WEEK 10 Post

 

The Evolution of a Knowledge-Sharing Platform

When finishing my knowledge-sharing project, I noticed something interesting. On their About page, they describe themselves as a knowledge-sharing platform. Come to think of it, they really are. I remember the times when they were just for cute cat videos. 

Now, they have creators like Crash Course, which are often used by college-level teachers. It’s fascinating to see how much the platform has evolved from its humble beginnings. It has transformed into a vital educational resource, providing valuable content to learners of all ages. This evolution reflects a broader trend in how we consume and share knowledge.

Digital citizens increasingly seek to move their library and news online. The convenience of accessing vast amounts of information with just a few clicks is unparalleled. This shift has democratized knowledge, making it accessible to a global audience, breaking down geographical and economic barriers that once limited education.

However, with this transformation come new challenges such as security, reliability, and accessibility. Ensuring that the information shared is accurate and trustworthy is crucial. Platforms must implement robust security measures to protect users' data and privacy. Additionally, making content accessible to everyone, including those with disabilities, is essential to creating an inclusive digital knowledge-sharing environment.

As we continue to embrace the digital age, it’s important to navigate these challenges thoughtfully. By doing so, we can harness the full potential of these platforms to enhance education and knowledge sharing worldwide. The journey from cute cat videos to educational resources is a testament to the dynamic nature of digital evolution and the endless possibilities it holds for the future.

The Online Selection

Navigating the Digital Landscape: The Nine Guiding Principles of Digital Citizenship

In the ever-evolving digital world, platforms like MySpace, Facebook, and TikTok have risen and fallen in popularity, showcasing the dynamic nature of online engagement. The nine guiding principles of digital citizenship, as outlined by Richardson and Milovidov (2019), provide a framework for understanding this phenomenon. These principles—digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security—are essential for navigating the complexities of the internet responsibly and effectively.

For instance, digital communication and literacy are crucial in determining a platform's longevity and relevance. MySpace, once a dominant force, needed help to adapt to the changing communication preferences and literacy levels of its users, leading to its decline. In contrast, TikTok's meteoric rise can be attributed to its intuitive design and the way it aligns with modern communication trends, catering to the digital literacy of younger generations. Similarly, the principles of digital health and wellness and security play significant roles; platforms that fail to prioritize user safety and mental well-being, such as by allowing cyberbullying or data breaches, often fall out of favor. Facebook's ongoing challenges with data privacy highlight the importance of these principles in maintaining user trust and platform sustainability. By adhering to Richardson and Milovidov's guiding principles, both users and developers can foster a healthier, more sustainable digital environment.

This paradigm shows how the principles of online citizenship may rule a natural selection that may affect the success of both platforms and individuals online. I can`t help to think we are not ready to this new contextualization. 

Digital responsibility

 Digital Citizenship

The US Institute of Diplomacy and Human Rights states that there is a significant increase in teen use of social media. It also relays how the internet (Web 2.0 included) was essential during the pandemic. 

The interesting idea is that the younger generations consistently become more immersed in the online scene. They are more than just citizens; they are natives. Just like in regular geopolitical citizenship, our online presence is tied to our identity, in-group dynamics, and self-actualization. Just like IRL, citizens must be educated and bound by an underlying ethical and aesthetic ideal. However, we do not have an online constitution. We do not have online education. We do not have internet borders (except for North Korea, China, etc..). Shouldn`t we? If we do not adapt to the new trend of human development, we may have trouble creating  a safe and prosperous future for all. 

WEEK 9 REFLECTION

 WEEK NINE 

Fun week. I liked the idea of researching Pinterest. It was interesting. I think I will be using it as a notebook to write down thoughts and plans before they become official. I was surprised to see how cool it could be. I also thought about the idea of how learning can be enhanced through design. Because our nature is one of initiative and constructivism, any learning material should encourage exploration and critical thinking. Young and Rossman's (2015) discuss how there are strategies to increase the interaction between leadership and community. Many social media will have features like live casts, podcasts, etc. I saw this in action during my community observation. @Destiny will interact with his community through different media and has his finger on their pulse. Because of this possibility, teachers could use social media to stimulate guided discussions and enhance student learning. Social media holds much potential. 

Young, S. W. H., & Rossmann, D. (2015). Building library community through social media. Information Technology and Libraries, 34(1), 20-37. https://doi.org/10.6017/ital.v34i1.5625

Make a meme out of it

 

Social media can lead to informal learning through basic social and cognitive constructivism. Because social media is used to reproduce language and images, the same social processes that lead to learning would apply there. No surprise there. Was nazism socially constructed? Was it based on aesthetics that was disseminated through the media of the time? How many angry Austrians would we have today if they could tweet their manifestos? 

The interesting article shows how social media is about spreading, not refining. We are still blind. Still, we are beasts that follow our emotions and irrational impulses. If something is to be popular, it is to connect with that side of human nature as this is the baseline human. After all the talk about fake news and misinformation, I think it is an absolute delusion that we discuss social media as a form of "learning" because a researcher and a half taught two students a simple math problem online. Substance matters. 

I learn from Matt Dilahaunty every day. He is a master of formal logic. I learn through social media. But I am not in need of enkratic tutalege. I am not in need of critical thinking development. The equivocation fallacy that spreading is the same as teaching [for meaning and growth] is insidious. 

Social media brings out the worst in us. It enthrones the vulgar and galvanizes the furor of the simple as we sacrifice truth for popularity. Even if we shoot this Frankenstein in the head, it will not go anywhere because it is inside of us. We created this. It is sad what we have become. Cope. 

Pinterest interest

 

                                Pinteresting

I never really looked at Pinterest. It was always something friends would talk about when discussing boring things like the pictures of their new baby (they all look the same) and their last vacation. I never thought that it could be used for education. The article from Hu et. al (2018) made quite a buzz in the class. I would never look at Pinterest without the ruckus, but I was curious. I found Pinterest Pinteresting. 

The article discusses how it is being used by 77% of their sample was using it monthly. This study, however, found that teachers "curate" content on the lower cognitive levels. The study goes further and discusses how teachers should think of the higher thought processes of students and not just the performance of simple tasks. 

I must say I was not surprised. Do the teachers even have those higher cognitive abilities? I was discussing Russel`s barber paradox with a UM MEDICAL SCHOOL INSTRUCTOR (who thinks she is a genius), and she would just not understand. I used social media (hehehe) to show YT videos on this. I even showed her videos of theories that may have solved this issue. Nope. Still trying to explain what an operator is. 

Making things accessible and popular leads to banalization. Cool pictures will not save us when, even if well-intentioned, teachers blur the line between entertainment and education. 

Hu, S., Torphy, K. T., Opperman, A., Jansen, K., & Lo, Y. J. (2018). What do teachers share within socialized knowledge communities: A case of Pinterest. Journal of Professional Capital and Community.

WEEK 8 REFLECTION

This week was interesting. We considered the boundaries of social media while evaluating its reach for the assignment due. While my assignment is not done, I saw how some videos can have a much greater each than expected. They can catch currents of culture and discussion and have a life of their own. Moreover, I leanened how it is almost impossible to escape your phone. I think we are becoming a hive mind. 

We are losing the restrictions that give us definition. We are focusing on connection without introspection. Focusing on content without meaning. Focusing on reach over intimacy. Even though I have learned much from social media, it still does not seem worth it. It is still watering down meaning and purpose. It is still sacrificing substance for entertainment.