Friday 24 July 2015

Infographics

Even without knowing what the graphic to the left is about you have to appreciate its beauty, simplicity...and when one looks closer...its informative nature.

I am, for the first time, stating out loud (or at least in written form) that I have a new addiction....and I am telling myself it is a healthy one.

I love making infographics! (Acknowledgement is the first step)
And the program Piktochart makes it all too easy. Ridiculously easy, in fact.

The latest team assignment in this MALAT program asked us to explore three different journals (all related to learning in some way). We needed to summarize and compare/contrast them. My group did the usual APA formatted paper - the safe bet. It also allows us to get more practice writing in this form.

HOWEVER...

I just couldn't help myself....so while my three group members were doing some extra editing....
I created THIS!

I also did some digging and found some pretty amazing infographics...here are a few:

1. How to have an effect on student achievement
2. Technology in the classroom
3. Learning Theory (this is not the most beautiful of infographics, but very informative)

Digging a little further down the rabbit hole... I came across an article on the Edutopia blog. The author, a grade 9 English teacher in the U.S., discusses his view of student learning in an English context. His original belief of "encouraging students to improve their writing invariably involved encouraging greater depth, adding more detail, crafting more complex sentences" (Edutopia, 2015, para 1). In essence, he believed that in order to write better, students had to write longer. 

As students are becoming more technology literate, the education system needs to adapt. Infographics allow for some work and play to come together and encourage student learning in a different way. Infographics allow students to still engage in a topic thoughtfully - even though on the surface it may look simple and very surface level. The skills involved in creating an infographic can include summarizing, synthesizing, organizing, identifying key ideas, paraphrasing... so many relevant skills in an English classroom.

I am definitely going to develop a lesson around the creation of an infographic in the next few weeks. I hope my students will be as excited as I am!  


References

Edutopia. (2015, July 24). Inventing infograpics: Visual Literacy Meets Written Content [Blog Post]. Retrieved from http://www.edutopia.org/blog/infographics-visual-literacy-written-content-brett-vogelsinger

Image retrieved from: https://smallbusiness.yahoo.com/advisor/post/121605726372/good-artists-copy-great-artists-steal-although

Friday 10 July 2015

Digital Sociology: Big Data and Social Science

Eventually during this master's program I will need to solidify a research question and base it within a culture of inquiry and theoretical framework.

Right. *insert confused look here*

All of this means that I need to gain a better understanding of such cultures and frameworks and the next few posts will be dedicated to such discovery and learning.

Let's establish a little context before getting into the meat of the topic.

What is science? What makes it social science? What do we mean by digital? What is big data?

Bhattacherjee (2012) refers to science as "a systematic and organized body of knowledge in any area of inquiry that is acquired using 'the scientific method' (p. 1). He goes on to describe social science as "the science of people or collections of people, such as...societies or economies, and their individual or collective behaviours" (Bhattacherjee, 2012, p. 1).

By digital we are identifying the technologies that, over the past three decades, have permeated everyday life in developed countries (Lupton, 2015). Lupton (2015) adds that "for some theorists, the very ideas of 'culture' or 'society' cannot now be fully understood without the recognition that computer software and hardware devices not only underpin but actively constitute self-hood, embodiment, social life, social relations and social institutions" (p. 2).

I recently re-activated my Twitter account (@kristinjenna8) and on day three I was "followed" by @BigDataBlogs and messaged by @ApacheIngnite. Both of whom are all about #BigData...and although I had a good idea as to what the phrase means, I did a quick Google search (as you do) to make sure. So what is big data? I liked the definition of big data on Gartner Inc.'s website. It states that big data is "high-volume, high-velocity, and high-variety information assets that demand cost-effective, innovative forms of information processing for enhanced insight and decision making" (Gartner Inc., 2013).

What then is digital sociology exactly? Lupton (2012) discerns that it is "used to refer to conducting 'e-research' using digitalized data sets that may be shared collaboratively using digital platforms" (Analyzing Digital Data, para. 1).

Digital sociology researchers have a big job - pun intended. With the vast amounts of data available in the public domain it is finding out ways to harness, analyze, and utilize it. Technology is going to continue to allow us to gain information that was, up until a not too ago, impossible to even comprehend.

Researchers access to big data has it positives and negatives. Remember back in 2012 when Facebook manipulated content in 700,000 user's news feeds in order to collect evidence on emotions and the spreading of them (Newton, 2014).

There are, however, a lot of good that come out of the social sciences moving into the digital realm. Social science researchers "can offer a means by which the impact, development, and use of technologies and their impact upon and incorporation into social worlds and concepts of self-hood may be investigated, analyzed, and understood" (Lupton, 2012, The Importance of Critique, para. 2).

Qualitative or Quantitative?

When gathering evidence a researcher could use qualitative - ethnographic research, quantitative - surveys and content analysis, or mixed method (Lupton, 2011). With the addition of big data the sample groups can go from relatively small in number to mass numbers, allowing for more diversity. This, in turn, makes the results more relevant to society as a whole instead of a specific context/culture.

What types of topics are covered in digital sociology?

Research can cover many social issues including "the use of health-related websites for patient support and information sharing..., how people of ethnic minority groups represent themselves online, and the articulation and organization of online activism...on social networking sits such as Facebook just to name a few" (Lupton, 2011, How People use Digital Media, para. 2).

It seems as though the opportunities to utilize social science research in our digital world are endless. Gaining insight into human behviour both on an individual and group level gives a vast amount of insight which, when analyzed properly, can lead to deeper understandings. Understandings that can help to not only help to influence decisions, but as well as effect meaningful change.

References

Bhattacherjee, A. (2012). Social science research: Principles, methods. Scholar Commons. Retrieved from http://scholarcommons.usf.edu/oa_textbooks/3

Gartner. (2013). Big data. IT Glossary. Retrieved from http://www.gartner.com/it-glossary/big-data

Lupton, D. (2011). Examination of digital technologies must become central to social science research [Web log post]. Retrieved from http://blogs.lse.ac.uk/impactofsocialsciences/2012/07/31/digital-technologies-social-science-research/

Lupton, D. (2012). Digital Sociology [Web log post]. Retrieved from https://storify.com/DALupton/digital-sociology-2

Lupton, D. (2015). Digital Sociology. New York: Routledge.

Newton, J. (2014, July 3). Facebook finally apoligises. The Daily Mail. Retrieved from http://www.dailymail.co.uk/news/article-2679115/Facebook-finally-apologises-secretly-manipulating-nearly-1m-peoples-accounts-huge-psychology-experiment.html



Image retrieved from: http://www.ekantipur.com/the-kathmandu-post/2012/12/22/free-the-words/collegium-of-fellows/243204.html

Image retrieved from: http://olap.com/big-data/

Thursday 2 July 2015

Academic Blogger - Me?


Since the intent with this blog is to deliver it in a more academic style, I thought it might be a good idea to find out what, exactly, an academic blog entails.

According to Lohnes (as cited in Aselin, 2011), an academic blog should include the following aspects:
  • "Quality of posts: blog posts should be original, well-crafted, well-informed
  •  An authentic purpose for maintaining the blog
  •  Point of view: a blog should offer a window into the author's identity and community
  •  A blog should take advantage of the medium to offer a sense of immediacy and intimacy" (p. 12)
An academic blog allows for interaction to occur between an individual and the public - to anyone who has access to an Internet connection. This means that what, at one time, might have only been read by other intellectuals in a given field is now open to the public domain. In this context it can be read, reviewed, criticized, admired...really anything goes. Goodacre (2007) recognizes the potential of the 'immediacy' aspect that blogging inherits which allows researchers to get feedback and support with both their polished and unpolished work. This in turn, eliminates the long peer review process as being the only means of feedback.

Blogging also allows for a network of both academics and non-academics to connect in a shared space - creating a context in which researchers gain access to a more diverse audience (Asselin, 2011).

It is also interesting to note that a blogger's identity can shift depending on what they are writing, and the role they assume influences their tone of voice, objectiveness, style etc... (Estes, 2012). This allows an individual to have control over what is said, how it is said, and, in a way, how it is interpreted. Having a venue where an individual can share with a large audience their innermost thoughts and feelings - whether it be in academic form or not - creates a network of 'thinkers' and 'reflectors'. Basic skills in life of an informed and engaged society.

Nackerud (2008) states that "academics view blogs as a form of academic production or a vehicle for scholars to become public intellectuals" (71). Although this sounds a little pompous to me...academic blogs are an important tool by which the intellectuals of the world can share their ideas as a means of contributing to society's knowledge democracy. Pompous or not - that seems like a great idea to me.



                                                  
Here is a link to an academic blog that gives 30 tips on academic research and writing.                 

Here is a link to a blog that is all about coaching someone on how to write an academic blog.


...and apparently, this is a link to a list of the "Top 100 Best  Blogs and Websites for Innovative Academics"


References


Asselin, K. (2008). Blogging: The remediation of academic and business 
         communications (Master's Thesis). Retrieved from ProQuest. (1452706)

Estes, H. (2012), Blogging and Academic Identity. Literature Compass, 9: 974–982. 
         doi: 10.1111/lic3.12017

Goodacre, Mark. (2007, April 10). Blogging and Tenure 2. [Web log post]. Retrieved 
         from http://ntweblog.blogspot.com/2007_04_01_archive.html 

Nackerud, S. and Scaletta, K. (2008), Blogging in the academy. New Directions for Student 
         Services, 2008: 71–87. doi: 10.1002/ss.296


Images retrieved from:

http://justpublics365.commons.gc.cuny.edu/2013/09/11/illustrated-blogging-advice-for-researchers/


http://blogs.lse.ac.uk/impactofsocialsciences/tag/academic-blogging/