Enthymemes Online

2021 ◽  
pp. 163-182
Author(s):  
Wyatt Moss-Wellington
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Public Trust ◽  
Media Ecology ◽  
The Political ◽  
Next Generation ◽  
Personal Communications ◽  
Media Criticism ◽  
Rhetorical Model

The final chapter addresses current issues in news and social media, as well as the tandem problems of public trust in journalism, democratic institutions, and everyday personal communications inaugurated by digital media’s proliferating resources for fabrication and obfuscation. After introducing a cognitive-rhetorical model for identifying promotional enthymemes online, this chapter carefully considers the ways in which media criticism is taught in higher education; it questions traditional methods of interrogation and deconstruction that individualize the ethics of media engagement and have the potential to breed further mistrust within already trust-poor cultures. Alternative modes of analysis are considered for their pedagogical merits, including the uses of postcritique and surface readings of media texts. Ultimately, I make the case that there is an imperative to guide a hopeful, forward-looking, normative search for solutions in our classrooms, in addition to describing the political problems we currently confront. The alternative is to prescribe a disempowering culture of suspicion for the next generation, who will be the inheritors of a fraught media ecology that scholars continue to document as it unfolds.

New Visual Social Media for the Higher Education Classroom

2015 ◽  
pp. 2151-2175
Author(s):  
Julie A. Delello ◽  
Rochell R. McWhorter
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Current Practice ◽  
Empirical Work ◽  
First Century ◽  
College Classroom ◽  
Next Generation ◽  
Social Media Platforms ◽  
Twenty First Century

This chapter examines how next-generation visual social platforms motivate students to capture authentic evidence of their learning and achievements, publish digital artifacts, and share content across visual social media. Educators are facing the immediate task of integrating social media into their current practice to meet the needs of the twenty-first century learner. Using a case study, this chapter highlights through empirical work how nascent visual social media platforms such as Pinterest are being utilized in the college classroom and concludes with projections on ways visual networking platforms will transform traditional models of education.

New Visual Social Media for the Higher Education Classroom

2014 ◽  
pp. 368-393 ◽  
Author(s):  
Julie A. Delello ◽  
Rochell R. McWhorter
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Current Practice ◽  
Empirical Work ◽  
First Century ◽  
College Classroom ◽  
Next Generation ◽  
Social Media Platforms ◽  
Twenty First Century

This chapter examines how next-generation visual social platforms motivate students to capture authentic evidence of their learning and achievements, publish digital artifacts, and share content across visual social media. Educators are facing the immediate task of integrating social media into their current practice to meet the needs of the twenty-first century learner. Using a case study, this chapter highlights through empirical work how nascent visual social media platforms such as Pinterest are being utilized in the college classroom and concludes with projections on ways visual networking platforms will transform traditional models of education.

Occupy Movement, Religion and Social Formations

2014 ◽  
Vol 43 (1) ◽  
pp. 17-24
Author(s):  
Matt Sheedy
Keyword(s):  
Social Media ◽  
Public Space ◽  
Religious Communities ◽  
The Political ◽  
Political Opportunity ◽  
Social Formation ◽  
Beliefs And Practices ◽  
Opportunity Structures ◽  
Occupy Movement ◽  
Political Opportunity Structures

The Occupy movement was an unprecedented social formation that spread to approximate 82 countries around the globe in the fall of 2011 via social media through the use of myths, symbols and rituals that were performed in public space and quickly drew widespread mainstream attention. In this paper I argue that the movement offers a unique instance of how discourse functions in the construction of society and I show how the shared discourses of Occupy were taken-up and shaped in relation to the political opportunity structures and interests of those involved based on my own fieldwork at Occupy Winnipeg. I also argue that the Occupy movement provides an example of how we might substantively attempt to classify “religion” by looking at how it embodied certain metaphysical claims while contrasting it with the beliefs and practices of more conventionally defined “religious” communities.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

Institutional Plagiarism Policy (Georgian higher education institutions’ case)

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Natela DOGHONADZE ◽  
Ekaterine PIPIA ◽  
Nikoloz PARJANADZE
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Literature Review ◽  
Foreign Language ◽  
Academic Writing ◽  
Higher Education Institutions ◽  
Survey Questionnaire ◽  
Existing Problems ◽  
Copyright Violation ◽  
University Policies

The article deals with various aspects of plagiarism: definition (discriminating it from cheating and copyright violation), types (intended / unintended), involved people, causes, prevention, detection and punishment of plagiarism. A survey (questionnaire containing 42 items to be assessed in a 5-point Likert scale and one open- ended item) was conducted in Georgia. The questionnaire developed based on the literature review was uploaded on social media in three variants (to analyze the results separately and compare them): for students, for researchers and for assessors. The obtained results revealed that the opinions of the three groups of respondents differed to a certain degree, but were quite similar, eventually. The survey disclosed the existing problems, such as: lack of academic writing (in the native and especially foreign language) and research skills, lack of training in avoiding plagiarism, insufficiently clear university policies in the area, the emphasis on punishment instead of prevention, etc. Based on the obtained results recommendations for universities are given concerning plagiarism policies. 

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