THE UNIVERSITY OF HONG KONG

FACULTY OF EDUCATION

Course Particulars
Course code: CCST9076
Attention Magnet: The Psychological and Technological Aspects of Social
Course title:
Media Addiction
No. of credits: 6

Assignment Details

Assessment type Description

Reflective report As part of experience-based learning, you will be invited to participate in a 3-day “no
(30%) social media” challenge during 10-15 October, 2022 (Reading Week). During the
challenge, you should refrain from using all social media platforms such as Facebook,
Instagram, Twitter, Weibo, Tiktok, Wechat (moments), etc. You are not allowed to
browse contents, comment, or post on social media. However, as an alternative, you are
allowed to maintain daily communication with other people via Whatsapp and other
instant messaging tools. Pay attention to the changes in your physical and psychological
states and behavior during the challenge. It is important to note that success or failure
in the challenge will NOT affect the gradings of this assignment.

Upon completion of the challenge, you are required to write a reflective report based
on this experience, including your detailed observation of each day (please specify
the dates of your 3-day challenge in the reflective report). In the report, you will share
your experiences and feelings which you observed during the challenge, as well as
whether you successfully completed it. You are encouraged to reflect on the obstacles
you encountered, reasons for failing or succeeding in completing the challenge, and the
ways social media affects your daily life.

You may refer to the following questions while reflecting on your experience during the
3-day no social media challenge:

1. Which social media apps did you try to stop using during the 3-days? Did you
complete the challenge successfully? If not, how long did it take you to give up?
2. What happened during the challenge? What did you observe/feel/question about
yourself during the 3-day challenge? Did you notice any changes in your life?
3. Were there any strategies you tried to use for refraining yourself from using
social media during the 3-day?
4. Would you like to continue the challenge for a longer time period? and why?

Submit your report (900-1200 words) by 18 October (23:59)

Some tips for reflective writing:

Reflective writing is a way for students to critically evaluate and make connections
between their life experiences and theories introduced in class. It requires students to
describe, analyze and evaluate the things they observed when engaging in learning
activities. The report will be assessed by how well ideas are articulated, whether
self-understandings are developed, as well as the quality of writing. A reflection is
personal and less formal than other academic writing. You may use subjective language
to present your feelings. Reports that excel in these aspects should receive high marks.

To learn more about reflective writing, visit this site:

https://www.deakin.edu.au/students/studying/study-support/academic-skills/reflective-w
riting Resources such as example reflection using the 4Rs of reflection model are also
available via the link.

Grading Rubrics

Observation Reflection Writing

Excellent Consistently articulate Develop extensive and The language

informed, thoughtful, and highly perceptive contains very few,
critical observations on self-understandings from if any, errors in
the experience reflective writings. grammar and
vocabulary. If slips
Viewpoints are always Consistently demonstrate a are present, the
clearly presented, willingness and ability to meaning is still
meticulously supported subject own beliefs, values clear.
with personal and behaviors to critical
observations from the scrutiny and an openness to
experience. change.

Good Demonstrate thoughtful Develop perceptive The language is

and critical observations self-understandings from generally accurate
on the experience reflective writings. but contains a few
systematic errors
Viewpoints are always Demonstrate a willingness in complex
clearly articulated, and ability to subject own grammar and
supported with some beliefs, values and vocabulary.
personal observations behaviors to critical
from the experience. scrutiny and an openness to
change.

Average Demonstrate some good Develop some perceptive The language is

level of observations on self-understandings from
the experience reflective writings.
Viewpoints are articulated Generally disposed to
well, supported with few scrutinizing own beliefs,
personal observations values and behaviors but
from the experience. not always in a sufficiently
critical manner.
Show some openness to
change.
mostly accurate,
and errors, when
they occur, are
mainly in complex
grammar and
vocabulary. Errors
are distracting but
the overall
meaning is still
intelligible.

Borderline Provide an overall Develop some limited The language is

acceptance description of the self-understandings from sufficient for
experience reflective writings. meaning to be
understood with
Introduce some personal Show willingness to effort. However,
observations. examine own beliefs, the language
 values and behaviors but contains frequent
mostly without sufficient errors in simple
questioning of them. and complex
grammar and
Occasionally show vocabulary that are
openness to change. distracting.

Unsatisfactory Provide an inadequate No evidence of the Errors in language

description of the development of and vocabulary are
experience self-understanding from so frequent and
the reflective writings. distracting that the
No personal observations essay is largely
are clearly presented. Unwilling or unable to incomprehensible.
scrutinize own beliefs,
values and behaviors.

Shows no openness to
change.

Assessment type Description

Online collective Perusall is an online reading platform for students to collectively complete
reading extensive reading materials. This is achieved through the exchange of
—Perusall (15%) annotation and comments between all students.

You may access the course’s Perusall page through Moodle, in which you will
find 6 required readings related to the debate topics. You should make a
summary note (<150 words) on Perusall for each article read. For
interaction, you are highly encouraged to review and comment on the other
peers’ annotations. Citations are required in annotations when applicable.

The Perusall assignment will be due by 4 November.

Perusall helps you to learn faster by collaboratively annotating the readings and
communicating with your classmates. Collaboration gets you help whenever you
need it, makes learning more fun, enables you to help others (which research
shows is also a great way for you to learn), and helps the instructor make class
better by emphasizing information that you need.

If you have a question or information to share about a passage in the readings,

highlight the text and type in a comment as an annotation. You can also respond
to a classmate’s annotation in threads (Facebook style) in real time or upvote
questions you find helpful. Good annotations contribute to the class by
stimulating discussion, explaining your thought processes, helping others, and
drawing attention to good points. If a particular classmate’s point is relevant,
you can explicitly "mention" them and they will be immediately notified, even if
not presently signed on.

The details about how to do the collective reading on Perusall will be

introduced during Tutorial 1.

To learn more about Perusall, visit this site:

https://support.perusall.com/hc/en-us/categories/360002173133-Students
 Tips such as how to get started, how to make high quality annotations are also
available via the link.

Grading Rubrics

Content & Interaction

Excellent Read and complete all 6 required reading assignments on time

High quality summary, insightful and critical comments

Clear writing, with no grammar errors

Actively review others' comments and provide constructive feedback.

Good Read and complete all 6 required reading assignments on time

Good quality summary, some relevant and critical comments

Clear writing, with very few grammar errors

Review others' comments and provide substantial feedback.

Average Complete the reading assignments

Clear annotations, with some relevant comments

Clear writing, with some grammar errors

Review others' comments and provide some feedback

Borderline Complete the readings

acceptance
Clear annotations, but with no relevant comments

Intelligible writing

Unsatisfactory Did not complete the readings

Assessment type Description

Debates (15%) Debate is a competitive speaking activity that involves two teams of debaters arguing
for and against a certain resolution. It cultivates critical thinking and research skills and
allows students to build confidence in expressing their ideas persuasively.

For our course, 2 debate sessions will be organized which take place during tutorial
sessions 4 and 7 respectively. Attendance to both sessions is mandatory, however, each
student is only required to participate in one debate. You will sign up for the yor
debate session during Tutorial 2 where teams will be organized accordingly. In each
debate session, there will be 6 students divided into two teams, each defending one side
of an argument related to the topic. Each debate will take 20 minutes.

The purpose of the debates is to encourage critical thinking and reflect on some critical
issues related to the wide use of social media, and the corresponding effects on our
personal lives and societies.
The topics for each debate session are:
1. “Social media companies should be taxed over users' addiction” (Tutorial 4);
2. “Age restriction should be legally required for all social media” (Tutorial 7);

The debates will be conducted in a modified Sing Tao format. Debaters will stand at the
front of the room and follow each other in quick succession. For each round of debate,
there will be two teams of three debaters. One team is assigned the affirmative position,
and another team is assigned the negative position. The detailed information about how
to organize and prepare for the debate session will be introduced during Tutorial 2

We simplify the format of the round as follow:

A. Speech & Rebuttal (12 mins)
1. First Affirmative (2 mins)
2. First Negative (2 mins)
3. Second Affirmative (2 mins)
4. Second Negative (2 mins)
5. Third Affirmative (2 mins)
6. Third Negative (2 mins)

B. Free debate(6 mins)

C. Closing Statement (2 mins)
1. Affirmative closing speech (1 min)
2. Negative closing speech (1 min)

The entire debate will take 20 minutes to complete.

You are advised to start preparing at least one week before each debate, including
meeting up with your teammates, reading the related articles on Perusall, searching
additional documents, analyzing the topic together, and preparing a script (no word
count requirement) for your speech. The script is for helping students to familiarize with
the topics. Please note that you should not read directly from materials other than your
index card.

After each debate, the tutorial group will discuss the topic together. Students who
participated in the debate are required to submit your prepared script to Moodle after
the tutorial session. You will be graded based on your debate performance as well as
your preparation.

All debate sessions will adopt the above form, you must familiarize yourself with the
rules and structure before the start of each debate. Each student will be assessed by the
speech prepared and their debate performance in class. To learn more about debates,
watch the following clips:

https://www.youtube.com/playlist?list=PLOAFgXcJkZ2z2_OtAL7Mht2PA7GV72sRU

Resources to help you develop debate skills such as pointing out fallacies and
structuring arguments will be available on Moodle.

Grading Rubrics

Content / Rebuttal Structure & Preparation

(based on the role) Organization
Excellent The stance is Rebuttal is clear, The statement is The prepared
fully supported logical, and highly coherent scripts have a
by appropriate, successfully broad coverage
novel, clear, and countered the Arguments are of relevant
convincing opposing team's logically literature
arguments. argument. sequenced.
Deep critical
Relevant, and Clearly listened Topic and analysis of the
extensive details and thought concluding topic
are given. critically about the sentences are
opposing team's effectively used. A wide range of
points. referring
resources for
the
development of
arguments

Good The stance is Rebuttal is closely The statement is The prepared

supported with related to the clear and scripts have a
several opposing team's organized good coverage
convincing argument. of relevant
arguments. Arguments are literature
Clearly listened mostly connected
Specific details and showed clear Adequate
are presented sign of Topic and critical analysis
clearly most of critical thinking concluding of the topic
the time. about the other sentences are
team's points. appropriately used A good range of
most of the time. referring
resources for
the
development of
arguments

Average An attempt to Rebuttal is related Connection can be The prepared

support the to the opposing seen between some scripts have a
stance is made team's argument. points. basic coverage
but it is not fully of relevant
supported with Clearly listened Attempts to use the literature
few convincing and showed some topic and
arguments. sign of concluding Some critical
critical thinking sentences are analysis of the
Details given are about the other evident. topic
too general to team's points.
explain the Referring to
stance. some critical
resources for
the
development of
arguments

Borderline Limited Rebuttal is loosely Some connection Few critical

acceptance arguments are related to the can be seen analyses of the
provided to opposing team's between ideas but topic in the
support the argument. there is no clear prepared scripts
stance, which is structure
caused by Showed limited Referring to a
inadequate sign of Little attempt to few resources
critical thinking use topic and for the
 understanding of about the other concluding development of
the issue team's points. sentences arguments

Unsatisfactory No valid Rebuttal is The statement is No critical

arguments are irrelevant to the disorganized and analysis of the
presented to opposing team's there is little topic in the
support the argument. logical connection prepared scripts
stance. between ideas.
Showed no sign of Lack of
critical thinking The statement referring
about the other structure is very resources for
team's points. weak the
development of
arguments

Assessment type Description

Group Project By the end of the course, students are required to finish a group project. In this group
(40%) project, you will apply the taught concepts and interdisciplinary thinking to picture the
future of social media. Each group is recommended to provide weekly updates (after
week 3) on the project progress. The deliverables of this project consist of two parts: 1.
Presentation (10%); 2. Written Report (wiki page) (30%).

In this group project, students are invited to present their own envision of a future of
social media. Through the course, we have learned that social media is constantly
evolving, so as the challenges that come along. What would the future of social media
be like and how would us as users adapt to this new digital age? In this project, each
group will propose and present what they think the characteristics, technological
features and roles in people’s daily life of social media will be in the future

Your wiki page should cover these five guiding artifacts, they are:
1) critically reviewing and analyzing the development of current social media platforms;
2) identifying the aspects that need to be changed;
3) developing the plan for addressing the identified aspect in an existing social media
platform or a completely new platform;
4) analyzing the feasibility of the platform from the perspectives of technical companies
and users;
5) discussing the impacts of the new platform on the wellbeing of individuals and
society in large

Wiki page (30%) and Presentation (10%)

In this group project, you will collaborate with other students to compile a Wiki page via
Moodle to address questions related to the future of social media. You should finish
forming groups by 30th September. Each group should consist of no more than 6
students.

Wiki is a publication format that allows collaborative editing among users. In this
project, you will edit a Wiki page (accessible on Moodle) with your group members.
The Wiki page allows students to see and edit each others’ contribution while adding
new sections and content of their own. Students must finalize their Wiki page by the
morning of their presentation (30 November), and upload a soft copy to Turnitin to
check for originality.

The word limit for your Wiki page is 1800-2000 words. You can insert images/figures
in your group wiki page. Wiki pages with clean layout and effective structure will help
draw attention from the audience. Your final product should display both high clarity
and creativity with the help of figures, tables, headings and colors. Citations are
required. More information about how to collaboratively work on a Wiki page will be
introduced during tutorial 3.

Each student is invited to complete a confidential peer assessment form to evaluate your
group members’ performance during the group collaboration process, after the
submission of the group project. Participation is voluntary.

Grading Rubrics (Presentation)

Presentation content Design & Clarity Presenter’s Oral

Presentation

Excellent Highly plausible, Visually appealing Presenter was confident

innovative and and professional.
convincing content Presented information
effectively Established eye contact.
Demonstrated ability to
connect theories and Easy to read. Clearly and fluently
concepts introduced in present the proposed
the course with the Utilized creativity in use solution, and its impacts.
content of figures, tables,
headings and colors. Answered questions
Critically addressed the well.
risks of social media from
various perspectives Explained all content
very clearly

Perfect time
management

Good Innovative and Visually pleasant Presenter conveys a

convincing content sense of confidence
Present information
Demonstrated a good clearly Easy to follow
understanding on the
theories and concepts Easy to read. Clearly present the
introduced in the course proposed solution, and
Effective use of figures, its impacts.
Sufficiently addressed the tables, headings and
risks of social media colors. Answered most
questions clearly.

Explained most content

clearly

Able to complete the

presentation within the
given time
Average Innovative content with Visually friendly Presentation and
good considerations demonstration of
Present information understanding was
Demonstrated a solid adequately acceptable
understanding on some of
the theories and concepts Clear to read. Answered some
introduced questions clearly.
Appropriate use of
Effectively addressed the figures, tables, headings Able to complete the
risks of social media and colors. presentation by giving a
bit extra time.

Borderline Somewhat innovative Present information Presenter did not convey

acceptance content adequately a sense of confidence

Weak connections with Clear to read. Some part of the

the theories and concepts presentation is not clear
introduced in the course No effective use of
figures, tables, headings Not provide clear
Briefly addressed the and colors. answers to questions
risks of social media
Additional practice
would be helpful.

Unsatisfact No innovation or ideas of Not visually effective. Presenter was not

ory one's own prepared.

no connections with the Hard to understand

theories and concepts
introduced in the course Not clear

Did not addressed any

risks related to social
media

Grading Rubrics (Wiki Page)

Content Writing & organization Discussion

Excellent Substantially address all The language contains Various important

five guiding artifacts. very few, if any, errors in
grammar and vocabulary.
Supporting findings and
data are clearly presented Argumentatively
well-organized, points are
Sources are appropriately presented in full
referenced and cited. sentences.
aspects of the future
society are substantially
considered.
Suggestions for a better
future are proposed and
discussed in detail.

Good Appropriately address the The language is generally Various important

guiding artifacts. accurate but contains a aspects of the future
few systematic errors in society are considered.
Present sufficient complex grammar and
supporting data vocabulary. Suggestions for a better
future are proposed.
Sources are generally Clearly structured using
well-cited with little complete sentences.
referencing errors.
Average Address the guiding The language is mostly Some important aspects
artifacts but with little accurate, and errors, when of the future society are
detail or supporting they occur, are mainly in discussed.
findings. complex grammar and
vocabulary. Errors are Mentioned what a better
Sources are generally distracting but the overall future would look like.
cited with some meaning is still
referencing errors. intelligible.

Reasonably structured
using some point forms.

Borderline Roughly address the The language is sufficient Aspects of the future
acceptance artifacts with little for meaning to be society are briefly
supporting findings understood with effort. mentioned.
presented. However, the language
contains frequent errors in
References not properly simple and complex
formatted. grammar and vocabulary
that are distracting.

No clear structure with

findings mostly presented
in point forms.

Unsatisfact Did not address any Errors in language and No discussions or

ory artifact. vocabulary are so frequent suggestions regarding
and distracting that the the future society.
No supporting findings essay is largely
presented. incomprehensible.

No references or No organization and only

citations. present findings in point
forms.