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9 Cards in this Set
- Front
- Back
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Two ways in which artifacts can have politics
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The invention, design, or arrangement of a specific technical device or system becomes a way of settling an issue in the affairs of a particular community
Long Island Overpass Bridges Tomato Harvesters There are inherently political technologies, which appear to require or to be strongly compatible with particular kinds of political relationships. Atomic Bomb |
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Five interlocking factors
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Level of dissociation and integration-The multiple aspects of one’s identity may be dissociated, enhanced, or integrated online
Positive and negative valence-negative aspects of identity can be acted out or worked through. Positive aspects and be expressed and developed Level of fantasy or reality-choose to reveal their real identity or display an identity that is purely fantasy Level of conscious awareness and control-How we decide to present ourselves in cyberspace isn't always a purely conscious choice. Chosen media-Different communication channels express different aspects of identity Suler, John (2002). Identity Management in Cyberspace. |
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Reasons males participate in gender switching:
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Investigate male/female relationships
Express their "feminine" side which they feel they must otherwise hide Some men to explore within themselves what society labels as "feminine" characteristics Progress faster in games Suler, J. R. (1999). Do boys (and girls) just wanna have fun? |
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Reasons females participate in gender switching:
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how other females act with men
to experience "power" that she had not been able to experience in real life to run a clan in some game environments Suler, J. R. (1999). Do boys (and girls) just wanna have fun? |
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Three guiding principles for effective moderation in an online course.
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Moderating can take place in a professional and social context.
Moderators should act as a guide-on-the-side, guiding participants in their online communication as the participants enhance their learning experience through conversations with each other. Prospective moderators can learn these general guiding principles and strategies. Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating on-line learning: Effective strategies for moderators |
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Moderators can take on 3 roles in online course
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Guide-on-the-side
Instructor/project leader - moderator designs a regular and manageable feedback loop, separates content from process issues and facilitates peer support Group process leader - lead introductory, culture building activities, provide virtual 塗 and holding to the digitally challenged and acknowledge the diversity of the participants Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating on-line learning: Effective strategies for moderators |
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3 advanced strategies for creating effective communication
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Moderator to choose a voice, a general guide, conceptual facilitator, reflective guide, personal muse, mediator, or role player
moderator to develop an empathetic and nurturing tone with those participants who are struggling with the content or technology aspects of the course moderator should act as a guide-on-the-side, and help to sort ideas and keep participants focused on key points Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating on-line learning: Effective strategies for moderators |
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Understanding the digital divide
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Males are more comfortable and more inclined to learn about computers and hold technical positions later in life, than females
Cooper, J., & Weaver, K. (2003). Gender and computers: Understanding the digital divide |
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5 psychological factors that contribute to the reason why women don’t reach their full computing potential
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women tend to have computer anxiety, which can inhibit performance and learning
The social context of the computing environment. Women tend to perform better when working on computers in private settings The social dynamics of the group can either facilitate or inhibit learning The societal expectation that males will fare better with technology Females know that society thinks they will perform worse when it comes to computers, they also know that others will judge them based on this stereotype (stereotype threat) Cooper, J., & Weaver, K. (2003). Gender and computers: Understanding the digital divide |
