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
References