Video on Confirmation Bias Produced as Final Project for Metaliteracy MOOC

We welcome this guest post by Christina Pratt who completed our Metaliteracy MOOC, Empowering Yourself in a Post-Truth World, and developed a video presentation about confirmation bias for her own YouTube series How Do you Like Your Coffee?

Getting to Know and Getting Beyond Confirmation Bias

by Christina Pratt

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Confirmation Bias Video Presentation

My final project for the Metaliteracy MOOC, Empowering Yourself in a Post-Truth World, focused on confirmation bias. I decided that using a visual presentation of my thoughts and ideas would give the audience a face and personality behind the presentation Getting to Know and Getting Beyond Confirmation Bias (Please do be aware that I am quite new to the video creating scene). I chose confirmation bias because everyone has beliefs, some with such strong beliefs that they tend to become “truth” or “fact.” By sharing some information about cognitive biases and ideological/filter bubbles, I felt that the audience may become more aware of their own biases and how biases are developed. I even used an example of my own confirmation bias when it comes to Apple iOS and Android smartphones to help the audience see how common confirmation bias is, and how easy it is to develop biases even with something as simple as choosing products and services.

Thinking about the course now, I think I might have focused on post-truth as well. In our busy lives, we can become oblivious to what is going on around us. We read and watch news from many sources, research for school, work, and personal needs such as  shopping and more, and we seem to ignore the misleading information at times. We also know that technology has a huge impact on our lives, but we seem to forget that it can be hurtful and damaging as well. A good example of this is the recent circulation of doctored videos of Nancy Pelosi on various social media platforms. Having taken this course, I was able to share some of the content learned in this course with the home schooled high school-aged children in the family, especially what we learned about the effects of visual aids on how we perceive a story. This is a big help with how the children will research and collect information in hopes that they will now carefully choose more reliable sources.

In closing, I am fifty years old. At my age, sometimes you feel that you have learned all you need to know. This course has definitely proved me wrong. Touché. Even more, the course, Empowering Yourself in a Post-Truth World was the most influential and inspiring course that I have taken throughout my four-year academic journey. The information that I learned from the course will be most helpful not only with helping the home schooled children in the family become more aware of biases and the less than reliable information that exists, but also with passing information onto viewers of my videos. I think one of the best things about this course is the interaction between peers. This interaction adds energy, ideas, and useful information to an already well constructed course. I would definitely recommend this course to anyone who does a lot of research, provides information, and teaches in any field, but even more so, I believe that anyone, child to adult, could benefit greatly from this course.

 

Metaliteracy MOOC Presentation at SUNY CIT 2019

 

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The Metaliteracy Learning Collaborative presented Advancing Metaliteracy in a Post-Truth World through the Design of a Global MOOC at SUNY’s Conference on Instruction & Technology at Purchase College on Wednesday, May 29 2019. Tom Mackey, Trudi Jacobson, Kelsey O’Brien, and Alena Rodick provided the first analysis of the Metaliteracy MOOC they created and facilitated as part of a top-tier SUNY Innovative Instruction Technology Grant (IITG) awarded in 2018. The Open edX MOOC Empowering Yourself in a Post-Truth is now available as a self-paced course and prepares learners across SUNY, as well as lifelong learners globally, to be empowered and responsible participants in rapidly changing social environments. This IITG project provided open resources for teachers and learners to grapple with the concerns of a post-truth society. The MOOC applied metaliteracy as a pedagogical framework to video content, interactive learning objects, and learning activities to promote collaborative metaliterate learning in reinventing a truthful world and rebuilding communities of trust.

Metaliteracy MOOC Inspired a Curated Site to Move Past Confirmation Bias

We welcome this guest posting from Patti Kingsmill,, Pedagogical Counsellor:
Programs & Instructional Technologies and AQPC-College Liaison for Pedagogical Support and Innovation at Vanier College.

Curated Site on Moving Past Confirmation Bias

by Patti Kingsmill

As a final project for the MOOC Empowering Yourself in a Post-Truth World, I created a curated site on moving past confirmation bias. The site has two purposes: it serves as an example of a curated site for instructors wishing to teach curation, and it provides teachers with resources on confirmation bias—an important concept for curators to understand. The ability to select sources as objectively as possible is fundamental to curating in a responsible manner. As organizations rely on curators to manage information for them, curation is increasingly touted as a must-have 21st century skill. It is, therefore, important that we not only teach students how to curate, but to develop their metaliteracy skills in order to curate well and to avoid contributing to filter bubbles. This entails, among other things, recognizing the human tendency to fall prey to confirmation bias, learning how to move past it, and acknowledging one’s responsibility to do so as a producer of content and member of a digital, collaborative community.

The first section of the site, “Defining It,” presents different sources that define and offer examples of confirmation bias. The next section, “Mitigating It,” provides sources that offer strategies on lessening, or moving past, confirmation bias. The “CB & Filter Bubbles” section introduces the concept of filter bubbles and how they can result from confirmation bias. Finally, the “Lesson Plan” section includes a few classroom activities useful for teaching students about confirmation bias and filter bubbles and learning to get beyond them.

 

New Metaliteracy Paper Presented at Conference in Frankfurt, Germany

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Trudi Jacobson, Karin Lach and Tom Mackey

At the recent Conference on Learning Information Literacy across the Globe in Frankfurt, Germany, Trudi Jacobson and Tom Mackey presented a new metaliteracy paper entitled “Developing Metaliterate Citizens: Designing and Delivering Enhanced Global Learning Opportunities.” This peer-reviewed essay was one of eight full-papers accepted to the conference and was co-authored with Kelsey O’Brien, Information Literacy Librarian, from the University at Albany. The slideshow for the presentation featured the metaliteracy model, a discussion of open pedagogy’s relationship to metaliteracy, and related metaliteracy projects, including the digital badging system and the Open edX MOOC Empowering Yourself in a Post-Truth World, which is now available in a self-paced mode. The conference was hosted and organized by the DIPF | Leibniz Institute for Research and Information in Education and was the final part of the Erasmus+ Project Information Literacy Online, a European project to improve students’ competencies.

Shown in the photo with Trudi and Tom is Karin Lach, Universitätsbibliothek, Fachbereichsbibliothek Anglistik und Amerikanistik, Wien (University Library, English and American Studies Library, Vienna), who is kindly working on a German translation of the metaliteracy goals and learning objectives.

 

Metaliteracy/Information Literacy Course Emphasizes Open Pedagogy

A course taught this spring at the University at Albany blended an opportunity to learn about metaliteracy and information literacy with a very public-facing assignment: writing for Wikipedia. The course, Information Literacy for the Humanities and Fine Arts, participated in the Wiki Education program. Students had the opportunity to put many of the metaliteracy learning objectives and information literacy frames into practice in a way that brought them alive. More detailed information, including student reactions, can be found in a  post on the Wiki Education blog.

Metaliteracy Goals and Learning Objectives Now Available in French

We are delighted to announce that the first translation of the Metaliteracy goals and learning objectives is now available. Buts et Objectifs d’apprentissage, the French translation, has kindly been provided by Florent Michelot, a Ph.D. candidate in andragogy at the Université de Montréal. Florent is developing a self-efficacy scale, partly based on metaliteracy principles, and had translated the document in connection with that work.

We would also like to thank Patti Kingsmill at Vanier College, who recognized that this translation would benefit others if accessible on this site, and assisted us with making the connection with Florent.

Merci beaucoup, Florent et Patti!

We continue to seek translations of the goals and learning objectives into other languages. We have a volunteer to translate them into German, but she would welcome collaborating with someone else, if there is interest. And if you are able to help with another language, we would be delighted. With your assistance, information about metaliteracy will become available to larger numbers of learners globally. If you are interested, please contact Trudi Jacobson (tjacobson at albany.edu) or Tom Mackey (Tom.Mackey at esc.edu).

Register Now for Empowering Yourself in a Post-Truth World!

Registration is now open for Empowering Yourself in a Post-Truth World, a new Open edX MOOC developed by colleagues from SUNY Albany and SUNY Empire State College who work together as part of the Metaliteracy Learning Collaborative. This six-week Open edX MOOC starts on March 18, 2019, so register today!  The course examines how to address post-truth challenges through the lens of metaliteracy while exploring ways to rebuild communities of trust. The content of the course is informed by the new book published by Tom Mackey and Trudi Jacobson for ALA-Neal Schuman, Metaliterate Learning for the Post-Truth World. The MOOC is supported by a SUNY Innovative Instruction Technology Grant and is hosted by the University at Buffalo, College of Arts and Sciences Continuing Education.

The instructors for the course include Tom Mackey, Trudi Jacobson, Kelsey O’Brien, Tom Palmer, Lisa Stephens, Christine Fena, Allison Hosier, and Nicola Marae Allain. In addition to the instructors, we worked with a team that included Alena Roddick (Instructional Designer), John Hughes (Videographer), David Dickinson (Videographer), and Christine Paige (Project Manager). Thanks to Jay Stockslader, Director of Continuing Education at the University of Buffalo for supporting our MOOC on Open EdX. Check out the promo video below created by Kelsey O’Brien and register now!