- Feb 2016
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elitedaily.com elitedaily.com
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When creating a social media campaign, the approach should be action first, share second. In order to join the Facebook group, you must donate.
This is an interesting point. It is hard to gain support if the cause is not active already.
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While there is no refuting the importance of social media’s role in social change, the impact of online activism, or clicktivism, may be more modest than we originally anticipated.
Online activism is continually growing and the impact is increasing, but at what cost?
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www.washington.edu www.washington.edu
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Effective digital activism employs a number of social media tools.
In order to reach everyone, interest groups have to go to multiple places.
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Digital activism is usually nonviolent and tends to work best when social media tools are combined with street-level organization, according to new research from the University of Washington.
It is actually effective and can be used in positive ways.
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- Jan 2016
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www.insidehighered.com www.insidehighered.com
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f students learn something, it has to be on their own initiatives, rather than with me acting as a kind of academic “Sherpa.”
This is completely true. We are being conditioned to rely solely on what is given and not to seek and discover on our own.
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There is either failure or success, with little room in between, success is largely a function of conforming to the values of the system (many of which are opaque and approached tactically), and each success is unrelated to whatever comes next.
Many successful people did not fit into the "system" and separated themselves and succeeded above and beyond the expectations of what any of the schools could have expected from them had they continued with said schools education.
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and a bored instructor is a sure-fire recipe for unengaged students,
Some professors think that a student is oblivious and lacks the desire to learn and then they get stuck teaching in the same way that they have taught for years. But I have found that a professor that wants to truly engage their students and truly motivate them changes or alters their material to the change of time. We as college students are paying customers, we pay to learn and sometimes I think professors forget that. It's not that we lack respect because of this fact but as a customer the supplier of the knowledge (i.e. the professor) must ask the customer the receiver of the knowledge wants or how they want to learn the necessary material.
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nearly 80% of my words were spent explaining what was “wrong” with the student’s work.
I feel like all professors are generally like this. I have found that from coaching that this it is difficult to change and just focus on the positive but it can be done. Currently, I have a professor that says that we start from Zero and earn points instead of saying we start from a perfect grade and fail through no fault of our own. This is how I would like to be taught.
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blog.medium.com blog.medium.com
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Instead of focusing on protecting and restricting students’ Web presence, UMW helps them have more control over their scholarship, data, and digital identity.
Exposing in the right way is crucial to the cultivation of students. In this technological era there are different presences in the world. Digital presence for instance is something, not necessarily new, but something that has not necessarily been well introduced. This Domain of One's Own is allowing for a new and more structured community that gives opportunities for a virtual identity to express one's self. Also the opportunity for self publishing
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hackeducation.com hackeducation.com
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And that, if anything, is what’s magic about technology.
This statement is very powerful in that it's true that the internet allows us to find an outlet for the some comfort.
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There is little incentive for them to equip us with the critical and the technical capacities to run our own servers, to build our own applications, to use and contribute to open source software, to claim our place on the open Web, and ultimately here, to challenge their business models.
This poses an interesting point.
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It prompts us to ask “what data are we creating” as learners and “who owns it.” Who tracks us. Who profits.
This is crucial knowledge for everyone entering the working environment.
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But plenty of this data is human-generated — if not specifically as what we call “user-generated content, “ then as “data-exhaust,” that is all sorts of metadata that many of us are often quite unaware that we’re creating.
The topics given do not explain what exactly Domain of ones own is; rather what it is not or what other companies are.
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Andrew Ng, one of the researchers on Google Brain, who also happens to be a Stanford artificial intelligence professor, who also happens to be the co-founder of Coursera, another online education startup.
I feel that the article focuses so much on other products without giving enough up front informations on what exactly domain of one's own actually is.
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