Aim/Purpose: Women continue to be underrepresented in corporate leadership positions in the global market. Research examining the impact of female leadership influence on corporate sustainability over time is limited. This paper contributes to the literature addressing leadership gender, corporate sustainability, and business ethics. Background: Previous literature suggests the long-term effectiveness of corporate sustainability improves when females are in corporate leadership positions because of gender differences in business strategy and ethical considerations influenced by social roles. Methodology: This quantitative study will examine the relationships between corporate leader-ship gender, financial performance, environmental performance, social performance, and governance performance over four years. A sample of 99 multinational and large corporations participating in the Corporate Sustainability Assessment (CSA) from 2014 to 2017, were selected from the S&P 500 Dow Jones Sustainability North American Composite Index. Contribution: Examining CEO, C-Suite, and Board of Director gender influence on both financial and ESG constructs in a single study is unprecedented. This research also introduces a paradigm shift in defining and analyzing corporate sustainability constructs to create a holistic view for equal consideration of financial and nonfinancial performance. Findings: The evidence suggests the impact of female leaders on year-over-year sustainability is significantly greater than that of their male counterparts across several performance outcomes, industries, and time periods. Due to the small sample size, the effect is small; however, enough information is available to successfully test hypotheses with the proposed holistic approach. Future Research: Corporate sustainability as an area of competitive advantage for women leaders and more global studies focusing on female leadership and corporate sustainability performance over time is needed.
{"title":"Corporate Sustainability: The Impact of Corporate Leadership Gender on Year Over Year Performance","authors":"Jennoa R. Graham","doi":"10.28945/4213","DOIUrl":"https://doi.org/10.28945/4213","url":null,"abstract":"Aim/Purpose: Women continue to be underrepresented in corporate leadership positions in the global market. Research examining the impact of female leadership influence on corporate sustainability over time is limited. This paper contributes to the literature addressing leadership gender, corporate sustainability, and business ethics.\u0000\u0000Background: Previous literature suggests the long-term effectiveness of corporate sustainability improves when females are in corporate leadership positions because of gender differences in business strategy and ethical considerations influenced by social roles.\u0000\u0000Methodology: This quantitative study will examine the relationships between corporate leader-ship gender, financial performance, environmental performance, social performance, and governance performance over four years. A sample of 99 multinational and large corporations participating in the Corporate Sustainability Assessment (CSA) from 2014 to 2017, were selected from the S&P 500 Dow Jones Sustainability North American Composite Index.\u0000\u0000Contribution: Examining CEO, C-Suite, and Board of Director gender influence on both financial and ESG constructs in a single study is unprecedented. This research also introduces a paradigm shift in defining and analyzing corporate sustainability constructs to create a holistic view for equal consideration of financial and nonfinancial performance.\u0000\u0000Findings: The evidence suggests the impact of female leaders on year-over-year sustainability is significantly greater than that of their male counterparts across several performance outcomes, industries, and time periods. Due to the small sample size, the effect is small; however, enough information is available to successfully test hypotheses with the proposed holistic approach.\u0000\u0000Future Research: Corporate sustainability as an area of competitive advantage for women leaders and more global studies focusing on female leadership and corporate sustainability performance over time is needed.","PeriodicalId":249265,"journal":{"name":"Proceedings of the 2019 InSITE Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130023960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full
{"title":"Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]","authors":"Gilad Shamir","doi":"10.28945/4327","DOIUrl":"https://doi.org/10.28945/4327","url":null,"abstract":"Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school.\u0000\u0000Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice.\u0000\u0000Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. \u0000\u0000Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method.\u0000\u0000Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. \u0000\u0000Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies.\u0000\u0000Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required.\u0000\u0000Impact on Society: STEM related professions are lacking the man power required therefore the full ","PeriodicalId":249265,"journal":{"name":"Proceedings of the 2019 InSITE Conference","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130027300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.
{"title":"Combining Summative and Formative Evaluation Using Automated Assessment","authors":"J. English, T. English","doi":"10.28945/4294","DOIUrl":"https://doi.org/10.28945/4294","url":null,"abstract":"[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16]\u0000\u0000Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students.\u0000\u0000Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes.\u0000\u0000Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses.\u0000\u0000Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again.\u0000\u0000Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process.\u0000\u0000Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.","PeriodicalId":249265,"journal":{"name":"Proceedings of the 2019 InSITE Conference","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114957591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim/Purpose: The increased production of processed food, rapid urbanization, and changing lifestyles have led to a shift in dietary patterns so people are now consuming more unhealthy foods. To change unhealthy dietary patterns, there is a need to educate the individuals to keep a balanced diet that is rich in nutritional requirements. One way to educate a heterogeneous population, from preschool to adults, is by learning through games. Background: In recent years, the use of games as a pedagogical method is gaining momen-tum. Game-based learning (GBL) refers to any learning environments or activities that use games to support learning and teaching. GBL enables learners to practice skills that traditional teaching may not offer and promote more efficient learning. GBL includes various types of games; one of them is escape games (EG), which have become a popular trend in the world. Because EG are a relatively new phenomenon, the research on their development and educational value is still in its initial stages. Methodology: The current study is set to develop a methodology for ‘educational EG’ and to examine its role in promoting knowledge, awareness, and motivation toward a healthy nutrition. The study’s theoretical framework is guided by the situated learning theory, as EG are situated in a unique setting that instigates interactions between the players and between them and the learning environment. The research questions are 1. What is the educational potential of escape games? 2. Whether and how can EG promote knowledge, awareness, and motivation toward a healthy nutrition? 3. What are the predicting factors of knowledge, awareness, and motivation toward a healthy nutrition, in the context of educational EG? Contribution: The research’s contributions are in three levels: In the theoretical level, the study contributes a layer of knowledge on situated learning environments, offering a new model for the development and implementation of educational EG. In the methodological level, the study presents valid and reliable research tools for examining the effectiveness of educational EG. In the practical level, the study provides a tangible EG kit on healthy nutrition. Findings: Initial findings indicated on an overall increase in the participants’ positive views about EG as a situated learning environment. The findings also indicated that participation in an EG has a potential to promote knowledge and awareness of nutrition-related issues. The players’ motivation to learn about nutrition increased after participating in the game, mainly due to an increase in their sense of self-efficacy.
{"title":"Promoting Healthy Nutrition through Educational Escape Games","authors":"Tal Yachin, M. Barak","doi":"10.28945/4362","DOIUrl":"https://doi.org/10.28945/4362","url":null,"abstract":"Aim/Purpose: The increased production of processed food, rapid urbanization, and changing lifestyles have led to a shift in dietary patterns so people are now consuming more unhealthy foods. To change unhealthy dietary patterns, there is a need to educate the individuals to keep a balanced diet that is rich in nutritional requirements. One way to educate a heterogeneous population, from preschool to adults, is by learning through games.\u0000\u0000Background: In recent years, the use of games as a pedagogical method is gaining momen-tum. Game-based learning (GBL) refers to any learning environments or activities that use games to support learning and teaching. GBL enables learners to practice skills that traditional teaching may not offer and promote more efficient learning. GBL includes various types of games; one of them is escape games (EG), which have become a popular trend in the world. Because EG are a relatively new phenomenon, the research on their development and educational value is still in its initial stages.\u0000\u0000Methodology: The current study is set to develop a methodology for ‘educational EG’ and to examine its role in promoting knowledge, awareness, and motivation toward a healthy nutrition. The study’s theoretical framework is guided by the situated learning theory, as EG are situated in a unique setting that instigates interactions between the players and between them and the learning environment. The research questions are 1. What is the educational potential of escape games? 2. Whether and how can EG promote knowledge, awareness, and motivation toward a healthy nutrition? 3. What are the predicting factors of knowledge, awareness, and motivation toward a healthy nutrition, in the context of educational EG?\u0000\u0000Contribution: The research’s contributions are in three levels: In the theoretical level, the study contributes a layer of knowledge on situated learning environments, offering a new model for the development and implementation of educational EG. In the methodological level, the study presents valid and reliable research tools for examining the effectiveness of educational EG. In the practical level, the study provides a tangible EG kit on healthy nutrition.\u0000\u0000Findings: Initial findings indicated on an overall increase in the participants’ positive views about EG as a situated learning environment. The findings also indicated that participation in an EG has a potential to promote knowledge and awareness of nutrition-related issues. The players’ motivation to learn about nutrition increased after participating in the game, mainly due to an increase in their sense of self-efficacy.","PeriodicalId":249265,"journal":{"name":"Proceedings of the 2019 InSITE Conference","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116285639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim/Purpose: This paper discusses theoretical and curricular aspects of computational thinking in curriculum and challenges noticed on introducing recent ICT perspectives in Australian Schools. Background: It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were de-signed nationally and in the New South Wales state. Methodology: This paper uses qualitative research methods such as content analysis and text analysis methods. Contribution This research analyzes some recent trends in introducing computational thinking and explore the was these reforms are described in the official documents. Findings: It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking largely underperforming. Recommendations for Practitioners: It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools. Future Research: Future research needs to explore reasons for delaying these reforms of introduc-ing computational thinking.
{"title":"Views and Tendencies of Introducing Computational Thinking in Australian Schools [Research in Progress]","authors":"Dorian Stoilescu","doi":"10.28945/4348","DOIUrl":"https://doi.org/10.28945/4348","url":null,"abstract":"Aim/Purpose: This paper discusses theoretical and curricular aspects of computational thinking in curriculum and challenges noticed on introducing recent ICT perspectives in Australian Schools.\u0000\u0000Background: It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were de-signed nationally and in the New South Wales state. \u0000\u0000Methodology: This paper uses qualitative research methods such as content analysis and text analysis methods.\u0000Contribution This research analyzes some recent trends in introducing computational thinking and explore the was these reforms are described in the official documents. \u0000\u0000Findings: It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking largely underperforming.\u0000\u0000Recommendations for Practitioners: It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools.\u0000\u0000Future Research: Future research needs to explore reasons for delaying these reforms of introduc-ing computational thinking.","PeriodicalId":249265,"journal":{"name":"Proceedings of the 2019 InSITE Conference","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117072705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim/Purpose: This paper describes the growing need for a new transdiscipline in cyberbiosecurity as well historical challenges associated with knowledge generation and integration among contributing disciplines. Background: Within the United States, there is an emerging call for cyberbiosecurity; however, cyberbiosecurity roles, practices and metrics have not been defined and federal agencies appear uncertain regarding how to proceed. Methodology: Scoping study. Contribution: This paper describes student research that is in progress. The research is aimed at providing a foundation for development of a cyberbiosecurity transdisciplinary knowledge framework. Findings: Key contributing disciplines such as safety and security have been slow to integrate; novel methods will be required to accelerate effective cyberbiosecurity. Recommendations for Practitioners and Researchers: Collaborate to form this new transdiscipline. Impact on Society: This research is intended to reduce stakeholder uncertainty and accelerate formation of cyberbiosecurity as an effective transdiscipline. Future Research: In-depth study that includes continued content review and analysis of knowledge artifacts and practices across contributing disciplines and engage-ment with stakeholders at different levels of government and industry to develop a cyberbiosecurity knowledge framework.
{"title":"The Growing Need for Cyberbiosecurity","authors":"G. Turner","doi":"10.28945/4337","DOIUrl":"https://doi.org/10.28945/4337","url":null,"abstract":"Aim/Purpose: This paper describes the growing need for a new transdiscipline in cyberbiosecurity as well historical challenges associated with knowledge generation and integration among contributing disciplines.\u0000\u0000Background: Within the United States, there is an emerging call for cyberbiosecurity; however, cyberbiosecurity roles, practices and metrics have not been defined and federal agencies appear uncertain regarding how to proceed.\u0000\u0000Methodology: Scoping study. \u0000\u0000Contribution: This paper describes student research that is in progress. The research is aimed at providing a foundation for development of a cyberbiosecurity transdisciplinary knowledge framework.\u0000\u0000Findings: Key contributing disciplines such as safety and security have been slow to integrate; novel methods will be required to accelerate effective cyberbiosecurity. \u0000\u0000Recommendations for Practitioners and Researchers: Collaborate to form this new transdiscipline.\u0000\u0000Impact on Society: This research is intended to reduce stakeholder uncertainty and accelerate formation of cyberbiosecurity as an effective transdiscipline. \u0000\u0000Future Research: In-depth study that includes continued content review and analysis of knowledge artifacts and practices across contributing disciplines and engage-ment with stakeholders at different levels of government and industry to develop a cyberbiosecurity knowledge framework.","PeriodicalId":249265,"journal":{"name":"Proceedings of the 2019 InSITE Conference","volume":"41 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125911177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim/Purpose: In this paper we wish to present a new direction for the instruction of a Principles of Programming Languages (PPL) course. Background: Teaching PPL using the standard curriculum found that the students do not understand the overall concepts, getting lost in the abundance of minute details. We needed a way to emphasize the higher level constructs important to this body of knowledge. Methodology: This is a course description paper, describing how we instruct a PPL course at our college. Contribution: To share with the CS education community the approach we developed to effectively teach the very important PPL course. Findings: Using the integrative approach presented, we believe that • relative to the previous, and commonplace, PPL teaching approach, this is a very effective and successful way for conveying this important subject matter, and • our new teaching approach gave the students a professional maturity that they lacked before they took the course. Recommendations for Practitioners: Do not be scared to experiment with new ways of teaching. Do not think that you must teach the way the books tell it. If it doesn’t feel right, it probably isn’t. Future Research: All our insights about the use of the presented teaching approach are non-empirical. Future research should thoroughly analyze the results from teach-ing/learning theories points of view using standard CSE techniques.
{"title":"Did You Also Fall Asleep During a Principles of Programming Languages Lecture? How Did a Re-design of a PPL Course Succeed to Keep the Students Tuned-in? [Discussion paper]","authors":"M. Goldstein, Ariel Stulman","doi":"10.28945/4329","DOIUrl":"https://doi.org/10.28945/4329","url":null,"abstract":"Aim/Purpose: In this paper we wish to present a new direction for the instruction of a Principles of Programming Languages (PPL) course. \u0000\u0000Background: Teaching PPL using the standard curriculum found that the students do not understand the overall concepts, getting lost in the abundance of minute details. We needed a way to emphasize the higher level constructs important to this body of knowledge.\u0000\u0000Methodology: This is a course description paper, describing how we instruct a PPL course at our college. \u0000\u0000Contribution: To share with the CS education community the approach we developed to effectively teach the very important PPL course.\u0000\u0000Findings: Using the integrative approach presented, we believe that \u0000• relative to the previous, and commonplace, PPL teaching approach, this is a very effective and successful way for conveying this important subject matter, and\u0000• our new teaching approach gave the students a professional maturity that they lacked before they took the course.\u0000\u0000Recommendations for Practitioners: Do not be scared to experiment with new ways of teaching. Do not think that you must teach the way the books tell it. If it doesn’t feel right, it probably isn’t.\u0000\u0000Future Research: All our insights about the use of the presented teaching approach are non-empirical. Future research should thoroughly analyze the results from teach-ing/learning theories points of view using standard CSE techniques.","PeriodicalId":249265,"journal":{"name":"Proceedings of the 2019 InSITE Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129451334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim/Purpose: In the face of the onslaught of fake news, we aim to address the challenge of how we, as academics, can guide our students to be able to critically assess and evaluate information. Background Fake news has assumed alarming proportions and is a challenge to academia, organizations, causes and governments. How can our students be prepared to deal with this challenge? Methodology: Development of guidelines based on a literature review of multiple literatures. Contribution A set of guidelines is presented, which can be used by academics and students in their determination of which is valid and truthful information and which is fake. Findings: A set of guidelines in which the core aspects of information and fake news communication as discussed. They are: fake news; social media; and the receiver’s motivation; expectations; attitudes, biases, predispositions and brand loyalty; media engagement; and reference groups. Recommendations for Practitioners: The guidelines will help students deal with the phenomenon of fake news. Recommendations for Researchers: This research shows how communication theory can be used to address fake news. It also demonstrates a multi-disciplinary approach. Impact on Society: Greater caution and discernment regarding information will be instilled into the minds of our students as future leaders of our economies and society. Future Research: Qualitative and quantitative expansion and testing of the validity of the find-ings; further testing of the impact of age, gender, culture and discipline studied on the influential factors proposed.
{"title":"Addressing the Challenge of Guiding Our Students on how to Deal with Fake News","authors":"Val A. Hooper","doi":"10.28945/4341","DOIUrl":"https://doi.org/10.28945/4341","url":null,"abstract":"Aim/Purpose: In the face of the onslaught of fake news, we aim to address the challenge of how we, as academics, can guide our students to be able to critically assess and evaluate information.\u0000Background Fake news has assumed alarming proportions and is a challenge to academia, organizations, causes and governments. How can our students be prepared to deal with this challenge?\u0000\u0000Methodology: Development of guidelines based on a literature review of multiple literatures. \u0000Contribution A set of guidelines is presented, which can be used by academics and students in their determination of which is valid and truthful information and which is fake.\u0000\u0000Findings: A set of guidelines in which the core aspects of information and fake news communication as discussed. They are: fake news; social media; and the receiver’s motivation; expectations; attitudes, biases, predispositions and brand loyalty; media engagement; and reference groups.\u0000\u0000Recommendations for Practitioners: The guidelines will help students deal with the phenomenon of fake news.\u0000\u0000Recommendations for Researchers: This research shows how communication theory can be used to address fake news. It also demonstrates a multi-disciplinary approach.\u0000\u0000Impact on Society: Greater caution and discernment regarding information will be instilled into the minds of our students as future leaders of our economies and society.\u0000\u0000Future Research: Qualitative and quantitative expansion and testing of the validity of the find-ings; further testing of the impact of age, gender, culture and discipline studied on the influential factors proposed.","PeriodicalId":249265,"journal":{"name":"Proceedings of the 2019 InSITE Conference","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133666786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim/Purpose: The paper explores the success of KGB Operation SIG to incite hatred for the purpose of overthrowing a democracy. Background: About 50 years ago, the KGB created the means to create upheaval in the middle east. This paper explores one such campaign and reveals some disinformation techniques in use today. Methodology: The paper brings together literature from many fields in its exploration of Operation SIG. Contribution: The paper reveals the role of the KGB in the PLO’s campaign to replace Israel with an Arab Muslim state Findings: Operation SIG is an early and extremely successful example of the Soviet/Russian campaign to disrupt democracy. Impact on Society: The recurrence of antisemitism, particularly on campus, can be attributed to Operation SIG.
{"title":"The KGB’s Operation SIG: A 50-Year Campaign to Incite Hatred of Israel and Jews [Research in Progress]","authors":"Elizabeth S. Cohen, Elizabeth C. Boyd","doi":"10.28945/4357","DOIUrl":"https://doi.org/10.28945/4357","url":null,"abstract":"Aim/Purpose: The paper explores the success of KGB Operation SIG to incite hatred for the purpose of overthrowing a democracy.\u0000\u0000Background: About 50 years ago, the KGB created the means to create upheaval in the middle east. This paper explores one such campaign and reveals some disinformation techniques in use today. \u0000\u0000Methodology: The paper brings together literature from many fields in its exploration of Operation SIG.\u0000\u0000Contribution: The paper reveals the role of the KGB in the PLO’s campaign to replace Israel with an Arab Muslim state\u0000\u0000Findings: Operation SIG is an early and extremely successful example of the Soviet/Russian campaign to disrupt democracy.\u0000\u0000Impact on Society: The recurrence of antisemitism, particularly on campus, can be attributed to Operation SIG.","PeriodicalId":249265,"journal":{"name":"Proceedings of the 2019 InSITE Conference","volume":"164 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121696371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim/Purpose: The goal of the paper is to consider how the informing phenomenon referred to as “fake news” can be characterized using existing informing science conceptual schemes. Background: A brief review of articles relating to fake news is presented after which potential implications under a variety of informing science frameworks are considered. Methodology: Conceptual synthesis. Contribution: Informing science appears to offer a unique perspective on the fake news phenomenon. Findings: Many aspects of fake news seem consistent with complexity-based conceptual schemes in which its potential for establishing or reinforcing group membership outweighs its factual informing value. Recommendations for Practitioners: The analysis suggests that conventional approaches to combatting fake news, such as reliance on fact checking, may prove largely ineffective because they fail to address the underlying motivation for absorbing and creating fake news. Recommendations for Researchers: Acceptance of fake news may be framed as an element of a broader information seeking strategy independent of the message it conveys. Impact on Society: The societal impact of believing of fake news may prove to be less important than its long term impact on the perceived reliability of informing channels. Future Research: A broad array of research questions warranting further investigation are posed.
{"title":"Fake News and Informing Science [Abstract]","authors":"Grandon Gill","doi":"10.28945/4259","DOIUrl":"https://doi.org/10.28945/4259","url":null,"abstract":"Aim/Purpose: The goal of the paper is to consider how the informing phenomenon referred to as “fake news” can be characterized using existing informing science conceptual schemes.\u0000\u0000Background: A brief review of articles relating to fake news is presented after which potential implications under a variety of informing science frameworks are considered.\u0000\u0000Methodology: Conceptual synthesis.\u0000\u0000Contribution: Informing science appears to offer a unique perspective on the fake news phenomenon.\u0000\u0000Findings: Many aspects of fake news seem consistent with complexity-based conceptual schemes in which its potential for establishing or reinforcing group membership outweighs its factual informing value.\u0000\u0000Recommendations for Practitioners: The analysis suggests that conventional approaches to combatting fake news, such as reliance on fact checking, may prove largely ineffective because they fail to address the underlying motivation for absorbing and creating fake news.\u0000\u0000Recommendations for Researchers: Acceptance of fake news may be framed as an element of a broader information seeking strategy independent of the message it conveys.\u0000\u0000Impact on Society: The societal impact of believing of fake news may prove to be less important than its long term impact on the perceived reliability of informing channels.\u0000\u0000Future Research: A broad array of research questions warranting further investigation are posed.","PeriodicalId":249265,"journal":{"name":"Proceedings of the 2019 InSITE Conference","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117332143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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