User talk:MingchenTeng

Assessment 2: Online Project (wiki ex)
Student ID : 2834953

With the widespread application of computer, mobile phone and other high-tech products in college campus, when they bring convenience to modern college students, they also have some adverse effects. For example, impaired vision, interfere with reading and learning, interfere with interpersonal communication in daily life, cell phone screen dependence and so on. To some extent, these defects affect the face-to-face communication between college students and their classmates, friends and family members. Analyzing the effect of screen time on social interactions in the presence of college students can help us understand how to make better use of time in college. It is of great practical and contemporary significance to improve the quality of life and ability of college students.

Facing cell phone or laptop, some people use it for study, while others use it for entertainment. The key is still to control the degree of control, planning a suitable screen use time.

I classified the screen types according to the different electronic devices, because the device differences are the most obvious, and it is easy to count the use time of different screens. I've found that younger generations use smaller screens, like cell phones and iPads, more often than their parents. They use fewer large screens, like TV screens.Middle-aged and elderly people are more accustomed to using TV, computer these big screen.I have discussed this difference with my classmates. We think it is because young people are born in the era of advanced Internet technology, and they have been accustomed to using smart phones with big screens since childhood. Mobile phones are easier to carry than televisions and computers, and the price is relatively cheap. Of course, there are more and more popular trends. In conclusion, the most important factor in the discussion of screen time is the difference in people's habits.

In my case, I spend an average of more than six hours a day using the iPhone screen, mainly for text messaging, Internet research and online games.Secondly, I spend about 4 hours a day using the laptop screen, mainly to finish my homework and watch TV shows on YouTube. Although Beech Court provided the TV for the students, my roommates and I rarely turned it on. Because watching TV shows on the Internet is much more freewheeling, I can find every episode I want to watch, and TV shows are not up to me.

In addition, as Sherry Turkle (2011) stated, “In the past, one waited for the sound of the post, by carriage, by foot, by truck. Now, when there is a lull, we check our e-mail, texts, and messages.” Nowadays, we often use multiple screens at the same time. For example, sometimes I watch movies on my computer while giving my iPhone to my parents. The use time of this kind of coincidence is hard to calculate. Unfortunately, I can only estimate a rough number.

 Reference 

Turkle S. (2011). Chapter 8: Always On. Alone Together : Why We Expect More from Technology and Less from Each Other.p.151-153.

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 lower end of this grade band, so there’s clearly room for improvement here. 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, this will make a considerable difference.

Detail:
 * Although fairly well written, you ought to work on your written communication, as there are grammatical slips and some unconventional sentence structures in here throughout. Working on this will allow you to more effectively communicate your ideas. Please check your formatting (and alter accordingly) and also, no need to have your student number on here.
 * It is great that you’ve referred to a key reading here. However, 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.

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) 12:06, 30 October 2019 (UTC)

Pictures




MingchenTeng (discuss • contribs) 15:39, 2 November 2019 (UTC)

Wiki Exercise #2: Annotated Bibliography Exercise (part 2) (1)Mark Graham. (2010) Cloud Collaboration: Peer-Production and the Engineering of the internet, Engineering Earth, pp. 67-83. (2)In this article Christian states that today’s Internet is still subject to offline power relations, leading to certain inequalities such as information monopolies. (3)The author uses data gained through the survey to support the idea that virtual worlds such as Wikipedia have grown rapidly thanks to the combined efforts of the masses, but effective views usually come from those users with money and time. (4)The article is useful to my research topic about the information democracy in the virtual world. (5)I learned some research methods from this article, for example, the quantitative research of Wikipedia sources. (6)The main limitation is that some samples are too vague. (7)The authors state that more specific researches are necessary, such as questionnaires. (8)This article can be used as a creative examples to support my idea.  Wiki Exercise #3: Social Movement Case Study  Researchers studied the role of social media in different stages of the “occupy central” movement in Hong Kong by browsing questionnaires, interview records and data analysis on social media such as Facebook. 1.Organizational incubation stage: ideas spread and power gathering January 2013 to June 2014 was the gestation period of the occupy central movement. At this stage, social media has played a role in the dissemination of ideas and cohesion. On January 16, 2013, with the title of “the most lethal weapon of civil disobedience” on the Hong Kong Economic Journal, Yaoting Dai encouraged Hong Kong people and civil leaders to express the right of Hong Kong people to self-determination in the form of non-violent civil disobedience, and put forward the concept of occupying central. On the same day, the public Facebook page of “occupy central with love and peace” was established, followed by the official Twitter account, YouTube account and Instagram account of the occupy central movement, forming a comprehensive social media propaganda front. It can be seen that the establishment of official activity accounts on these social media platforms is premeditated and organized. To occupy the moral high ground in the early stage, these early initiators and organizers often interpreted the occupy movement by issuing some Shouting ideas and emotional language, to awaken the public consciousness and arouse them to join. At this stage, social media has played a role in the dissemination of ideas and cohesion. The initiator team constantly elaborated on the concept of occupy central in the form of articles, pictures and interviews on social media, called for protests, and used social media as an advocacy tool to initiate discussions among netizens to gain support and sympathy (Fu KW. & Chan CH., 2015). 2.Social mobilization stage: leverage of public opinion and mobilization of the public From June 2014 to September 2014, the occupy movement moved from the Internet to the real society, from the small to the public, and its initiators also entered the stage of social mobilization. At this stage, social media plays a role in public opinion lever and mass mobilization. From June 20 to 29, 2014, the University of Hong Kong planned to conduct a referendum on the referendum on the political reform of occupy central, divided into electronic voting and physical voting stations. On July 1, 2014, a peaceful sit-in called “rehearsal the occupy central” was initiated by the student union and the scholars association. The demonstrators gathered on Chater Road, central, the end of the march. Some demonstrators responded to the call of the students’ union to stay sit-in all night and "occupy" a section of Chater Road. These offline activities gradually brought the social movement to the attention of social media. With the continuous fermentation and spread in the past three months, the occupy movement also got better publicity, which provided a better publicity platform for the initiators. They took advantage of the opportunity to continuously carry out the publicity and mobilization of related activities so that more people knew the occupy movement, and more people were attracted to join it (Karita K., 2013). Whatever the outcome of these events, it will be a victory for the organizers, who have made occupy central a huge source of attention. Only the public can move spread to the whole society, and social media can use the public as a group to promote the development of the event. List of References 1.Fu, KW & Chan, CH. (2015) “Networked collective action in the 2014 Hong Kong Occupy Movement: analysing a Facebook sharing network”, The HKU Scholars Club, The 2nd International Conference on Public Policy (ICPP 2015), Milan, Italy, 1-3 July 2015. 2.Karita K. (2013) “Occupy Central and Constitutional Reform in Hong Kong”, China Perspectives, ISSN: 2070-3449, pp.73-78. --MingchenTeng (discuss • contribs) 22:19, 25 November 2019 (UTC)

Wiki Exercise #4: Collaborative Essay Critical Evaluation
Wikipedia is a very demanding encyclopedia, and one of the most important principles is that you can't plagiarize. For example, one of my cited articles came from a Chinese journal. To unify the language, I used Google Scholar to find the English version and inserted it as a quote. For our group, we encountered many difficulties in using Wikipedia, mainly in terms of editing content. For example, Wikipedia is mainly written in the way of code editing, and users need to systematically learn or understand before they can master editing skills. All three members of our group are new to Wikibook and have not mastered all the editing skills, resulting in frequent bugs. Fortunately, through timely communication and mutual help, we finished the group task in time. Communication is a very important part of our cooperation process, including online communication and face-to-face communication. Since the three group members live in different places, we communicate with WeChat and Wiki discussion pages most of the time. Unlike WeChat, which is relatively private, the Wiki Discussion is a completely public platform. The professor can observe the progress of the students' discussion and give effective Suggestions. Students can see each other’s discussions, which may broaden their horizons and inspire them. Moreover, seeing the progress of other students online inspires us. A week ago, when I saw that two groups were about to complete this task, while our group was still collecting references, I realized that we needed to speed up. In the course of the collaboration, we cited a number of sources, including several images from Wikipedia. Over the years, thanks to the contributions of many Internet users, Wikipedia has become a huge repository of information. Thus, Wikipedia can facilitate the construction of virtual communities through the way that users collaborate online. In addition, compared with traditional encyclopedias, Wikipedia can be regarded as an online encyclopedia. Users do not have to search for a large number of books to search for relevant contents when searching for materials. Instead, they can search for relevant materials on Wikipedia, which saves a lot of energy and time. At the same time, Wikipedia’s knowledge is updated quickly and can provide people with the latest and most comprehensive information. The system will also recommend some relevant knowledge points, so that the knowledge points will be integrated. Because Wikipedia covers a wide range of knowledge points, researchers in universities and colleges will choose to search relevant materials on Wikipedia when conducting academic research, and can also use Wikipedia as a platform for displaying scientific research results. Finally, the open and Shared nature of Wikipedia has also influenced the way the new generation is taught. After class, students not only learn and think independently, but also learn and communicate collectively on the online platform. Wikipedia’s concept of equal collaboration allows more people to freely participate in the construction and management of the whole resource knowledge system, thus promoting the construction of a perfect teaching collaboration model and improving the quality of education. --MingchenTeng (discuss • contribs) 05:27, 29 November 2019 (UTC)

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: only 5 contribs to essay discussion in total during the project period (certainly not for the duration of the project), and not near the level, advised in the wikilabs.
 * It is expected that you will make at least one contrib per day, for the duration of the project: see above, this would have been greatly improved by following the advice in labs and in the assessment brief

GregXenon01 (discuss • contribs) 13:15, 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:


 * Marginal-Poor. Among other things, poor entries may just offer links without real comment or apparent point. They may offer nothing more than poor-quality synopsis or description of material of dubious relevance. They may have serious clarity problems (including dead links, random graphics) which affect comprehension (or even worse, admin warnings or take-down notices for copyright infringement). They might be off-topic, private trivia, or of unclear relevance. The wiki markup formatting will be of a poor standard.


 * 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, if you become more familiar and proficient with the platform, that this will make a considerable difference. This was one of the main issues with your wiki exercises, as it made things quite difficult to digest and interfered with the fluidity of your writing.

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: Pass

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: Marginal/Poor

Presentation: academic writing style and structure, and organisational skills For this element, your work has been evaluated as: Marginal/Poor

GregXenon01 (discuss • contribs) 13:32, 19 December 2019 (UTC)