• EDCI 338 - Social Media and Personalized Learning
  • Course Description
    • Course Developers
    • Learner Contributors
  • Updates
    • Week One (Jan 10-16)
      • Getting Going
      • Week One - Wednesday, Jan 12
      • Week One Mini Update - Thursday
      • Weekend Update 1
    • Week Two (Jan 17-23)
      • Weekend Update 2
    • Week Three (Jan 24 - 30)
      • Agency
      • Safety and Equity
    • Week Four (Jan 31 - Feb 6)
      • Digital Privacy
      • Residents and Visitors
    • Major Project Update
    • Week Five (February 7-13)
    • Week Six (Feb❤️14 - 20)
      • Showcase Posts
      • Major Project
      • Trust and your PLN
    • Week Seven (Feb 21-27)
    • Thursday, Feb 24, 2022 🇨🇦 💔 🇺🇦
    • Week Eight (Feb 28 - Mar 6)
      • Surveillance
    • Week Nine (Mar 7-13)
    • Week Ten (Mar 14-20)
    • Week Eleven (Mar 21-27)
      • Sunday, March 27
      • Thursday, April 7
    • Week Twelve (and a half) (Mar 28 - April 7)
  • Course Details
    • Course Description/Goals
    • Territory Acknowledgement
    • Diversity and Equity Statement
    • Mode of Instruction
    • Required Technology and Connectivity
    • Support
      • Education Student Tech Support
    • UVic Libraries
    • UVic Students’ Society Peer Support
  • Course Assessment
    • Building Community Support
      • Learning Pods
      • Weekly Meetings
      • Assessment Meetings
    • Community Contributions and Connections (30%)
      • Post Prompts (Reviewed in your Learning Pods)
      • Showcase Posts (2 @ 15% each)
      • Suggested Prompts for Comments
    • Major Project (40%)
      • Project Details
    • Celebration of Learning (30%)
    • Grading Standards
  • Course Toolset
    • Primary Tools
    • Secondary Tools
  • WordPress Setup
  • GitHub Setup
    • Markdown
      • Heading levels
      • Styling text
      • Lists
      • Hyperlinks
      • Images
    • Fork, Pull, Fetch
    • Adding an Image
      • Add a folder
  • 1 TikTok
    • Persona
    • Demographics
      • Target Audience and Users
      • Content
      • Business Details
    • Privacy and Surveillance
      • TikToks ToS and Privacy Policy
      • Key Takeaway’s from TikToks Privacy Policy
    • Social Media and PLN in Education
      • Interactions on TikTok
      • Creators
      • Educational Post on TikTok Experience
      • Concerns with TikTok
      • Other Notes
    • Balancing Your PLN and Public Discourse
      • High Profile Individuals
      • Benefits of Being in the Public Eye on TikTok
      • Employers Limiting Factors, Restrictions and Benefits
      • Reliability
      • Minimizing Misinformation
    • Digital Identity, Access and Inclusion, and Media Literacy
      • Digital Identity
      • Access and Inclusion
      • Media Literacy, Trust and Disinformation
  • 2 Facebook
    • 2.1 Persona
      • 2.1.1 Persona 1
      • 2.1.2 Persona 2
      • 2.1.3 Persona 3
      • 2.1.4 Persona 4
    • 2.2 Demographics
      • 2.2.1 Target audience (age, demographics, political leaning, interests, hobbies, etc.)
      • 2.2.2 Can non-users browse or search content?
      • 2.2.3 How are users connected (e.g., on some platforms, you request a connection which needs to be accepted, but on others, you can follow anyone without them reciprocating)
      • 2.2.4 Can content be shared privately?
      • 2.2.5 How is content shared?
      • 2.2.6 How does content go viral?
      • 2.2.7 Is the parent company public or private?
      • 2.2.8 Who are the major investors?
      • 2.2.9 How does the company generate revenue?
    • 2.3 Privacy and Surveillance
      • 2.3.1 A link to your platform’s ToS and Privacy Policy
      • 2.3.2 Your key takeaways from your examination of your platform’s ToS and Privacy Policy
    • 2.4 Social Media and your PLN in Education
      • 2.4.1 Describe how people are able to interact in your platform. Can people leave comments on content? Is there a quick and easy way to ‘Like’ or ‘favourite’ something? Who sees that ‘like?’ Do creators generally respond to comments on their content?
      • 2.4.2 How do educators use the platform? What kinds of content are they teaching? Who is their audience? Do they respond to comments or questions? Are they using the platform as a PLN, or are they only creating content?
      • 2.4.3 In your Learning Pod, plan and publish more than one *SHORT educational ‘post’ (whatever that looks like on your platform). Don’t put huge amounts of effort into your post. A simple ‘ProTip’ or ‘LifeHack’ type of post, or a ‘Did you know…[something you know about…].’ Publish your posts on a few of your Learning Pod’s accounts. How do people respond to your post? Do they respond to the same post differently depending on the persona of the account?
      • 2.4.4 Are there any concerns that educators should be aware of regarding your platform (privacy, age-inappropriate content, disinformation, misinformation, offensive or illegal content)?
      • 2.4.5 Make note of other things you notice that a curious educator might want to know about your platform.
    • 2.5 Balancing your PLN and Public Discourse
      • 2.5.1 How do notable, high-profile individuals use social media?
      • 2.5.2 What are the benefits to being in the public eye and having a PLN?
      • 2.5.3 Building community with online tools provided by an employer can be limiting, what are some possible restrictions and benefits?
      • 2.5.4 Delivering information in a connected society requires verifiable resources, how can you ensure that you build a PLN you can rely on?
      • 2.5.5 How do those who are veteran story tellers minimize the risk of sharing misinformation?
    • 2.6 Digital Identity, Access and Inclusion, and Media Literacy (including Trust and Disinformation)
      • 2.6.1 How do you present yourself in social media? Do you have separate identities for personal and work or school use? Do you integrate your personal and professional identities? Do you use different platforms for different purposes?
      • 2.6.2 How does the platform you chose for the Major Project incorporate accessibility and inclusion principles. How are disabled people treated on the platform? Are there multiple ways people can consume or produce content to meet accessibility needs? How do you include those who might otherwise be excluded?
      • 2.6.3 Media Literacy, Trust, and Disinformation Does your chosen platform have content moderation policies? Does it flag disinformation, or provide links to trusted resources? How do you ensure that you don’t spread disinformation as misinformation? (Hint: this last question might require you to do a bit of legwork to learn about Media Literacy.
  • 3 YouTube
    • Personas
    • Demographics
      • Target Audience
      • Searching Content
      • How Users are Connected
      • Content
      • Major Investors
      • Revenue
    • Privacy and Surveillance
      • Terms of Service, Community Guidelines, and Privacy & Policy
      • Key Takeaways from YouTube’s ToS and Privacy Policy
    • Social Media & PLN in Education
      • Platform Utilization & Platform Interaction
      • Platform Concerns (Privacy, Age-inappropriate Content, Disinformation, etc.)
    • Balancing your PLN & Public Discourse
      • High-Profile Individuals & Social Media
      • Minimizing Misinformation
    • Digital Identity, Access and Inclusion, and Media Literacy
      • Visitor or Resident
      • Personal, Work, or School Identities
      • Integration of Personal and Professional Identities
      • The Purpose of Different Platforms
      • YouTube & Accessibility and Inclusion Principles
      • People with Disabilities & Accessibility Needs
      • Media Literacy, Trust and Misinformation
  • 4 Discord
    • Persona
    • Demographics
      • Target Audience and Users
      • Content
      • Company/Business Details
    • Privacy and Surveillance
      • Discord’s ToS and Privacy Policy
      • Key takeaways from examining Discord’s Privacy Policy
    • Social Media and PLN in Education
      • Interacting on Discord
      • Educational Accounts
      • Safety Concerns for Educators
    • Balancing your PLN and Public Discourse
      • How High-Profile Individuals use Discord
      • Benefits of Being in Public Eye
      • Building community with online tools provided by an employer
      • 4.0.1 Verifiable resources and reliable PLN
    • Digital Identity, Access and Inclusion, and Media Literacy
      • Digital Identity
      • Access and Inclusion
      • Media Literacy, Trust, and Disinformation
    • References
  • 5 Weibo
    • Persona
    • Demographics
      • Target Audience
      • The Connection among Users
    • Content
      • Content Sharing
      • Viral Content
    • Company and Business
      • Major Investors
      • Revenue Generating
      • Other Pertinent Information
    • Privacy and Surveillance
    • Social Media and your PLN in Education
      • The Interaction between Users
      • Typical Users: Educators
      • Feedback from Weibo Posts
      • Educators’ Concerns on Weibo
      • More Information for Educators
    • Balancing your PLN and Public Discourse
      • How do notable, high-profile individuals use social media?
      • What are the benefits to being in the public eye and having a PLN?
      • Limitations and Benefits of Weibo
      • Delivering information in a connected society requires verifiable resources, how can you ensure that you build a PLN you can rely on?
    • Avoid Misinformation
    • References
  • 6 LinkedIn
    • 6.1 Persona
    • 6.2 Demographics
    • 6.3 Privacy and Surveillance
    • 6.4 Social Media and your PLN in Education
      • Interact on Linkedin
      • Educators in Linkedin
      • Verified account
    • 6.5 Balancing your PLN and Public Discourse
    • 6.6 Reflection
      • Digital Identity
      • Access and Inclusion
      • Media Literacy, Trust, and Disinformation
    • References
  • 7 Snapchat
    • 7.1 Persona
    • 7.2 Demographic Information
      • 7.2.1 Target Audience
      • 7.2.2 Connecting with others
      • 7.2.3 Sharing Content on Snapchat
      • 7.2.4 Company Details
    • 7.3 Privacy and Surveillance
      • 7.3.1 Link to Snapchat’s ToS and Privacy Policy
      • 7.3.2 Key takeaways of Snapchat’s ToS and Privacy Policy
    • 7.4 Social Media and your PLN in Education
    • 7.5 Balancing your PLN and Public Discourse
    • 7.6 Digital Identity
    • 7.7 Access and Inclusion
    • 7.8 Media Literacy (including Trust and Disinformation)
    • 7.9 References
  • 8 Instagram
    • 8.1 Personas
    • 8.2 Demographics
    • 8.3 Privacy and Surveillance
    • 8.4 Trust and Misinformation
    • 8.5 Public Discourse
    • 8.6 Education
    • 8.7 Balancing your PLN and Public Discourse
    • 8.8 Reflection
      • 8.8.1 Digital Identity
      • 8.8.2 Access and Inclusion
      • 8.8.3 Media Literacy, Trust, and Disinformation
    • 8.9 Resources
  • 9 Zenly
    • 9.1 Persona
    • 9.2 Demographics
      • 9.2.1 Target audience (age, demographics, political leaning, interests, hobbies, etc)
      • 9.2.2 Can non-users browse or search content?
      • 9.2.3 How are users connected
      • 9.2.4 Can content be shared privately?
      • 9.2.5 How is content shared?
      • 9.2.6 How does content go viral?
      • 9.2.7 Is the parent company public or private?
      • 9.2.8 Who are the major investors?
      • 9.2.9 How does the company generate revenue?
    • 9.3 Privacy and Surveillance
      • 9.3.1 A link to your platform’s ToS and Privacy Policy
      • 9.3.2 Your key takeaways from your examination of your platform’s ToS and Privacy Policy
    • 9.4 Social Media and your PLN in Education
      • 9.4.1 Describe how people are able to interact in your platform.
      • 9.4.2 How do educators use the platform.
      • 9.4.3 In your Learning Pod, plan and publish more than one *SHORT educational ‘post’ (whatever that looks like on your platform).
      • 9.4.4 Are there any concerns that educators should be aware of regarding your platform (privacy, age-inappropriate content, disinformation, misinformation, offensive or illegal content)?
      • 9.4.5 Make note of other things you notice that a curious educator might want to know about your platform.
    • 9.5 Balancing your PLN and Public Discourse
      • 9.5.1 How do notable, high-profile individuals use social media?
      • 9.5.2 What are the benefits to being in the public eye and having a PLN?
      • 9.5.3 Building community with online tools provided by an employer can be limiting, what are some possible restrictions and benefits?
      • 9.5.4 Delivering information in a connected society requires verifiable resources, how can you ensure that you build a PLN you can rely on?
      • 9.5.5 How do those who are veteran story tellers minimize the risk of sharing misinformation?
    • 9.6 Digital Identity, Access and Inclusion, and Media Literacy (including Trust and Disinformation)
      • 9.6.1 Digital Identity How do you present yourself in social media? Do you have separate identities for personal and work or school use? Do you integrate your personal and professional identities? Do you use different platforms for different purposes?
      • 9.6.2 Access and Inclusion
      • 9.6.3 Media Literacy, Trust, and Disinformation
  • 10 RED
    • 10.1 Personas
    • 10.2 Demographics
      • 10.2.1 Can non-users browse or search content?
      • 10.2.2 How are users connected?
      • 10.2.3 Can content be shared privately and how is content shared?
      • 10.2.4 How does content go viral?
      • 10.2.5 Company details
    • 10.3 Privacy and Surveillance
      • 10.3.1 Privacy Protection
      • 10.3.2 Privacy Policy
      • 10.3.3 ToS
      • 10.3.4 Key takeaways
    • 10.4 Social Media and your PLN in Education
      • 10.4.1 How do people interact on RED?
      • 10.4.2 How do educators use the platform?
      • 10.4.3 Posts and feedback
      • 10.4.4 Concerns that educators should be aware of regarding RED
      • 10.4.5 Things we notice that a curious educator might want to know about RED
    • 10.5 Balancing your PLN and Public Discourse
      • 10.5.1 How do notable, high-profile individuals use social media?
      • 10.5.2 What are the benefits to being in the public eye and having a PLN?
      • 10.5.3 Building community with online tools provided by an employer can be limiting, what are some possible restrictions and benefits?
      • 10.5.4 Delivering information in a connected society requires verifiable resources, how can you ensure that you build a PLN you can rely on?
      • 10.5.5 How do those who are veteran story tellers minimize the risk of sharing misinformation?
    • 10.6 Digital Identity, Access and Inclusion, and Media Literacy
      • 10.6.1 Digital Identity
      • 10.6.2 Access and Inclusion
      • 10.6.3 Media Literacy, Trust, and Disinformation
    • 10.7 Reference
  • Major Project
    • Sign up for a Social Media Platform
    • Create Personas
    • Demographics
    • Privacy and Surveillance
    • Social Media and your PLN in Education
    • Balancing your PLN and Public Discourse
    • Digital Identity, Access and Inclusion, and Media Literacy (including Trust and Disinformation)
  • Articles
    • Connectivism: A Learning Theory for the Digital Age
      • Introduction
      • Background
      • An Alternative Theory
      • Implications
      • Conclusion
      • References
    • Visitors and Residents: A new typology for online engagement
      • Abstract
      • Introduction
      • Prensky’s Digital Natives, Digital Immigrants: A critique
      • Towards a new metaphor of engagement with online technology
      • Visitors and Residents
      • Discussion
      • Conclusion
      • About the authors
      • References
  • Blog List
  • References
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EDCI 338 - Social Media and Personalized Learning

Blog List