ARTS005 Life in cyberspace

Faculty of Arts
Spring 2022
Extent and Intensity
2/0/0. 5 credit(s). Type of Completion: k (colloquium).
Teacher(s)
RNDr. Michal Černý, Ph.D. (lecturer)
PhDr. Martin Krčál, DiS., Ph.D. (lecturer)
Mgr. Tomáš Marek (lecturer)
Mgr. Pavlína Mazáčová, Ph.D. (lecturer)
PhDr. Petr Škyřík, Ph.D. (lecturer)
Mgr. Hana Tulinská (lecturer)
Mgr. David Kudrna (seminar tutor)
Mgr. Kateřina Rajsová (seminar tutor)
Guaranteed by
PhDr. Petr Škyřík, Ph.D.
Department of Information and Library Studies – Faculty of Arts
Contact Person: Mgr. Alice Lukavská
Supplier department: Department of Information and Library Studies – Faculty of Arts
Timetable
Wed 14:00–15:40 B2.13
Prerequisites
!PROGRAM(B-ISK_)||(PROGRAM(B-ISK_)&&( ARTS001 Cognitive Sciences || ARTS002 Approaches to language || ARTS003 Contemporary culture || ARTS004 Homer and European literature || ARTS006 The Fall of an Empire || ARTS007 Germanic literatureNobel Prize || ARTS008 Argumentation and Logic || ARTS009 Czech 101 || ARTS010 History of Mongolia and steppe empires || ARTS011 Transformations of Christian Europe: Visions, Critical Analysis and Discussions || ARTS012 Cult. Constr. of Other. || ARTS013 Slavonic Areas || ARTS014 How to read World Literature. || ARTS015 Humans as a cultural species || ARTS016 Medieval Literary Life || ARTS017 Life after Death in Arts || ARTS018 || ARTS019 Shakespeare and Marriage || ARTS020 Digital Humanities || ARTS021 Art and Culture in Cent.Europe || ARTS022 Transformations of the stories ))
The course does not define any prerequisites.
Course Enrolment Limitations
The course is offered to students of any study field.
The capacity limit for the course is 140 student(s).
Current registration and enrolment status: enrolled: 21/140, only registered: 0/140, only registered with preference (fields directly associated with the programme): 0/140
Course objectives
Are you one of students who are surrounded by online applications, modern technologies and their various tweaks, but do you need to be better oriented to serve you, not to be their servants? Or do you still refuse modern technology so far, but how do you use it for everyday life and study or work? A new course MUNI is intended for both categories of students. The content of the course complements the 21st century student curriculum with the necessary competency framework. Its goal is to provide students with a theoretical and practical basis that will enable them to use modern technology efficiently and routinely for routine activities of their lives and to think critically about technologies.
Learning outcomes
Student will be able to:
  • Recognize the basic trends, problems and challenges of moving a college student in cyberspace;
  • Know the right online tools for different areas of your life (shopping, entertainment, hobbies, travel, health, finance management, government contact, etc.);
  • Choose in cyberspace specific technologies and tools that are useful for personal and professional development and lifelong learning - for example, an appropriate online platform for reading and communication management; for self-quantification, for example, when moving in nature and on a normal day; a suitable course for online study and successful study; a tool for creating and managing notes or calendars; online finance management platform, etc .;
  • be familiar with online tools for personal information management;
  • Design your own personal information environment and manage and develop it effectively.
    • Syllabus
    • 1. Education in cyberspace I - in this block we will focus on the phenomenon of transforming education in connection with the advent of modern technologies. How do you create a personal learning environment? What are MOOCs and what can be of interest? What is needed for studying online courses and how to proceed in the case of study so that you can complete the course? And how and why are we actually learning?
    • 2. Humanities and cultivation of aesthetics in cyberspace - the lecture will focus on Digital Humanities in the context of the academic environment, and on what surrounds us in cyberspace, also in leisure time and to enhance the spirit - eg memory institutions (libraries and collections, repositories), open education in humanities, etc.
    • 3.-4. Open data for citizens in cyberspace - the phenomenon of open data is changing the way of civic participation. In some countries, opening is self-sustaining; This is one of the reasons why we will look at ways of accessing data in our country (eg through Act 106/1999) and what the existence of open data can lead to: fact-checking services, contract registers, etc. We will also talk about the importance of opening data in science.
    • 5. Automation tools for life in cyberspace - together we focus on tools that can greatly simplify work and automate everyday activities. In addition to practical tips, we will also stop on topics such as robotization, the basics of algorithmic thinking, Smart City, IoT, smart household or smart dust.
    • 6. My cyber(in)security - who sees everything we do on the Internet? How to achieve anonymity and protect your privacy? And what makes such protection redeemed? The lecture will focus on the phenomenon of anonymization and surveillance in cyberspace, on the topic of digital traces, misinformation, data leaks, security and privacy in the context of university life and study.
    • 7. Immersive virtual reality education - The use of immersive virtual reality is a new trend in education in many fields. Immersive virtual reality is a medium that offers users the opportunity for a much more realistic experience, can take a person to another time (eg a medieval castle), hard-to-reach space (eg space), or view the world from an unusual perspective (eg be inside cells). The crucial question is what advantages and / or disadvantages virtual reality represents and how it should be used.
    • 8. Immersive virtual reality research - Immersive virtual reality is a tool that directly offers to be used for research in the social sciences. In virtual reality, we can very precisely control the research conditions and at the same time we have the opportunity to creatively manipulate and achieve such an experience of the examined persons, which is close to the real conditions. At the same time, we can obtain very detailed data on an individual's behavior, starting with motion trekking, through eye trekking to measuring physiological and neurophysiological variables.
    • 9. Presentation and publishing in cyberspace - the lecture will introduce interesting and appropriate online tools and platforms for university students for self publishing and management of personal publishing output for educational and self-development needs.
    • 10. Education in cyberspace II - in this section, we will focus on open education, open sources and self-directed learning. At the same time, we open up the topic of human-AI cooperation and show some practical information.
    • 11. Learning and identity in cyberspace. Digital portfolio as selfie 2.0 - In the meeting we will focus on the digital educational portfolio as a tool for learning, reflection and self-creation. What is the significance of recording your teachings? Why online and public? Where and how to establish a portfolio?
    • 12. Learning, interaction and feedback in cyberspace - Can we learn on our own? Is feedback equivalent to criticism? How to get feedback from a person or machine? How to be a good student but also a co-student? In the meeting, we will focus on the importance of interaction and feedback for self-directed learning and the functioning of the learning community. The topic is related to peer-assessment.
    • 13. Ecosystem in cyberspace - in this block we will focus on how to organize your own information and knowledge (personal information and knowledge management) and personal time management - with online tools ranging from notes, tasks to calendars or mails, etc.
    Literature
      recommended literature
    • ČERNÝ, Michal. Jak učit sám sebe. 1. vyd. Brno: BizBooks, 2016. 176 s. ISBN 978-80-265-0519-8.
    • ČERNÝ, Michal. Digitální informační kurátorství jako univerzální edukační přístup: Pragmatická edukační teorie a její prakticko-výzkumná implementace. 2. vyd. Brno: Masarykova univerzita. 2019. 206 s. ISBN 978-80-210-9233-4.
      not specified
    • WHITTAKER, Steve; SIDNER, Candace. Email overload: exploring personal information management of email. Culture of the Internet, 1997, 277-295.
    • The conservative turnLionel Trilling, Whittaker Chambers, and the lessons of anti-communism. Edited by Michael Kimmage. Cambridge, Mass.: Harvard University Press, 2009, xiv, 419 p. ISBN 0674032586. info
    Teaching methods
    Lectures, discussions, individual tasks.
    Assessment methods
    To successfully complete the course, it is necessary to: - have at least 50% attendance (6x) OR at lower attendance for each absence, it is obligatory to prepare a essay on the topic of a specific lecture (1800 characters) - develop at least 50% micro-tasks related to lectures (6x) - pass the final test including questions reflecting the content of individual lectures (students will receive questions continuously, always within 14 days after the lecture)
    Language of instruction
    Czech
    Further Comments
    Study Materials
    The course is taught annually.
    Listed among pre-requisites of other courses
    The course is also listed under the following terms Autumn 2019, Spring 2020, Spring 2021, Spring 2023.
    • Enrolment Statistics (Spring 2022, recent)
    • Permalink: https://is.muni.cz/course/phil/spring2022/ARTS005