Aastha B

During a recent visit to Denver, I had the chance to explore some incredible habitats at the local zoo and aquarium—and I was genuinely amazed at how much I learned about ecosystems, animal behavior, and environmental design, all in one afternoon. From the sleek river otters gracefully spinning through the water to the powerful presence of the tigers resting on sun-warmed rocks, each enclosure was thoughtfully designed to mimic the animals’ natural surroundings. Watching the otters dive and play reminded me of how important clean, flowing water and natural features like logs are for their physical and mental stimulation. Inside the aquarium, I wandered through vibrant marine displays full of colorful fish, glowing jellyfish, and even a curious-looking starfish clinging to the glass. Each tank represented a different aquatic ecosystem, from tropical reefs to deeper, darker ocean layers. It was fascinating to see how lighting, plant life, and even water currents were carefully used to re...

This week has given me a lot to reflect on, especially when it comes to how we learn and teach in digital spaces. Using tools like Flickr and Pinterest for the first time in an academic context made me realize how much the lines between personal and professional can blur online. What stood out most was the idea that privacy, comfort, and control matter just as much as access and creativity. We often jump into new platforms because they’re convenient or popular, but we don’t always think about what we’re giving up—whether it’s our data, our boundaries, or our sense of ownership. I’ve become more mindful about the digital traces I leave behind and more aware of how others might feel differently about sharing online. This week reminded me that Web 2.0 is full of exciting possibilities—but it’s our job as learners and future educators to use it thoughtfully.

It is exciting to teach in the Web 2.0 era. There are seemingly unlimited tools available that allow us to connect, create, collaborate, and share in digital spaces. However, the more I think about it, the more I understand that this freedom comes with a host of ethical issues that cannot be disregarded, particularly when social media comes into the classroom.   One of the biggest concerns is privacy. When we invite students to use sites like Instagram, YouTube, or Twitter to do assignments, we're crossing the line between academic and personal life. Not everyone is comfortable with blurring those lines, and not all students feel safe posting in a public forum. We must ask: Are we really giving students a legitimate option ? Or are we assuming that "digital natives" automatically don't mind posting everything online?   Then there's the issue of data ownership and consent. Who owns the work that students create for school? Can it be reused by teachers? What hap...

I never really concerned myself with having an online presence. I'm positive, like most students, I agreed to terms and conditions without even reading them, signed up for sites because they were required for class, and posted assignments in learning management systems, assuming only my professor would see them.     This week's reading caused me to see that every document I upload, every comment I make, every app I use in a course—these are all adding to a growing digital identity. I've held back at times from contributing fully to discussions in class online because I didn't know who could see my comments or where they would go.   Now I pay attention. I check my privacy settings. I think about the amount of personal information that I do share. And I appreciate the teachers who matter-of-factly explain how we're gathering and storing our information. Monitoring an online presence isn't just about safety — it's about being thoughtful and intentional in ...

I made a pin about this challenge: https://pin.it/oNMWlhjyZ It links back to this post. And here it is as an embed:  

I tried Flickr for the first time this week, and I have to say—I wasn't really sure what to expect. My experience with sharing photos has been more through vehicles like Instagram or Facebook, where it feels like the goal is always performance over presence. But Flickr was different. It felt more sluggish, more measured, and surprisingly revitalizing.   As I wandered around the site, I could see how much care was taken to curate one's galleries. It wasn't about following or being liked—it was about posting something worth posting. In a way, this resonated with our readings this week regarding how we engage with and critique online content. Flickr made me consider the types of spaces where we feel safe to post, create, and be ourselves.   Unlike other places where a post can fall behind an ad or a viral diversion, Flickr reminded me of the wonder of a more focused digital space—one built around creativity and respect for each other. It caused me to reflect more deeply a...

In a more recent study by Hussain, Rafique, and Naveed (2023), the credibility of Facebook content among university students was evaluated. The results indicated that the information on Facebook was deemed credible and of good quality by the students, especially if it came from sources they believed in.   The most significant factors influencing this trust were source credibility, reliability of the platform, and information quality. Surprisingly, the age , education level, and social status of a student also influenced how they assessed credibility.   It reminds me that as we are prone to scrolling rapidly, we're always assessing what's real and what's not, even when we don't even realize we're doing so. It's a helpful reminder to pay attention to why we trust what we do.   Reference:   Hussain, K. M., Rafique, G. M., & Naveed, M. A. (2023). Determinants of social media information credibility among university students.  The Journal of Academ...

This week, I learned something that never crossed my mind before—how a hashtag can be such an effective educational tool.   I previously viewed hashtags in the context of social media culture: as a way of joining trends, a way of getting attention, or a way of tagging content. But in the case of online education, hashtags are doing something deeper— they're enabling students to connect, to tag ideas, to be part of a community.   Learning about how students used hashtags to track topics, share opinions, and talk with each other made me reflect on my own learning experiences. In big online courses, it's easy to get lost. Conferences can be long threads where it's hard to keep up with what was said. But hashtags give structure. They give a way of boarding onto specific subjects, scanning headlines, and even denoting emotion or identity in a discussion.     I'm beginning to see hashtags as more than digital labels— they're small machines that have the power to pro...