Cadwalladr (2017). The great British Brexit robbery: How our democracy was hijacked.

“And it was Facebook that made it possible. It was from Facebook that Cambridge Analytica obtained its vast dataset in the first place. Earlier, psychologists at Cambridge University harvested Facebook data (legally) for research purposes and published pioneering peer-reviewed work about determining personality traits, political partisanship, sexuality and much more from people’s Facebook ‘likes’.” (¶41)

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Stoycheff (2016). Under Surveillance: Examining Facebook’s Spiral of Silence Effects in the Wake of NSA Internet Monitoring.

“… those holding the dominant opinion eagerly volunteered their ideas [page break] … but the ‘nothing to hide’ group seemed to experience some degree of dissonance when their views were in the minority, as they were inclined to ‘hide’ them.” (p 307-308)

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Kinasevych (2016). Time To Learn: Doing Away With Deadlines In Post-Secondary Education.

The assessment of learning was merged with time limits, “a compromise for the sake of administrative efficiency” (Wesman, 1949, p. 51). Deadline performance became a proxy for actual learning, thereby diminishing learner autonomy, motivation, and creativity (Deci & Ryan, 2012).

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Hulleman & Barron (2015). Motivation Interventions in Education: Bridging Theory, Research, and Practice.

“… growth mindset (i.e., belief that intelligence increases over time by engaging in challenging learning activities) … By helping students understand that being challenged can facilitate their learning, an intervention that targets growth mindsets enhances confidence in the ability to learn and achieve performance outcomes.” (p 12)

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