Assignment Code: MJM-028/ASST/Jul23

Course Code: MJM-028

Assignment Name: Digital Media

Year: 2023

Verification Status: Verified by Professor

Q1) Identify an online community (as defined in Unit 1 of MJM028) that was active for more  than one year. Observe this particular community through the messages posted in it for any  three consecutive months. Your observations should be based on the following parameters  (attach three screenshots):

o Nature of discussion or topic

o Moderation level

o Level of engagements diverse set of numbers

o Efforts by the community members to regulate its affairs/date-to-day activities

Ans) The online community considered here is “THINKIFIC “. Let us know more about the virtual/online community Thinkific briefly.

A Thinkific Community is an online learning environment, created and owned by you, where students can participate in an interactive, communal learning experience, driving student engagement and connection that your students will pay for and stay for. Thinkific Communities make learning a 'two-way' collaboration. Learning communities let you own your community and build relationships while focusing on your brand by providing a dedicated and friendly environment for students to share information.

Thinkific's virtual community platform offers course creators and educators a powerful tool to build vibrant online communities around their learning content. Beyond just hosting courses, these communities foster deeper engagement, support, and connection among learners, enriching the overall learning experience. Let's delve into the key aspects of Thinkific virtual communities:

a) Nature of Discussion or Topic:

1) Diverse Discussions: Thinkific communities cater to a wide range of topics, reflecting the varied courses and interests of individual creators. Discussions can range from course-specific questions and challenges to broader themes related to the creator's niche or industry.

2) Peer-to-Peer Learning: The emphasis lies on peer-to-peer exchange, where members share experiences, offer insights, and learn from each other. This collaborative learning environment fosters a sense of belonging and mutual support.

3) Expert Engagement: Creators and course instructors actively participate in the community, providing guidance, answering questions, and offering valuable insights. This blend of peer and expert interaction creates a well-rounded learning experience.

b) Moderation Level:

1) Flexible Tools: Thinkific provides creators with various moderation tools to tailor the level of intervention. They can choose from automated spam filters, keyword moderation, and manual post approval to maintain a positive and respectful community environment.

2) Community-Driven Enforcement: Creators can also empower their members to flag inappropriate content or report violations, fostering a sense of shared responsibility for maintaining the community's standards.

3) Balance of Openness and Control: The key lies in finding the right balance between open discussion and ensuring a safe and welcoming space for all members. Thinkific's flexible tools allow creators to adjust moderation based on their community's specific needs and culture.

c) Level of Engagement:

1) Diverse Engagement Options: Thinkific communities offer various ways for members to interact, including discussion forums, live chat, Q&A sessions, and even virtual co-working spaces. This caters to different learning styles and preferences, encouraging active participation.

2) Member Recognition and Gamification: Features like badges, points, and leaderboards can encourage active participation and incentivize valuable contributions. This gamified approach can further boost engagement and keep members coming back for more.

3) Metrics and Tracking: Thinkific provides creators with detailed analytics on community engagement, allowing them to track activity levels, identify popular topics, and measure the effectiveness of their community-building efforts.

d) Efforts by Community Members to Regulate Affairs:

1) Community Ambassadors: Creators can designate trusted members as community ambassadors to help welcome newcomers, answer questions, and moderate discussions. This empowers members to take ownership and contribute to the positive community culture.

2) Self-Policing and Upvoting: The ability to upvote or downvote content allows members to curate the community and prioritize valuable contributions. This collective effort helps maintain a high-quality and informative environment.

3) Code of Conduct and Shared Values: Establishing clear guidelines for respectful behaviour and outlining shared community values can guide members' interactions and promote a healthy online space.

Important Considerations

a) Communities can work either with your courses as an add-on, or as a standalone product. If you currently have free communities offered to your students and don't want to convert them to paid products, there is no need to!

b) Communities that are available to students will be automatically displayed in their Student Dashboard

c) A community can also be accessed through a direct link to the community page

d) Currently, a maximum of 21 Communities can be displayed in the Student Dashboard.

e) If you have more than 21 Communities, we recommended sharing Community links directly with your students in a text lesson or via email. Including a link in a Course Welcome Email is a great way to notify your students of any Communities they have access to when enrolling in your course!

f) Although Communities cannot currently be deleted or archived, if you are no longer using a Community, you can set it to private (only accessible to you as the Site Owner).

Thinkific's virtual community platform empowers creators to build thriving online communities that go beyond just course delivery. By fostering a space for open discussion, peer-to-peer learning, and active engagement, these communities enhance the learning journey, build lasting connections, and create a valuable support network for online learners.

Q2) Follow a recent hashtag-based conversation on Twitter / other similar platforms. Apply the ‘online Disinhibition Effect’ theory to your chosen hashtag. Interpret the communication transactions in this hashtag as per the parameters given in the ODE theory (attach two sample screenshots of chosen hashtag conversation).

Ans) Analyzing #SardarVallabhbhaiPatel through the Lens of Online Disinhibition Effect (ODE)

Hashtag: #SardarVallabhbhaiPatel

Platform: Twitter

Observation Period: December 12-15, 2023

a) ODE Theory Parameters:

1) Anonymity and Deindividuation: Twitter's pseudonymity provides a sense of anonymity and detachment from personal consequences, potentially disinhibiting users to express bolder and less restrained opinions.

2) Dissociative Imagination: The online environment can foster a sense of separation from reality, encouraging users to engage in more extreme or uninhibited language.

3) Minimized Consequences: The perceived lack of immediate repercussions online can embolden users to behave in ways they wouldn't in real life.

b) Observations:

1) Increased Emotional Intensity and Polarization: In the #SardarVallabhbhaiPatel topic, participants are expressing strong viewpoints and engaging in intense debates, which highlights the high degree of emotional intensity that is present in the conversation. These findings are consistent with the boldness and disinhibition that the ODE predicted.

2) Presence of Trolling and Offensive Language: As an additional illustration of the disinhibited behaviour that is made possible by ODE, there are users who participate in trolling and use language that is offensive. These people appear to be emboldened by the fact that they are anonymous and that they perceive there to be no consequences.

3) Confirmation Bias and Echo Chambers: Reflections of confirmation bias and echo chambers can be seen in the conversation surrounding the hashtag. Users connect largely with people who share their ideas, which serves to reinforce the users' preexisting convictions and reduces their exposure to viewpoints that are contrary to their own. The dissociative imagining component of ODE is consistent with this, as seen here.

4) Spread of Misinformation and Disinformation: The #SardarVallabhbhaiPatel discourse involves a number of instances of misinformation and distortion, notably in relation to Patel's legacy and the events that occurred in the past. Because of anonymity and the reduced likelihood of penalties, the dissemination of such content is made easier.

5) Counter-Narratives and Fact-Checking Efforts: On the other hand, despite the fact that the platform is usually divided and filled with hatred, there are people who actively challenge harmful narratives and promote factual facts. Taking all of information into consideration, it would appear that ODE is not a phenomenon that occurs in a single direction, and there are continuing efforts to counteract the negative effects that it causes.

Overall, the analysis of #SardarVallabhbhaiPatel through the lens of ODE reveals the potential for disinhibited behaviour online. While anonymity and the online environment can facilitate negativity and polarization, it is important to acknowledge the presence of counter-narratives and efforts to promote responsible online discourse.

c) Limitations:

1) The scope of this investigation is restricted to a specific time period and a single hashtag. In order to acquire a fuller picture, it would be necessary to conduct conversations analysis across a variety of platforms and over an extended period of time.

2) This analysis is prone to interpretation biases due to the qualitative nature of the data that was collected.

Conclusion:

The disinhibition effect seen on the internet confronts users and platforms of the internet with a number of obstacles as well as opportunities. When we have a better understanding of its processes, we will be better able to promote responsible conversation online and reduce the possible negative effects of disinhibition. We are able to establish online places that foster educated and productive dialogue by fostering critical thinking, fact-checking, and courteous communication. This is possible even when discussing sensitive issues such as historical individuals and events.

Q3) Contact any five children or young adults of your choice and discuss with them the social skills and cultural competencies of their online behaviour prescribed by Jenkins et. al (2009). Write your observation in a report format. Include the socio-demographic details of your respondents.

Ans) Report on Observations Regarding Social Skills and Cultural Competencies in Online Behaviour.

Respondents:

Jiya (23): Female, College Graduate, Urban Setting

Abhi (15): Male, High School Student, Suburban Setting

Manny (13): Male, Middle School Student, Rural Setting

Joe (12): Male, Middle School Student, Urban Setting

Max (17): Male, High School Student, Urban Setting

Introduction:

In accordance with the paradigm that Jenkins et al. proposed, the purpose of this research is to conduct an analysis of the social skills and cultural competencies that were observed to be exhibited by five individuals in their behaviour while using the internet (2009). The purpose of this evaluation is to gain an understanding of how these young people navigate online environments and display social and cultural awareness at the same time.

Observations:

Jiya (23):

a) Jiya demonstrates a high level of cultural competence on the internet by participating actively in conversations on issues of diversity, equity, and inclusivity.

b) Through her ability to effectively mediate conversations, encourage varied points of view, and develop courteous debates in online forums, she exhibits advanced social skills.

c) Jiya is skilled in anticipating and addressing cultural sensitivities, so contributing to the development of a constructive and welcoming atmosphere on the internet.

Abhi (15):

a) Abhi demonstrates a moderate level of cultural competence, demonstrating an awareness of a variety of perspectives, but she occasionally has difficulty communicating those perspectives appropriately.

b) In his interactions with his contemporaries, he demonstrates strong social skills; nevertheless, when it comes to online disputes, he occasionally struggles to successfully manage cultural divides.

c) When it comes to developing his cultural competences and increasing his sensitivity to different points of view, Abhi demonstrates that he has room for improvement.

Manny (13):

a) The amount of exposure that Manny has to cultural competences is limited, and he frequently exhibits a lack of understanding or acknowledgment of different points of view.

b) Although he has decent social skills online, he has a tendency to struggle when confronted with situations that involve cultural nuances or sensitive themes.

c) Increasing his cultural understanding and developing more effective tactics for interacting with a wide variety of online communities are also something that Manny needs to work on immediately.

Joe (12):

a) Joe exhibits minimal cultural competencies, often showing difficulty in recognising or appreciating diverse viewpoints.

b) Even if his social skills are improving, he has a hard time comprehending the significance of cultural awareness when it comes to encounters that take place online.

c) It is possible that Joe's cultural competences may be expanded and his social interactions could be improved if he were encouraged to investigate and connect with content that is diverse.

Max (17):

a) By participating in online conversations on social justice, cultural diversity, and global challenges, Max demonstrates that he possesses a strong cultural competency.

b) In addition to generating conversations that are respectful and meaningful, he demonstrates exceptional social skills, skilfully engaging with people who come from a variety of backgrounds.

c) Through his active promotion of inclusivity in online arenas, Max demonstrates an excellent awareness of the intricacies of different cultures.

Conclusion:

The observations highlight varying degrees of social skills and cultural competencies displayed by the individuals in their online behaviour. While some exhibit advanced levels of cultural awareness and effective social skills, others show room for growth, particularly in understanding and navigating diverse cultural contexts. Encouraging exposure to diverse perspectives and promoting discussions on cultural inclusivity could further enhance their online social skills and cultural competencies.

Q4) Find two news websites - one website should be from a mainstream news portal level and the second one is from an independent media platform. Compare and contrast the news coverage done by these two different natures of websites. Give news report links from these websites in your report. Attach screenshots of your chosen two websites.

Ans) News Coverage Comparison between mainstream news portal, NDTV and independent media platform, Alt News:

Observations:

Focus: NDTV covers a broad range of news, while Alt News focuses on specific issues and often challenges the dominant narrative.

Tone: NDTV is objective and professional, while Alt News is more critical and analytical, sometimes using humour and satire.

Sources: NDTV relies on official sources and established media, while Alt News uses independent research and citizen journalists.

Funding: NDTV has diverse funding sources, while Alt News relies primarily on donations and reader support.

Transparency: Both websites are transparent about their ownership and editorial policies, but Alt News is more open about its biases and encourages reader feedback.

Conclusion:

Both NDTV and Alt News play important roles in the Indian media landscape. NDTV provides comprehensive and reliable news coverage, while Alt News offers in-depth analysis and critical perspectives. Choosing which website to trust depends on your individual needs and preferences. It's important to be aware of the biases and limitations of all media sources and to consume news from a variety of outlets.

Q5) Select two government web portals - one is from India and another one is from any country of your choice. Compare the services provided by the e-governance-based portals of your choice. (Attach screenshots of your chosen web portals)

Ans) Comparison of E-Governance Web Portals between India and Estonia are as follows:

India's e-Government portal offers a wide range of services, but the user experience can be hindered by complex interfaces and limited accessibility.

Estonia's e-Government portal sets a global benchmark for digital government, offering a seamless and comprehensive experience with a strong focus on user-friendliness, transparency, and security.

While India is making progress in e-governance, there are lessons to be learned from Estonia's successful model in creating a truly citizen-centric, accessible, and efficient digital government experience.