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We’ll believe nearly anything

This topic has definitely given me some insight into how people interpret content they see online. Majority of people live in echo chambers and filter bubble without realising, so they don’t see any need to change the way they interact with the web. After reading Hong’s post, I realised that the use of Personal Learning Networks can help with avoiding filter bubbles, but it is more effective with escaping echo chambers. Continue reading →

We’ll believe nearly anything

This topic has definitely given me some insight into how people interpret content they see online. Majority of people live in echo chambers and filter bubble without realising, so they don’t see any need to change the way they interact with the web. After reading Hong’s post, I realised that the use of Personal Learning Networks can help with avoiding filter bubbles, but it is more effective with escaping echo chambers. Continue reading →

We’ll believe nearly anything

This topic has definitely given me some insight into how people interpret content they see online. Majority of people live in echo chambers and filter bubble without realising, so they don’t see any need to change the way they interact with the web. After reading Hong’s post, I realised that the use of Personal Learning Networks can help with avoiding filter bubbles, but it is more effective with escaping echo chambers. Continue reading →

Topic 2: “We are not the arbiters of truth”

In the world of tweets and hashtags, is it surprising that falsified information travels faster and further across the rails of the social network than real news? (Vosoughi, 2018) The truth is the power of novelty and the emotion churning nature of a fictitious title and fabricated content drives engagements through impressions in the digital sphere (Kantar Millward Brown, 2017). We call it ClickBait.  Take a look at the engagements on the U.S. Continue reading →

Topic 2: Assessing Online Information

  Social media is currently the fastest carrier of information, providing instant news much quicker to a wider audience, as opposed to more traditional news outlets and sources (John Hopkins Sheridan Library, 2017). Though, when we evaluate the differences between print sources and online information we are able to identify distinctions between the quality of sources and how to be wary when using online sources. Created by Yusra Huque-Dowlet using Piktochart. Reference: Elmer E. Continue reading →

Topic 2: Assessing Online Information

  Social media is currently the fastest carrier of information, providing instant news much quicker to a wider audience, as opposed to more traditional news outlets and sources (John Hopkins Sheridan Library, 2017). Though, when we evaluate the differences between print sources and online information we are able to identify distinctions between the quality of sources and how to be wary when using online sources. Created by Yusra Huque-Dowlet using Piktochart. Reference: Elmer E. Continue reading →

Topic 2: Assessing Online Information

  Social media is currently the fastest carrier of information, providing instant news much quicker to a wider audience, as opposed to more traditional news outlets and sources (John Hopkins Sheridan Library, 2017). Though, when we evaluate the differences between print sources and online information we are able to identify distinctions between the quality of sources and how to be wary when using online sources. Created by Yusra Huque-Dowlet using Piktochart. Reference: Elmer E. Continue reading →

Topic 2: Assessing Online Information

  Social media is currently the fastest carrier of information, providing instant news much quicker to a wider audience, as opposed to more traditional news outlets and sources (John Hopkins Sheridan Library, 2017). Though, when we evaluate the differences between print sources and online information we are able to identify distinctions between the quality of sources and how to be wary when using online sources. Created by Yusra Huque-Dowlet using Piktochart. Reference: Elmer E. Continue reading →

Effective Learning Online: The Three Literacies We Need

The Web has become one of the biggest sources for gathering and providing information in our society and an invaluable resource for students in all tiers of education (Walraven, Brand-Gruwel and Boshuizen, 2009). This means that digital literacy is as important as ever to practice and develop to ensure the information we gather online is reliable and authentic. A major aspect of digital literacy is learning to manage, access and evaluate the information we find online. Continue reading →

Effective Learning Online: The Three Literacies We Need

The Web has become one of the biggest sources for gathering and providing information in our society and an invaluable resource for students in all tiers of education (Walraven, Brand-Gruwel and Boshuizen, 2009). This means that digital literacy is as important as ever to practice and develop to ensure the information we gather online is reliable and authentic. A major aspect of digital literacy is learning to manage, access and evaluate the information we find online. Continue reading →

Effective Learning Online: The Three Literacies We Need

The Web has become one of the biggest sources for gathering and providing information in our society and an invaluable resource for students in all tiers of education (Walraven, Brand-Gruwel and Boshuizen, 2009). This means that digital literacy is as important as ever to practice and develop to ensure the information we gather online is reliable and authentic. A major aspect of digital literacy is learning to manage, access and evaluate the information we find online. Continue reading →

Effective Learning Online: The Three Literacies We Need

The Web has become one of the biggest sources for gathering and providing information in our society and an invaluable resource for students in all tiers of education (Walraven, Brand-Gruwel and Boshuizen, 2009). This means that digital literacy is as important as ever to practice and develop to ensure the information we gather online is reliable and authentic. A major aspect of digital literacy is learning to manage, access and evaluate the information we find online. Continue reading →

Assessing the Web

  The internet is full of useful resources, but how do we distinguish between what is reliable and authentic and what isn’t? The concept of disguising false often sensational information as a news report isn’t new. Weekly world news (1979-2007), The Onion (1988-) and many other outlets have been writing silly news stories for our amusement for numerous years. Continue reading →

Assessing the Web

  The internet is full of useful resources, but how do we distinguish between what is reliable and authentic and what isn’t? The concept of disguising false often sensational information as a news report isn’t new. Weekly world news (1979-2007), The Onion (1988-) and many other outlets have been writing silly news stories for our amusement for numerous years. Continue reading →

FACT OR FICTION?

  Fake news has been defined as “relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief”. Fake news has been brought into the public domain in recent years as accounts backed by Russian trolls were said to interfere in both the recent US and UK elections. Continue reading →

FAKE NEWS – Topic 2

Last week I created my PLN (Personal Learning Network), by studying the FutureLearn MOOC I looked at how to grow this network. To do this I need to be more aware of the authenticity of online media I interact with. Eli Pariser coined the term ‘Filter Bubble’ in his Ted talk. The term is used to refer to the specific tailoring of online services (Google, Facebook, YouTube) to only show content based on what an algorithm thinks you want to see. Continue reading →

FAKE NEWS – Topic 2

Last week I created my PLN (Personal Learning Network) By studying the FutureLearn MOOC I looked at how to grow this network. To do this I need to be more aware of the authenticity of online media I interact with. Eli Pariser coined the term ‘Filter Bubble’ in his Ted talk. The term is used to refer to the specific tailoring of online services (Google, Facebook, YouTube) to only show content based on what an algorithm thinks you want to see. Continue reading →

FAKE NEWS – Topic 2

Last week I created my PLN (Personal Learning Network), by studying the FutureLearn MOOC I looked at how to grow this network. To do this I need to be more aware of the authenticity of online media I interact with. Eli Pariser coined the term ‘Filter Bubble’ in his Ted talk. The term is used to refer to the specific tailoring of online services (Google, Facebook, YouTube) to only show content based on what an algorithm thinks you want to see. Continue reading →

FAKE NEWS – Topic 2

Last week I created my PLN (Personal Learning Network), by studying the FutureLearn MOOC I looked at how to grow this network. To do this I need to be more aware of the authenticity of online media I interact with. Eli Pariser coined the term ‘Filter Bubble’ in his Ted talk. The term is used to refer to the specific tailoring of online services (Google, Facebook, YouTube) to only show content based on what an algorithm thinks you want to see. Continue reading →

FAKE NEWS – Topic 2

Last week I created my PLN (Personal Learning Network), by studying the FutureLearn MOOC I looked at how to grow this network. To do this I need to be more aware of the authenticity of online media I interact with. Eli Pariser coined the term ‘Filter Bubble’ in his Ted talk. The term is used to refer to the specific tailoring of online services (Google, Facebook, YouTube) to only show content based on what an algorithm thinks you want to see. Continue reading →