Author: abashir (Page 2 of 4)

” How do notable individuals use social media?”

I believe that notable individuals use social media for the same reasons that ordinary folks do: to connect with others and to obtain information or news. Notable people such as celebrities utilize social media as a sort of marketing, attention seeking, and a means to boost their fame. In addition, notable people such as politicians use social media as a means of disseminating ideas, expressing their views on contentious issues or promoting and advocating for specific ideals.

Sophie Louis noted in the video that she expresses herself differently on Twitter and Instagram. She is more likely to tweet about her opinions and events. While she usually posts about her daily life on Instagram, such as her diet and friends[1]. Like Sophie, I generally express myself differently on social media. For example, I maintain separate social media accounts for business and personal reasons. I use Instagram to interact with close friends and share my daily life, but I use Twitter and Linkedin to network with professionals and gain information.

” What are the benefits of being in the public eye and having a PLN?”

Being in the public eye and having PLN enables many benefits for individuals. An individual can readily convey a message, picture, and brand that can easily reach a bigger audience, allowing them to be perceived as inspiring and influential figure. Other benefits may include the ability to obtain public support, as being in the public eye implies having a large number of followers and fans.

“ Identify the risks and benefits of engaging with a public audience in a media space – what are the risks for a public figure or person in a position of trust (educator, lawyer, government official)?”

Engaging with a public audience in a media space as a public figure or a person in a position of trust has many benefits. For example, the media space enables them to communicate and interact with the audience on anything, such as difficulties and problems that exist and that the audience is experiencing. They can also utilize the media area to share any new information they have that is relevant to the audience. Furthermore, they may use social media to prevent the propagation of falsehoods about them, which causes mistrust in the hearts of their audience. Using media space as a public figure can also pose a lot of risks. For example, because their identity is hidden and they have nothing to fear, the audience can judge, attack, and abuse prominent figures online. Other risks include privacy invasion, identity theft and misinformation spread.

“How to best address negative replies and critiques reflective of your personal values and employer’s social media policy?”

I believe that acknowledging unfavourable responses and critiques, reflecting on them, and making adjustments for the better is one approach to dealing with them. If the negative replies and critiques still happen after making some changes, it is maybe better to ignore them as it is impossible to please everyone.

References:

[1] https://www.youtube.com/watch?v=wfcXgKLzOVM&feature=youtu.be

” How does social media engage communications?“

Social media is a potent form of communication that has a significant impact on both populated areas and rural regions. Not only has the globe become more accessible and affected businesses, but it has also altered how we communicate. Online communication has made information accessible to groups of people and audiences that were previously inaccessible. People are now more aware of what is going on in other areas of the world thanks to it. People can now easily communicate and connect through social media by just using their phones.

” How does social media challenge communications?”

Some of the challenges brought by social media communication might include the issue of ambiguity that frequently plagues internet communication. This typically happens as a result of information overload or the internet distribution of an excessive amount of irrelevant content. Users will struggle to understand which information is necessary and which is unnecessary in this situation, making it harder for them to respond to important messages[1]. Our communication etiquette is also challenged by social media. The effects of digital discourse don’t matter as much to us as efficiency. Too frequently, people speak without considering the recipient’s ability to understand the tone and purpose of what they are saying. There is a person on the opposite side of the screen, but we don’t notice them. In the end, it has increased misinterpretation and misunderstanding, which endangers our relationships[2].

” What are the benefits of a diverse and inclusive PLN in social media sharing that understands where you are coming from with messaging that impacts the community?”

inclusive and diverse PLNs may offer a variety of advantages. One of them is that more individuals may locate and get in touch with others who share their interests. Different viewpoints and ideas may be incorporated thanks to inclusion and diversity. Diverse and inclusive PLN in social media sharing can also provide the advantage of reducing false information spread about different things such as the news that can impact the community.

References:

[1] https://www.linkedin.com/pulse/challenges-moving-online-communication-collaboration-emma-parry/

[2] https://thriveglobal.com/stories/how-social-media-affects-our-ability-to-communicate/#:~:text=Ultimately%2C%20it%20has%20created%20more,the%20expense%20of%20quality%20communication.

The video I’ve selected to view to respond to the questions below is titled “What is Parkinson’s Disease?”

” What kind of interaction would the video require from your students? Does it force them to respond in some way (inherent)?”

In this video, the students are presented with concepts and information regarding Parkinson’s disease(PD) and is used visual graphics with speech to convey the information nicely. Although students are not required to engage directly with the video, they are nevertheless expected to pay attention and understand the material in order to retain and remember the information presented. The students can also check more information regarding the disease in “Parkinson’s 360 multimedia toolkit”.

” In what way are they likely to respond to the video on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?”

It is required the students that they watch the video, take notes, and fully understand the material. Students can also check the “Parkinson’s 360 multimedia toolkit” to gain more knowledge about PD. Students should be aware that the information in the video is crucial and will be covered in the quizzes.

” What activity could you suggest that they do, after they have watched the video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?”

After watching the video and understanding the material, students are expected to have a comprehensive knowledge of Parkinson’s disease, its diagnosis, treatment options, and how its developed. After that, participants must finish a quiz to demonstrate their knowledge.

” How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?”

The students will get feedback regarding the quiz through an email from the instructor, explaining how they did and what areas they need to improve.

“Applying SECTIONS to the use of video in this course“

The SECTIONS Model is a useful framework that teachers may utilize to assess and evaluate the value of implementing a particular technology in their classrooms. SECTIONS is an acronym for eight distinct categories, including Students, Ease of Use, Costs, Teaching & Media, Interactivity, Organizational Issues, Networking, and Security & Privacy. Given the importance of digital literacy, inquiry, and creative thinking in the classroom, it is necessary for teachers to comprehend the value of utilizing digital technologies[1].

Answering the questions in the 8 categories of the SECTIONS model will allow us to apply the model to the usage of video in EDCI 337.

• Students: Students can easily and conveniently access video technology in the course by utilizing their own computers or the UVic ones. Some potential obstacles to using video in this course could be: some students’ lack of access to technology or the internet, which can be overcome by having them use UVic computers; and troubling video files, which can be overcome by teachers checking that the videos uploaded are in good working order.
• Ease of Use: The use of videos in this course is not a challenging topic. Without any particular knowledge or training, instructors can publish videos with ease, and students can easily use and access the video without requiring any skills. The use of video will also increase flexibility as students will be able to access it anytime they want.
• Costs: The use of video in this course won’t incur much expense. There are several simple-to-install and use free platforms for recording and editing video. It may take some time to record and edit video, but as the teachers have more practice, it gets quicker and simpler.
• Teaching: The use of video in the classroom has many advantages, such as flexibility because the video is always available and can be accessed by simply clicking; the use of subtitles for students for whom English is a second language to understand well; and the ability for students to watch the video at their own pace to help them comprehend clearly.
• Interaction: Different forms of engagement may be made possible by the use of video technology. For instance, students can watch a video about a certain subject covered in this course and then have a discussion about it among themselves. Additionally, comment sections on videos can be included to enable student interaction with the teacher and other students.
• Organization: Through help desk services in the library and other locations on campus, UVic offers assistance to instructors and students with regard to recording, editing, and accessing videos. Additionally, academic integrity and privacy regulations are enforced by Uvic.
• Networking: The use of video can easily widen networks and include more people in the course as everyone can access it wherever they are. Privacy risks can be managed by everyone adhering to school regulations and policies.
• Security: Video is a safe way to protect student and instructor privacy. When a teacher records a lecture, it is exclusively intended for instructional use only.

Given that the evaluation satisfies each condition of the SECTIONS model, I would obviously choose for using video in this course. Students benefit greatly from using videos in class because of its ease of use, flexibility, and security.

References:

[1] https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/9-1-models-for-media-selection/

[2] https://www.youtube.com/watch?v=cwmo2NLBbkU

Designing with an understanding of and empowering people from all backgrounds and abilities is known as inclusive design. In inclusive design, a variety of factors may be taken into account, including accessibility, age, culture, economy, education, gender, location, language, and race. The objective is to satisfy as many of their requests as is practical, which goes beyond just expanding the number of clients[1].

In our interactive learning resources, we will ensure that the needs of all learners can be met by doing the following [2]:

• Making a learning objective for all of the students. we will set defined outcomes and goals for the learning period first, then customize to each students’ needs. To better understand the students and identify their different needs, we will develop a questionnaire for them.
• Designing personalized agendas. Using agendas, we can concentrate on the development of each student and design a lesson plan that is appropriate for their needs and skills. Each student will receive a detailed checklist with a large list of assignments that they must complete within two to three weeks.
• Providing students with a variety of content-learning options. In order to help students understand and retain the subject, we will deliver the topic in a variety of methods during class. We will utilize different styles such as visual, auditory, hands-on, and Kinesthetic.
• Providing choices to sustain student engagement. Students will be given the option to select an activity. For guided practice, individuals might choose to participate in a game, role play, individually respond to questions and receive feedback, or practice in a group. They may choose to write a paper, develop a poster or model, a podcast or video, or give a presentation to show that they grasp a subject. Making decisions enables individuals to connect with the material in a way that piques their curiosity.

One of the learning activities outlined in our blueprint design is an interactive oral exam that will be given at the conclusion of the semester to determine the students’ level of topic knowledge and comprehension. The oral test could create some potential barriers for student success including:

• Panic attacks or anxiety. Maintaining composure and giving their best effort throughout oral exams is one of the toughest problems students encounter. Despite the fact that they could do poorly on the test as a result of this, the student may have far more in-depth understanding of the subject[3]. This problem might be resolved by giving students the option of taking a take-home exam in place of the oral exam, which would allow them to demonstrate their comprehensive knowledge and comprehension of the topic.
• Scarcity of technology. Some students might not be able to access WiFi or computers to complete the test. This issue can be resolved by students borrowing computers from the library and reserving a quiet space there to take the test.

References:

[1] https://uxdesign.cc/3-principles-of-inclusive-design-and-why-it-matters-970b10a17982

[2] https://www.wikihow.com/Meet-the-Individual-Needs-of-Students

[3] https://www.english.com/blog/cambridge-first-and-advanced-beat-oral-exam-nerves/#:~:text=If%20nerves%20get%20too%20much,of%20the%20question%20or%20exam.

“What expectation of privacy should students have?“

Students should expect that their personal information and data will be safeguarded and protected at all costs. The vast amount of sensitive information contained in student data, including names, dates of birth, addresses, SSNs, grades, gender, attendance records, information about parents, biometric data, and other details, makes it imperative that it be kept secure at all times, particularly when using third-party services that may infringe on students’ privacy in a number of different ways.

“When is it acceptable or appropriate for institutions or instructors to engage in actions or to use tools that may challenge student privacy?“

Collaboration, creation, and idea sharing between teachers and students are now easier than ever thanks to technological tools and applications. Teachers and frequently the businesses that offer applications and online services acquire student data, including some personal information, when schools employ technology. Some of this information is used by educators to guide their educational strategies and better understand their learners. Both protecting and assisting students in their learning are necessary for educators to do. While it would be very challenging to completely avoid using any technology tools in order to protect students’ privacy, it is important to prioritise those that have been approved for use by the university or school and limit the use of unapproved third-party tools, which may violate students’ privacy in a number of different ways.

“How easy to find, access and understand were the privacy policies that you uncovered?“

It was easy to find, access and understand the policies around the use of third-part services. The policy says ” The university will require a third party service provider whose work on behalf of the university involves the collection, use or Disclosure of Personal Information to abide by this policy, the Privacy Protection Schedule, and FIPPA in its handling of personal information on behalf of the university, and may require the service provider to sign a confidentiality agreement [1].” This is comforting since the third-party services are obligated to abide by the agreements or risk being sued.

“Before searching for them, were you aware of these policies?“

I was not aware of all of UVic’s privacy policies before to looking them up, but it is reassuring to know that students’ privacy is safeguarded and that they can rely on UVic to do so.

Self Reflection

The major reason I chose this particular task was to research and educate myself on the educational privacy laws in Canada. My learning objectives were matched by this assignment because I learnt new information regarding privacy laws in education. Among the things I learnt was that third-party service providers must abide by the Privacy Protection Schedule, FIPPA, and/or sign a confidentiality agreement with UVic.

References

[1] https://www.uvic.ca/universitysecretary/assets/docs/policies/GV0235.pdf

” How would you create a PLN prior to engaging in a social media campaign on a topic of your choice?”

Before starting a social media campaign on a subject of my choosing, I would connect and collaborate with peers and professionals who have various backgrounds and expertise to develop a PLN. When adding people to my PLN, I will be attentive and selective and make sure they are worthwhile and helpful. I’ll also implement Woods’ most important techniques for building a robust PLN, such as(Woods, 2013):

• Know that all PLNS are different: I will make sure that my PLN accurately represents me since what works for someone else might not work for me.
• Ask and Listen: In order to learn from those around me, I will actively inquire about and listen to their experiences and passions.
• Leverage Technology: I’ll utilise social media to expand my personal network and meet new individuals from a variety of backgrounds.
• Look outside of L&D: I’ll make an attempt to seek outside of my PLN because there are plenty of individuals in related and dissimilar fields that I can learn from.

” The themes of a PLN in a professional capacity.”

Through PLNs, people can more easily access a wide variety of educational resources, professionals and points of view related to the subjects they are interested in. They can network with experts, share ideas, get knowledge from them, and improve thanks to it. People can communicate with a supportive community through PLNs in order to advance their careers.

“Consider which social media platforms are beneficial in education.“

Social media has enhanced our ability to exchange knowledge in both personal and professional contexts as well as how we learn. There are several social media platforms that may enhance educational teaching, and they each provide various helpful capabilities. Some of the most beneficial ones include the following:

• Youtube. I would say this is the most important one as this platform provides free educational recourses that assist a lot of students. I always use Youtube to learn more and understand school materials. Instructors also provide youtube links for students so to watch and learn more.
• Free online learning sites like Coursera, edX, and Khan Academy enable students to take a variety of courses without paying a penny. These platforms are used by many students to increase their knowledge.
• Twitter and Wordress. these two platforms are also very important as they can be used to share ideas and posts to discuss with others.

“When working with the vulnerable sector, how does social media fit into professionalism and regulations? “

Social media offers several benefits that make it necessary to use it even though it can present risks like hacking and scamming. It lets educators to provide important resources and support to students while following regulations.To ensure that social media is a safe space for everyone to express their thoughts, students should act professionally and with respect in all of their interactions there.