User talk:Diane820

Screen-time survry
Mobile phones are an important tool in people's lives because mobile phones will send people the latest news for the first time, while people rely on mobile phones to socialize, shop, and learn. This time our group discussed the use of mobile phone screens. Everyone used the same classification and time for screen usage. Our team consists of three members, Diane, Nicelo and Bai.

First of all, I divided the screen classification into three screen modes. The first one is the news screen. For example, I use Weibo every day to get the latest news. Because Weibo is one of the largest carriers of China's transmission news, Weibo is also very convenient to use. It has a hot search list. This hot search list is the most-watched by people. The hot search version gathers the latest news from the society, the latest news from the entertainment and the latest news from the world. I can watch it and discuss it with online friends. It is a very interesting platform. The second is the life screen. The reason why people rely upon on-screen life is that we need to rely on the screen to contact family and friends, and to build social life so that life is not lonely. The most social media I use is WeChat, and WeChat takes up 39% of my screen time. The convenience of WeChat is that although I am not in a time zone with my family, I can connect and talk anytime, anywhere, and share my life and happiness with my family. At the same time, WeChat has a friend circle function that can share the content that you want to share at any time. It can be pictures, texts, articles and videos. I usually understand the current life of my friends according to the sharing of friends. This is also to maintain my friends and friends. An important bridge between feelings. The third is the learning screen, and the development of mobile phones has changed the traditional way of education. I can now use my mobile phone to learn anytime, anywhere. The content I need to learn can be found on various apps. For example, I often use the app to recite words, use the online class to learn content, use WeChat Reading to read books and improve myself, so the learning screen has also become an important part of my life.

My group member Nicelo categorizes the screen as a living screen and a learning screen. In her life screen, there are a lot of entertainment modules, such as music, movies, TV series and short videos, and she will join YouTube on the learning screen because she thinks YouTube is a good learning platform, which brings together people from all over the world. Learning methods, which is very beneficial for her. Another group member, Bai, is also accustomed to classifying screens as life screens and learning screens, but most of the apps he likes are universal, such as Instagram, Twitter and Facebook. And everyone has their way of classification and apps that they like to use.

The most important element in the discussion of time screens is the Internet because people use screens because of the presence of the Internet to generate dependence on the screen. The Internet determines how people learn their favourite modules and plan to use the screen. Rational use of the screen is important for people's lives. The Internet is a tool that controls people's use of the screen. Growing communication technologies in the world of interactive media, the Internet and digital “always-on”, contemporary people have different expectations and learning styles from previous generations. A network-centric generation values their ability to use the web to create self-paced, custom, on-demand learning capabilities that include multiple forms of interactive, social and self-publishing path media tools (Baird and Fisher, 2005). The existence of the Internet and the screen determines the choice of the contemporary.

Reference
Baird, D.E. and Fisher, M., 2005. Neomillennial user experience design strategies: Utilizing social networking media to support “always-on” learning styles. Journal of educational technology systems, 34(1), pp.5-32.

Instructor Feedback on Wiki Exercise 1

 * Posts of this standard roughly correspond to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:

Pass . Among other things, pass entries may try to relate an idea from the module to an original example, but might not be very convincing. They may waste space on synopsis or description, rather than making a point. They may have spelling or grammatical errors and typos. They might not demonstrate more than a single quick pass at the assignment, informed only by lecture and/or cursory reading. They may suggest reading but not thinking (or indeed the reverse). The wiki markup formatting will need some work.


 * This work is at the mid-point of this particular grade band, so a little improvement will go a long way to attaining a higher mark. I think in order to engage with the wiki exercises a bit more, it might be useful for you to take a closer look at the assessment brief to get more of an idea of how to hit those targets.


 * Making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts. I suspect that, as you become more familiar and proficient with the platform, that this will make a considerable difference.

Detail:
 * Although fairly well written generally, you need to support your claims through secondary reading (i.e. further reading,). There is some evidence of this here, but really at this level, there should be a much more systematic approach to reading and research, from note-making right through to applying the ideas you encounter in your studies to support your arguments. In subsequent work, please bear this in mind, as it will lead to an improvement.
 * This also feels a little descriptive, and whilst I would absolutely encourage reflective thinking and argument as you have done here, I would also encourage you to try to move beyond mere description and be a little more analytical in your approach. This can be achieved through the application of wide reading to your arguments.

General:
 * 'Reading and research': evidence of critical engagement with set materials; evidence of independent reading of appropriate academic and peer-reviewed material. Marginal.


 * 'Argument and analysis': well-articulated and well-supported argument; evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position); evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections); evidence of independent critical ability. Pass.


 * 'Presentation': good use of wiki markup and organisational skills. Marginal.

GregXenon01 (discuss • contribs) 12:02, 30 October 2019 (UTC)

Annotated Bibliography Exercise
Diane820 (discuss • contribs) 20:59, 28 November 2019 (UTC)

An annotated bibliography is a list of references to books, articles, and documents as they are written. Each citation is followed by a short descriptive and evaluative paragraph, the note. The purpose of the notes is to inform the reader of the relevance, accuracy and quality of the sources quoted. The annotated bibliography is called domain-specific language and general professional language grammar language (deursen, 2000). The creation of annotated bibliography requires concise discussion and analysis as well as library research.

First, find and record references to books, journals, and documents that may contain subject information and ideas related to writing. Then select the literature that provides a variety of perspectives for your topic. Then use the appropriate style to quote books or articles to complete the annotated bibliography.

Reference

Van Deursen, A., Klint, P. and Visser, J., 2000. Domain-specific languages: An annotated bibliography. ACM Sigplan Notices, 35(6), pp.26-36.

Social Movement Case Study
Diane820 (discuss • contribs) 22:18, 28 November 2019 (UTC)

In the past decade, scholars have paid close attention to the role of the Internet in social action and mobilization. In general, the Internet reduces the cost of information and mobilization for activists and participants (lupia and sin 2003, coopman 2011). It also expanded the scope of action of social movements (Earl and kimport, 2011). In recent years, with the surge of social media, the role of the Internet in social mobilization has been further improved (eitantawy and Wiest, 2011; Harlow, 2012). In contemporary society, few collective actions do not involve the Internet as a mobilization tool or platform for action. Many collective actions in contemporary society involve more conventional social actions. Then, it analyzes the interaction and significance of new participants and traditional participants in Internet social action.

I focused on environmental collective action in Hong Kong, a protest organized by ordinary people through the Internet. Lee and Chan (2011) referred to this phenomenon as "citizen self-mobilization". Some researchers believe that social movement organizations in Hong Kong are not actively and effectively using the Internet. Chu and Tang (2005) pointed out that many labour and environmental groups had poorly managed websites. Even today, although most of the websites of regular environmental movement organizations provide a lot of information about environmental issues, they usually lack the functions (such as forums and blogs) to promote the interaction between users and organizations. However, the Internet and social media have become channels of mobilization among ordinary citizens (Lee and Chan 2011). Some sociologists describe the contemporary social movements in Hong Kong as "postmodernists" (so 2011): they have solved the concerns of the whole society, attracted participants from all walks of life, lacked a strong organizational foundation, emphasized spontaneous action, and relied heavily on mass media and new media for communication and mobilization.

I am concerned about the plastic particle crisis and the beach cleaning operation in Hong Kong. This crisis was first discovered and publicized by DB green, a community organization in the upper-middle-class residential areas of Hong Kong's outlying islands. Dora, a core member of the association, is one of the individuals who discovered the crisis. She described a weekday after the typhoon when she came down on the beach in Discovery Bay and found it covered with plastic particles. Using the contacts she has built in the past, dorsal immediately contacted relevant government departments, management companies in residential areas and Sinopec, an oil company with plastic particles. After Dora's efforts to report the leak in the media, many citizens responded through social media and took action to clean the beach. Dora and DB green created a Facebook page and a website for information dissemination. They also use email to guide people to places where they need volunteers. Finally, in October 2012, DB green and several other organizations launched the "adopt the beach" program, which allows schools or companies to be responsible for clearing specific beaches. In short, to attract people's attention to the crisis, through the news media and the Internet to collect and disseminate information, this kind of action promotes the social movement, from which citizens recognize some threats of harm and thus form a "citizen movement".

Reference

Lupia, A.L. and Sin, G., 2003. Which public goods are endangered? How evolving communication technologies affect the logic of collective action. Public Choice, 117, 315–331.

Earl, J. and Kimport, K., 2011. Digitally enabled social change. Cambridge: MIT Press.

Eitantawy, N. and Wiest, J.B., 2011. Social media in the Egyptian revolution: reconsidering resource mobilization theory. International Journal of Communication, 5, 1207–1224.

Chu, Y.W. and Tang, J.T.H., 2005. The internet and civil society: environmental and labour organizations in Hong Kong. International Journal of Urban and Regional Research, 29 (4), 849–866.

Lee, F.L.F. and Chan, J.M., 2011. Media, social mobilization and mass protests in post-colonial Hong Kong. London: Routledge.

So, A., 2011. The development of post-modernist social movements in the Hong Kong special administrative region. In: J. Broadbent and V. Brockman, eds. East Asian social movements. New York: Springer, 365–378.

Collaborative Essay Critical Evaluation
Diane820 (discuss • contribs) 22:54, 28 November 2019 (UTC)

Wikibooks is a collection of free textbooks that users can edit themselves. Wikibooks is a wiki site where anyone can go to the "edit" page and modify any book. Wikibooks emphasizes visibility by being able to edit books freely. Compared with traditional textbooks, the traditional textbook publication cycle is too slow, and new content has to go through a long period of review before it can appear in the textbook. And with the rise of Wikibooks, we can see a lot of things from the Internet starting to appear in textbooks. At the same time, Wikibooks can open up a new way for students to learn because this mode can modify the content information in real-time, which makes research very convenient. And students can also participate in the construction of textbook content. For example, a teacher could make the wiki book project a teaching tool by asking students to check entries for accuracy and then adding their findings to the Wikibooks. Besides, students have to spend a lot of money to buy textbooks, and with Wikibooks, students can print the textbooks they need at any time. In short, Wikibooks can do things that existing textbooks cannot.

Wikibooks are popular in our collaborative learning exchange because of their simple and flexible nature. First, wikis are characterized by a non-linear hypertext structure: wikis allow the creation of associated hypertext, where each page contains links to other pages, and we can choose which links to follow, thus achieving resource sharing in our group communication. Second, the Wiki system provides other capabilities, such as tracking edited content through a recording and notification system -tem and discussions on each Wiki page, as well as customizable read and edit access and pre-selected pages. All these functions enable us to reach a consensus of group projects on the wiki, which saves our time to achieve efficient learning. . The wiki textbook has a professional community module, the most important of which is the reading room and bulletin board. Wikibookians's reading room allows users to ask and answer wiki book-related technical and other community questions, and the page lists different discussion rooms, if older discussions are not available, to go to the archive page. These discussions are archived periodically. The bulletin board is a page that posts the latest news about the Wikibooks community.

The pattern of online collaboration on Wikibooks is to discuss collaborative completion to achieve digital Commons. Because collaborative projects and resource sharing can be done together in discussion forums, and wiki sharing is also a way to achieve digital sharing, which is a multimedia database. Its purpose is to serve as a resource centre for free images, music, and possibly documentation and presentations for all Wikimedia projects. Resources in this project can be invoked across all plans. A place where free and open images, sounds, and other multimedia files are stored.

The Wiki platform does not provide a potential form of online liberation, as Wikibooks has policies and guidelines that are generally accepted and considered important by the creators and community, and these policies will be improved as Wikibooks grows, as there are policies that do not fully implement the form of online liberation.

INSTRUCTOR FEEDBACK: ESSAY DISCUSSION PAGE
Students should be engaging at least once a day, for the duration of the project. The following points illustrate how this engagement was evaluated.

Evidence from contribs to both editing and discussion of content (i.e. volume and breadth of editorial activity as evidenced through ‘contribs’). These are primarily considered for quality rather than quantity, but as a broad guideline:
 * Each item on a contribs list that are 1000+ characters are deemed “substantial”: none
 * Items on a contribs list that are <1000 characters are important, and are considered in the round when evaluating contribs as a whole because of their aggregate value: certainly not for the duration of the project, and not near the level, standard, nor quantity advised in the wikilabs - all but one of these submitted on a single day (15th Nov).
 * It is expected that you will make at least one contrib per day, for the duration of the project: see above, odd choice to approach having ignored the advice in labs and in the assessment brief

GregXenon01 (discuss • contribs) 12:54, 19 December 2019 (UTC)

Instructor Feedback on Wiki Exercise Portfolio
Posts of this standard roughly correspond to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:


 * Satisfactory. Among other things, pass entries may try to relate an idea from the module to an original example, but might not be very convincing. They may waste space on synopsis or description, rather than making a point. They may have spelling or grammatical errors and typos. They might not demonstrate more than a single quick pass at the assignment, informed only by lecture and/or cursory reading. They may suggest reading but not thinking (or indeed the reverse). The wiki markup formatting will need some work.


 * This work is at the upper end of this grade band, so a little improvement will go a long way to attaining a higher mark to push you into the next grade band. I think in order to engage with the wiki exercises a bit more, it might be useful for you to take a closer look at the assessment brief to get more of an idea of how to hit those targets, attending to details further. Your choice of peer-reviewed article for your annotated bibliography entry was rather unconventional - sure technically it is fine, but I think something relating to your own research would have been much, much more unproductive for you to tackle. In addition, and especially in your case, making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts, and made them much easier to navigate. I suspect that, if you become more familiar and proficient with the platform, that this will make a considerable difference. Overall, you write very well, and there is some really good material in here, especially on social movements!

General:

In addition to the common marking scheme, there are three broad criteria widely employed in the Division, which are used to help assessors evaluate your work in a more general sense:

Reading and research: is there evidence of critical engagement with set materials?; is there evidence of independent reading of appropriate academic and peer-reviewed material? For this element, your work has been evaluated as: Merit Argument and analysis: Is argument well-articulated and well-supported?; is there evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position)?; is there evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections)?; is there evidence of independent critical ability? For this element, your work has been evaluated as: Satisfactory Presentation: academic writing style and structure, and organisational skills For this element, your work has been evaluated as: Merit GregXenon01 (discuss • contribs) 14:09, 19 December 2019 (UTC)