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CFP: KACA-ICA
by Seungahn Nah 27 Sep '13

27 Sep '13

*******Apologies for cross-posting******** *Korean American Communication Association* *Call for Papers for * *International Communication Association Meeting in 2014* The Korean American Communication Association (KACA) will hold a competitive paper session at the annual conference of the International Communication Association in Seattle, Washington, USA, May 22-26, 2014. The KACA paper session has a tradition of presenting state-of-art communication research endeavors relating to Korean-related communication themes including but not limited to the following areas: intercultural- or cross-cultural studies; communication and new technologies; advertising, PR, campaigns; journalism; political communication; science, health, environment, and risk communication; circulation of Korean cultural products in the world. In addition, we also welcome studies reflecting the conference theme of Communication and the “Good Life” in the context of Korean society. Those who are interested in presenting at the KACA paper session should submit a completed paper reporting on new research. Completed papers are limited to 25 pages in length (double-spaced excluding references and tables, with 12-point size and 1 inch margins). A brief abstract (less than 200 words) is required. Three anonymous reviewers will evaluate submitted manuscripts in terms of quality of theory development, quality of the methods employed, and significance of the findings. When submitting completed papers, a separate cover page is required. The cover page should include the title of the paper, name(s) of the author(s), department(s) and affiliation(s), mailing address(es), e-mail address(es), phone number(s), corresponding author if different from the first author, and presenter(s) if different from the first author. For blind reviewing of submissions, all author identification should be removed from the document except the cover page. *The manuscript that receives the highest evaluation for faculty and student paper competition, respectively, will be selected as the Best KACA Faculty and Student Paper**, **and will receive a small cash prize and a certificate.** Only completed papers will be considered for the Best KACA Paper Award.* Those who are interested in presenting at the KACA paper session should submit their papers to Dr. Seungahn Nah by November 17 (Sun), 12:00 P.M. EST of USA by e-mail (seungahn.nah(a)uky.edu) You do not need to be a member of the ICA or the KACA to submit a paper for the session. However, if your paper is accepted for the session, you will need to (1) register for the conference and (2) attend the conference to present your paper. Detailed information about the conference can be found at the ICA home page at http://www.icahdq.org. -- ********************************************** Seungahn Nah, PhD Vice President, KACA-ICA Visiting Scholar, The Metamorphosis Project Annenberg School for Communication and Journalism University of Southern California Associate Professor of Community Communication Director, Community Communication Research Group (CCRG) Director, Kentucky Citizen Media Project (KCMP): The Lexington Commons (kylexingtoncommons.org) Graduate Faculty in Communication and Information Studies University of Kentucky Tel: (859) 257-1509; Fax: (859) 257-1164 <seungahn.nah(a)uky.edu>

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Job: Asst. Prof, Digital & Social Media, Fordham, NY
by Alice E. Marwick 26 Sep '13

26 Sep '13

Hi all, This is my dept and I would love to see some AoIR-ers apply. Please distribute far and wide! -------------------------- Department of Communication and Media Studies, Fordham University Assistant Professor, Digital and Social Media with an emphasis on social justice or civic engagement Fordham University invites applications for a tenure track Assistant Professor position in its Department of Communication and Media Studies, to start September 1, 2014, based at the Lincoln Center campus in Manhattan. Applicants are sought in the area of digital media with an emphasis on social justice or civic engagement. The position requires a Ph.D. in communication, media studies, or a related area (ABD acceptable if completed by Summer 2014); deep knowledge of digital and new media, including social media, gaming, mobile media and multimedia communication; ability to teach theoretical and applied courses in digital design, social media and multimedia production; a research track record with potential for national impact; and evidence of excellence in teaching. Please see the complete job description at http://www.fordham.edu/cms before applying Submit application to http://apply.interfolio.com/23016 with a cover letter, c.v., sample scholarship, and three letters of reference. Deadline: November 1, 2013. For information, contact Dr. Tom McCourt at mccourt(a)fordham.edu. Fordham is an independent, Catholic University in the Jesuit tradition that welcomes applications from men and women of all backgrounds. Fordham is an equal opportunity/affirmative action employer. ----------------------- Alice E. Marwick, PhD Assistant Professor Department of Communication and Media Studies Fordham University (718) 817-4861 amarwick(a)fordham.edu http://www.tiara.org

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Re: [Air-L] Let's talk about AoIR.
by Nicole Ellison 26 Sep '13

26 Sep '13

Hi again, I know this thread is nearing its end (and the end of some people's patience, no doubt), but I wanted to address Ruth's excellent question to me about the impression that I was suggesting only completed papers (with data/findings) should be submitted/accepted (which was not the case but I can see why my note gave that impression). I think we should work to raise the perceived and actual quality of the conference, I think AOIR should work to be inclusive, and I think there should be formats that support work in progress, discussion-oriented, and "feedback wanted' submissions. I think these are all related. I think Sarah made an excellent point when she wrote: "We're an interdisciplinary organization, and if we want to have an interdiscipinary conference we need to try and find a way to accommodate the disciplinary needs of members. That way people can "fit" AoIR into what they need to be doing for tenure, promotion, travel funds, etc." This is why, for instance, ICWSM (which I am co-chairing this year) offered a "social science track" where people could withhold their papers from the printed proceedings (which don't often "count" for tenure decisions) in order to publish them in journals. We tried to recognize that different fields have different criteria, and to allow social science researchers a way to participate that wouldn't cost them a publication. I believe raising the perceived quality of the conference, making quality more uniform among the presented papers, and offering the ability to submit full, finished papers will increase the inclusivity of the conference, because more people will be able to participate. In my case, for example, as a pre-tenure prof in an R1 institution, AOIR papers did not "count" and thus it was not feasible for me to attend the conference regularly. Too much out-of-pocket money, time away from other projects and my young children, opportunity costs I didn't feel I could afford. I'm sorry if all this talk about counting and tenure decisions is distasteful, and I'm sure this isn't the case for everyone, but I honestly didn't feel like attending was in my best interests given my career goals -- and that's pretty sad, because this conference is far more up my alley in terms of interests and people I adore (like Terri) than others I did attend. I imagine there are others in the same boat, and that these are people whose presence would enrich the conference. My sense is that longer submissions and papers about research that has already been conducted offer are a far better signal about quality than abstracts about studies that haven't been conducted yet. So if we believe that better assessment techniques will lead to better papers being accepted will lead to higher regard in multiple disciplines, having a format for this type of work seems like a good strategy. Regarding work in progress or late-breaking ideas or work that will be completed between submission & conference (which I do think should be part of the conference), there are other conferences we could look for for ideas: - CHI has a work in progress track: http://chi2013.acm.org/authors/call-for-participation/works-in-progress/ - ICA has workshops, where smaller groups get together to discuss ideas around a common topic of interest, and panels, where shorter abstracts are submitted (which are often work that isn't quite ready to write up at that moment) - CSCW allows variable paper lengths, with the idea that the contribution should match the length - ICWSM and CHI offer shorter paper options, such as notes or posters, as well as workshops and tutorials Hope this clears things up a bit. I am also, like others, happy to do more for the organization now that I'm no longer pre-tenure and my kids are a little older. I'm hoping to come to Denver, which I know will be great. I know first-hand how much work and emotional investment go into the paper reviewing and selection process, so I also want to publicly acknowledge the hard work of the organizers. Thanks, guys! Thanks, Nicole -- Nicole B. Ellison Associate Professor School of Information University of Michigan

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Fwd: FTN: Video Dialogue Session: Tuesday, Oct 1, The New School
by Radhika G 26 Sep '13

26 Sep '13

Video Dialogue: Katherine Gibson & Lucy SuchmanTuesday, October 1, 2013 at 3:30 pm to 4:30 pm Theresa Lang Community and Student Center (Room I202), Arnhold Hall<http://events.newschool.edu/theresa-lang-community-and-student-center>55 West 13th Street [image: Video Dialogue: Katherine Gibson & Lucy Suchman]<http://events.newschool.edu/photo/76071> A conversation between *Katherine Gibson*, Research Professor at the Institute for Culture and Society at the University of Western Sydney, and*Lucy Suchman*, professor of Sociology at Lancaster University, United Kingdom. This event is part of the Video Dialogue Series produced by FemTechNet for the 2013 DOCC (Distributed Online Collaborative Course): Dialogues in Feminism and Technology. The 2013 DOCC is an experiment in an alternative approach to organizing online learning based on feminist pedagogies. It runs from September to November 2013. More than 30 instructors from 14 institutions will participate in this collaborative learning experiment. *Lucy Suchman* is Professor of Anthropology of Science and Technology in the Department of Sociology at Lancaster University, and Co-Director of Lancaster’s Centre for Science Studies. Before taking up her present position she spent twenty years as a researcher at Xerox’s Palo Alto Research Center, where she was a founding member and Manager of the Work Practice and Technology area. Her research included ethnographic studies of everyday practices of technology design and use, as well as interdisciplinary and participatory interventions in new technology design. Her recent book, *Human-Machine Reconfigurations* (Cambridge University Press 2007) investigates the dynamics of human-machine communication. J.K Gibson-Graham is the pen-name of *Katherine Gibson* and the late Julie Graham, feminist political economists and economic geographers based at the University of Western Sydney, Australia and the University of Massachusetts Amherst. Their first book, *The End of Capitalism (As We Knew It): A Feminist Critique of Political Economy*(1996) investigates alternative communities economies. For more information: Anne Balsamo annebalsamo(a)gmail.com

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Job postings: University of South Carolina
by Robert Mckeever, Ph.D. 25 Sep '13

25 Sep '13

We have three tenure-track positions open in the School of Journalism and Mass Comm at the University of South Carolina http://tiny.cc/3igz3w Sent from my iPhone. (The benchmark in smug email signatures) Robert McKeever, Ph.D. Assistant Professor School of Journalism and Mass Communications University of South Carolina Columbia, SC 29208

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Contents of Vol. 11, No. 3 of International Journal of Distance Education Technologies (IJDET, an EI journal)
by Maiga Chang 25 Sep '13

25 Sep '13

[Apologies if you receive multiple times, please circulate this to your colleagues who might be interested, thank you so much.] [This email includes the table of contents of Vol. 11, No. 3 of International Journal of Distance Education Technologies (IJDET, an EI journal) and the general call for papers of IJDET] ------- Annoucement of the publication of Vol. 11, No. 3 of IJDET (an EI journal)----------- http://www.igi-global.com/journal/international-journal-distance-education-… We are glad to announce the publication of Vol. 11, No. 3 of International Journal of Distance Education Technologies (IJDET, an EI journal). In this issue, EIGHT papers are included: Adaptive E-Learning Environments: Research Dimensions and Technological Approaches (pages 1-11) Pierpaolo Di Bitonto, Teresa Roselli, Veronica Rossano, and Maria Sinatra One of the most closely investigated topics in e-learning research has always been the effectiveness of adaptive learning environments. The technological evolutions that have dramatically changed the educational world in the last six decades have allowed ever more advanced and smarter solutions to be proposed. The focus of this paper is to depict the three main dimensions that have driven research in the e-learning field and the evolution of the technological approaches adopted for the purposes of building advanced educational environments for distance learning. Then, the three different approaches adopted by the authors are discussed; these consist of a multi-agent system, an adaptive SCORM compliant package and an e-learning recommender system. http://www.igi-global.com/article/adaptive-e-learning-environments/83512 A Strategy to Join Adaptive and Reputation-Based Social-Collaborative E-Learning, Through the Zone of Proximal Development (pages 12-31) Maria De Marsico, Andrea Sterbini, and Marco Temperini The educational concept of “Zone of Proximal Development”, introduced by Vygotskij, stems from the identification of a strong need for adaptation of the learning activities, both traditional classroom and modern e-learning ones, to the present state of learner’s knowledge and abilities. Furthermore, Vygotskij’s educational model includes a strong bent towards social and collaborative learning. The joint answer to these two trends can be concretely implemented through a tight integration between personalized learning paths and collaborative learning activities. Along this line, the authors designed the combination of the functions of two pre-existing prototypes of web-based systems, to investigate how the above integration can merge adaptive and social e-learning. LECOMPS is a web-based e-learning environment for the automated construction of adaptive learning paths. SOCIALX is a web-based system for shared e-learning activities, which implements a reputation system to provide feedback to its participants. The authors propose a two-way tunneling strategy to integrate the above prototypes. The result is twofold: on the one hand the use of the student model supported by LECOMPS in an adaptive e-learning course is extended to support choosing exercise activities delivered through SOCIALX; on the other hand the reputation and the skills gained during social-collaborative activities are used to update the student model. Under the social perspective induced by the integration, the authors present a mapping between the student model and the definition of Vygotskij’s Autonomous Problem Solving and Proximal Development regions, with the aim to provide the learner with better guidance, especially in the selection of available social learning activities. http://www.igi-global.com/article/a-strategy-to-join-adaptive-and-reputatio… ICT-Enabled Learning Settings: Course, Person or Community? (pages 32-46) Luigi Colazzo, Andrea Molinari, and Nicola Vill The paper presents a discussion on the different approaches that the authors have found in learning settings respect to ICT platforms that support the educational activities. The authors discuss three different approaches in pursuing learning activities in real educational contexts. The considered approaches are different in the sense of the metaphor used. The approaches related to LMSs follow the metaphor of “course”, while in the approaches related with web 2.0 technologies (like Facebook™, Twitter™, Flickr™ etc), the founding metaphor is the individual with its social networks. Finally, the third approach has its building blocks in the idea of (virtual) community and virtual communities systems, where the core paradigm of the platform is the (virtual) community that offers specialized services for the purpose of the community to the enrolled members, and where the subject is just a participant that adheres to the rules of the community, with duties, rights, tasks to do and objectives to achieve. The authors will discuss all these three approaches, the different levels of applicability in learning settings, and specifically the potential of the virtual communities-based system that they adopted in the experimentations conducted in the last ten years. http://www.igi-global.com/article/ict-enabled-learning-settings/83514 How to Involve Students in an Online Course: A Redesigned Online Pedagogy of Collaborative Learning and Self-Regulated Learning (pages 47-57) Chia-Wen Tsai In an online course, students learn independently in the virtual environment without teacher’s on-the-spot support. However, many students are addicted to the Internet which is filled with a plethora of shopping websites, online games, and social networks (e.g. Facebook). To help keep students focused on and involved in online or blended courses requires teachers’ exquisite design of their online teaching methods and learning activities. Thus, the author in this study redesigned his online pedagogy, collaborative learning (CL) with initiation and self-regulated learning (SRL) with feedback, based on the teaching results from previous semesters and his own self-reflection. This study involved an experiment that included 227 sophomores from four class sections. The results of this study indicate that students from CIS group (who received online CL with initiation and SRL) had the highest involvement. The implications for educators that plan to deliver online learning were also provided in this study. http://www.igi-global.com/article/how-to-involve-students-in-an-online-cour… A Study of Composition/Correction System with Corpus Retrieval Function (pages 58-78) Song Liu, Peng Liu, and Yoshiyori Urano Practice and research in the composition education that is using computer and network have been more and more active. Through online composition system, a large amount of written texts produced by students and teachers can be collected. This kind of information is called a learner corpus, which is important in second language education because the specific learning situations of learners can be analyzed. However, there is still little effective application on how to utilize the collected learner corpus in pedagogy. In this research, a web based composition/correction system has been constructed. It can not only support online composition submission and correction, but also supply a retrieval function for learner corpus. This function has been combined with another CALL (Computer Assisted Language Learning) drill system to create more effective exercises according to learners’ misuses. This research has proposed a unique mechanism to integrate both construction and application of learner corpus. http://www.igi-global.com/article/a-study-of-compositioncorrection-system-w… Design and Implementation of C-iLearning: A Cloud-based Intelligent Learning System (pages 79-97) Jun Xiao, Minjuan Wang, Lamei Wang, Xiaoxiao Zhu The gradual development of intelligent learning (iLearning) systems has prompted the changes of teaching and learning. This paper presents the architecture of an intelligent learning (iLearning) system built upon the recursive iLearning model and the key technologies associated with this model. Based on this model and the technical structure of a cloud-based intelligent system, the authors developed an exemplary iLearning system-”Mobile Class”, accessible from the Shanghai Lifelong Learning Network, an online platform for the continuing education of Shanghai residents. This cloud-based intelligent learning (C-iLearning) system can adopt the cloud management model and synchronize users' learning process in the clouds, so as to support users' continuous learning with different devices. Formal testing with target users revealed the effectiveness of this system in supporting anytime anywhere learning. http://www.igi-global.com/article/design-and-implementation-of-c-ilearning/… Natural Interaction Based Online Military Boxing Learning System (pages 98-108) Chenglei Yang, Lu Wang, Bing Sun, Xu Yin, Xiaoting Wang, Li Liu, and Lin Lu Military boxing, a kind of Chinese martial arts, is widespread and health beneficial. In this paper, the authors introduce a military boxing learning system realized by 3D motion capture, Web3D and 3D interactive technologies. The interactions with the system are natural and intuitive. Users can observe and learn the details of each action of the military boxing under different views and scales by translating, rotating and zooming the 3D human body models. Smartphones also can be used as the input/output device in the system, which provides natural interactive operations by voice and sensor technologies. The evaluation test has shown that the learning effect of the system is better than via traditional video. The system can be extended to Tai-Chi, gymnastic exercises and other routines. http://www.igi-global.com/article/natural-interaction-based-online-military… An Instructional and Collaborative Learning System with Content Recommendation (pages 109-121) Xiang-wei Zheng, Hong-wei Ma, and Yan Li With the rapid development of Internet, e-learning has become a new teaching and learning mode. However, lots of e-learning systems deployed on Internet are just electronic learning materials with very limited interactivity and diagnostic capability. This paper presents an integrated e-learning environment named iCLSR. Firstly, iCLSR provides an online environment for instruction and collaborative learning, which gets rid of the constraints of time and space. Second, online teaching and learning evaluation data from instructors and learners can be collected by iCLSR and can be analyzed with an improved PSK-means clustering algorithm. Third, the learning object lists can be recommended for learners based on online evaluation results and their learning history. The application of iCLSR demonstrates that it can recommend appropriate learning materials for learners, inspire communication between learners and instructors, save time for users and therefore improve the instructional effects and learning performance. http://www.igi-global.com/article/an-instructional-and-collaborative-learni… ------- General Call for Papers for IJDET (an EI journal)----------- The electronic version of this cfp can be seen at http://maiga.athabascau.ca/editors/IJDET-Call_for_Papers-General.pdf International Journal of Distance Education Technologies (IJDET) (http://www.igi-global.com/journal/international-journal-distance-education-…) The International Journal of Distance Education Technologies (IJDET) is a forum for researchers and practitioners to disseminate practical solutions to the automation of open and distance learning. Targeted to academic researchers and engineers who work with distance learning programs and software systems, as well as general users of distance education technologies and methods, IJDET discusses computational methods, algorithms, implemented prototype systems, and applications of open and distance learning. All manuscripts submitted to the journal are peer-reviewed according to the procedure consisting of initial review, peer review, and recommendation Editor in Chief: Dr. Fuhua Lin (fuhua.o.lin(a)gmail.com) Executive Editor: Dr. Maiga Chang (maiga.chang(a)gmail.com) Indices: Compendex (Elsevier EI), DBLP, EBSCOhost, ERIC, Google Scholar, INSPEC, PsycINFOR, SCOPUS, and many others Suggested topics: IJDET is an EI journal and the scope of the journal includes, but is not limited to: - Assessment - Distance Learning for Culture and Arts - Intelligent and Adaptive Learning - Intelligent Agents and Multi-Agent Systems - Mobile Learning - Nurse Medical Healthcare - Pedagogical Issues - Social Learning - Serious Games for Distance Education - Science, Technology, Engineering, and Math (STEM) Education - Technology Enhanced Learning - Ubiquitous Learning - Virtual Worlds for Distance Education Manuscript guidelines: All submissions have to follow IJDET manuscript guidelines at http://www.igi-global.com/publish/resources/journal-organization-and-format… http://www.igi-global.com/journals/guidelines-for-submission.aspx should be submitted online at http://www.ijdet.com/ after registering an account. Special Issue proposals: We also encourage potential research in any fields related to the journal to form a high quality guest editorial team to submit special issue proposal online, for any emerging, important, and hot topics. Please submit your special issue proposal online as a manuscript and choose "[Special Issue Proposal]" as its Section The special issue proposal sample can be downloaded at http://vip.is-very-good.org/editing/IJDET-Special_Issue_Proposal_Sample.doc For queries, please contact Dr. Maiga Chang (maiga.chang(a)gmail.com) ------------------------------------ Sincerely, Maiga Chang maiga.chang(a)gmail.com http://maiga.athabascau.ca 09, 25 '13 AM 11:22 in Edmonton --------------------------------- Editor-in-Chief, Journal of Technology for Education and Learning Executive Editor, International Journal of Distance Education Technologies (EI) Associate Editor, International Journal of Online Pedagogy and Course Design Learning Culture and Language through ICTs: Methods for Enhanced Instruction http://www.igi-global.com/reference/details.asp?ID=33419 ----------- Chair of GCCCE 2014 sub-conference on Joyful Learning and Society Co-Chair of ICCE 2013 sub-conference on Digital Game and Digital Toy Enhanced Learning and Society (GTEL&S) http://icce2013bali.org/ ----------- Guest Editor, Research and Practice in Technology Enhanced Learning Special Issue on Practical Applications of Mobile and Internet Educational Games http://www.apsce.net/Download/RPTEL-2012-SI5_PracticalEducationalGames_CFP.… Guest Editor, International Review of Research in Open and Distance Learning (SSCI) Special Issue on Technology Enhanced Information Retrieval and Processing for Online Learning (Vol. 13, No. 5) http://www.irrodl.org/index.php/irrodl/issue/view/54 Guest Associate Editor, IEEE Technology and Engineering Education Special Issue on Cloud Computing Technology and Applications (Vol. 7, No. 2) http://www.ewh.ieee.org/soc/e/sac/itee/index.php/meem/article/viewFile/252/… http://www.ewh.ieee.org/soc/e/sac/itee/index.php/meem/issue/view/30 --------- School of Computing and Information Systems (http://scis.athabascau.ca/) Athabasca University 1200, 10011-109 Street Edmonton, T5J-3S8 AB, Canada --------------- Phone: +1-866-916-8646 Website: http://maiga.dnsalias.org and http://maiga.athabascau.ca CV: http://scis.athabascau.ca/scis/staff/faculty.jsp?id=maigac Leave me an Audio/Video message with JoinNet (required to install in Microsoft Windows OS first) http://meeting.athabascau.ca/gotomeeting.php?u=5&c=visit JoinNet software: http://www.homemeeting.com/en_US/download_joinnet.html

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Visual Communication TT job
by Grant Kien 25 Sep '13

25 Sep '13

Job Announcement Instr Fac AY 1415 COMMVISUALCOMMTT INSTRUCTIONAL FACULTY ACADEMIC YEAR Communication VacancyNumber: 4039 Department Statement CALIFORNIA STATE UNIVERSITY, EAST BAY FACULTY EMPLOYMENT OPPORTUNITY DEPARTMENT OF COMMUNICATION FULLTIME TENURETRACK OAA Position 1415 COMMVISUALCOMMTT Return to Previous Page Email to Friend Save Job Apply Now THE UNIVERSITY: California State University, East Bay is known for awardwinning programs, expert instruction, diverse student body, and a choice of more than 100 careerfocused fields of study. There are two scenic campuses one in the Hayward Hills overlooking San Francisco Bay and the other in the Concord foothills of Mt. Diablo plus a professional center in dynamic downtown Oakland. The two campuses' proximity to the major Bay Area cities provides unique cultural opportunities including museums, art galleries, aquariums, planetariums, plays, musicals, sports events, and concerts. Their nearness to the Pacific Ocean and Sierra Nevada Mountains offers recreational diversion as well as excellent laboratories for educational studies. The ten major buildings of the Hayward Hills campus, on 342 acres, contain over 150 classrooms and teaching laboratories, over 177 specialized instructional rooms, numerous student oriented computer labs and a library, which contains a collection of over one million items accessible through HAYSTAC, its online catalog. CSUEB's Concord Campus provides full instructional support for several programs ( http://www20.csueastbay.edu/concord/) Its five buildings on 395 acres feature lecture halls, seminar rooms, computer labs, science labs, an art studio, theatre and library. The University has an enrollment of approximately 13,000 students with 600 faculty. CSUEB is organized into four colleges: Letters, Arts, and Social Sciences; Business and Economics; Education and Allied Studies; and Science. The University offers bachelor's degrees in 45 fields, minors in 66 fields, and master's degrees in 31 (in addition to Special Majors). Other programs lead to teaching, specialist, pupil personnel services, and administrative services credentials. To learn more about CSU, East Bay visit http://www20.csueastbay.edu. THE DEPARTMENT: The Department of Communication prepares students for success through acquisition of skills in critical analysis, speaking, writing, electronic/digital media and communication and journalism; students understand the changing world of today's mass media as well as the long history of the relationship among communication, self, and society; and they are prepared for a broad array of career paths. A distinguished faculty, fully equipped studios/labs: (Journalism; Broadcast; Advertising; Communication Tutoring), and the lively Public Relations Student Society of America provide students with the opportunities and skills to make positive, professional, and important contributions in the communication field. The Communication Department enjoys a highly diverse studentbody with over 500 undergraduate and over 30 graduate majors. The Department currently offers two undergraduate options: Media Production (including journalism and video production) and Professional and Organizational Communication (including public relations and advertising). DUTIES OF THE POSITION: Teach in the Communication Department with a focus on coursework in visual communication that serves both options and core communication competencies in visual literacy; Be an effective team member with faculty in the areas of Advertising, Public Relations, Digital Journalism and Media Productions to teach, and when necessary, produce for the Department's visual representations including print, graphical and electronic/digital media; Collaborate with faculty, students, and staff on departmental productions including the Pioneer Newspaper, Pioneer Advertising Department, Pioneer Online, which includes Pioneer Web Radio and TV; Teach required core courses in the Department, as well as courses in advertising, public relations, digital journalism and media production. Additionally, the successful candidate will be expected to: Teach graduate courses, effectively mentor and teach a diverse student body, and respect the varied discipline specialties represented in the department. In addition to teaching, all faculty have advising responsibilities, assist the department with administrative and/or committee work, and are expected to assume campuswide committee responsibilities. Please note that teaching assignments at California State University, East Bay may include courses at the Hayward, Concord, and Online campuses. RANK AND SALARY: Assistant Professor. Salary is dependent upon educational preparation and experience. Subject to budgetary authorization. DATE OF APPOINTMENT: Fall Quarter, 2014 QUALIFICATIONS: The ideal candidate must possess a Ph.D. in Communication, Mass Communication, or a related field, emphasizing Visual Communication. ABD candidates may be considered, however, the degree must be in hand at the time of appointment. An outstanding candidate for the position will bring: Several years of professional experience with traditional and/or digital visual production including print, graphics, and electronic/digital communication; Visual/graphic experience with advertising/PR productions and advertising/PR campaigns; Experience with or proclivity for collaborating and leading teams of faculty, staff, and students in academic production environments such as a university newspaper (print and online), university broadcast and media outlet, or university film production; Theoretical rigor in one or more approaches to visual communication (ex. Critical, Feminist, Performance, Semiotic, Phenomenological, Postmodern, etc.) ; Notable research record and actual works in progress; Published scholarly works and plans for sustained publication; Evidence of effective teaching and ability to teach across the curriculum; A history of service to university, discipline and/or community. A demonstrated ability to teach, advise and mentor students from diverse educational and cultural backgrounds is required. This University is fully committed to the rights of students, staff and faculty with disabilities in accordance with applicable state and federal laws. For more information about the University's program supporting the rights of our students with disabilities see: http://www20.csueastbay.edu/af/departments/as/ APPLICATION DEADLINE: Evaluations of applicants will begin October 1, 2013 and continue until the position is filled. Please submit a letter of application, which addresses the qualifications noted in the position announcement; and a complete and current vita at https://my.csueastbay.edu/psp/pspdb1/EMPLOYEE/HRMS/c/HRS_HRAM.HRS_CE.GBL Additionally, send the following by mail to: Faculty Search Chair, Department of Communication, 3011 Meiklejohn Hall, California State University East Bay, Hayward, CA 94542: 1) Graduate transcripts; 2) Copies of major publications; 3) Three letters of recommendation. NOTE: California State University, East Bay hires only individuals lawfully authorized to work in the United States. All offers of employment are contingent upon presentation of documents demonstrating the appointee's identity and eligibility to work, in accordance with the provisions of the Immigration Reform and Control Act. As an Equal Opportunity Employer, CSUEB does not discriminate on the basis of any protected categories: age, ancestry, citizenship, color, disability, gender, immigration status, marital status, national origin, race, religion, sexual orientation, or veteran's status. The University is committed to the principles of diversity in employment and to creating a stimulating learning environment for its diverse student body. Return to Previous Page Email to Friend Save Job Apply Now

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The university of Ottawa
by Peter Timusk 25 Sep '13

25 Sep '13

Hello is anybody on this list a University of Ottawa professor with master's student thesis spots open this January? My field is systems sciences and that includes at a minimum five subject areas possible. Personally I would like to look more at computer harm and law and computer intersections although computer science, economics or management topics that have internet studies dimensions would be fun too.

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Re: [Air-L] Air-L Digest, Vol 110, Issue 27
by cathy.fowley＠dcu.ie 24 Sep '13

24 Sep '13

----- The following is an automated response ----- to your message generated on behalf of cathy.fowley(a)dcu.ie 'cathy.fowley(a)dcu.ie' is no longer an active DCU email account. Thank you.

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CFP - CEPE 2014 Well-Being, Flourishing, and ICTs
by Charles Ess 24 Sep '13

24 Sep '13

Dear AoIRists, On behalf of the Joint Organizing Committee, I'm very pleased to pass along the first CFP for CEPE (Computer Ethics: Professional Enquiry) 2014, on the theme of: Well-Being, Flourishing, and ICTs. Please distribute to appropriate lists and potentially interested colleagues. Joint Organizing Committee Elizabeth Buchanan (University of Wisconsin-Stout, US), Executive Director, INSEIT (International Society for Ethics in Technology) Charles Ess (University of Oslo), Conference Chair; President, INSEIT Shalini Kesar (Southern Utah University, US), Program Chair Bernd Carsten Stahl (De Montfort University), Chair, ETHICOMP Steering Committee Jean-Gabriel Ganascia (University Pierre et Marie Curie - Sorbonne Universités) Max Dauchet (LIFL - Laboratoire d'Informatique Fondamentale de Lille) Ethicomp and CEPE are major conferences in the field of computer/information ethics. Previous CEPE conferences themes include intercultural ethics, roboethics, social impacts of social computing, socio-technical and ethical change in ICTs, and social responsibility and ICTs. ETHICOMP, the conference series initiated in 1995 by Simon Rogerson and Terry Bynum, has likewise focused on the ethical dimensions of computing technologies. To support the missions of each entity, while providing a robust opportunity for innovative collaborative research and scholarship, Ethicomp and CEPE will partner in 2014. Our joint conferences will be hosted by CERNA (Commission de réflexion sur l¹Ethique de la Recherche en sciences et technologies du Numérique d¹Allistene). As well, the overlap day between the two conferences (Wednesday, July 25) is co-sponsored by ACM SIGCAS (Special Interest Group, Computers and Society), and will focus on gender and technology. Background Norbert Wiener¹s _The Human Use of Human Beings: Cybernetics and Society_ (1950) is a primary source for contemporary Information and Computing Ethics. Wiener framed his reflections on the possible uses and benefits of then newly emerging computational devices and networks within the key ethical norms of human well-being and flourishing the defining norms of virtue ethics. Contemporary computers and computer networks increasingly pervade and shape our lives, dramatically enhancing our communication capacities: they thereby foreground and amplify ³the networked self,² i.e., our sense of selfhood, identity, and agency (including moral agency) as increasingly relational and interwoven with one another. Such relational senses of identity, selfhood and agency are in fact the beginning point of virtue ethics in its diverse expressions and traditions globally. Wiener¹s foundational framework has thus proven to be profoundly prescient. But certainly, there are multiple ethical frameworks within which questions of ³the good life² as focusing on our well-being and flourishing as human beings may be couched. At the same time, alongside the undeniable boons of ICTs recent developments such as the NSA surveillance scandals make critical reflection on the ethical, social, and political dimensions of contemporary ICTs and their array of uses all the more urgent. Accordingly, for CEPE¹14 we invite submissions including panels that address these core concerns with well-being and flourishing in an age of ICTs. We encourage research and reflection that approach these thematics from a wide array of viewpoints and with attention to specific foci including: ICTs and development technosecurity and cyber-warfare robots and robot ethics for humans and humane lives; social computing global / cultural perspectives on ICTs and the good life Important Dates 30 November 2013: Latest date to submit abstracts to Easychair 25 January 2014: Authors informed of programme committee decisions by this date 5 April 2014: Last date for receipt of full papers from authors (electronic version) Panels Submission due: December 15th, 2013 Selection: February 15th, 2014 Submissions will be accepted via Easychair: https://www.easychair.org/conferences/submission_new.cgi?a=5138535 Conference website: <http://cepe2014.org> == Thanks, - charles ess Professor in Media Studies Department of Media and Communication Director, Centre for Research on Media Innovations <http://www.hf.uio.no/imk/english/research/center/media-innovations/> University of Oslo P.O. Box 1093 Blindern NO-0317 Oslo Norway email: charles.ess(a)media.uio.no

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