering around and meeting with the instructor.
Assignments and grading They are useful to check in on progress. There is a debate on fewer vs. many. Have an expectation set in advance, like the use of rubrics. Provide examples or not?
Reflection: For art classes a rubric would be good, but not examples. Examples can cause students to copy the example and you want to encourage them to do it well.
Plagiarism: Teach students about copyright and fair use. Teach students how to cite and provide reference. Provide an institutional policy. Tracing = bad.
Reflection: How big of a concern would plagiarism be in an art class?
Review Other Elements in the textbook.
reflection: Joshua might be fairly good with tech. We need to have some support for future instructors that might take over that class. Provide material for students and instructors on support.
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webtranslateit.com webtranslateit.com