- Air-L - lists.aoir.org

online learning evaluation
by Murray Turoff 22 Aug '09

22 Aug '09

Any one interested in online learning and the good evaluations that were done should get the book that roxanne was first editor of and which summarized all the findings based upon the many evaluation studies sponsored over two decades of online learning. check her website http://is.njit.edu/hiltz for the references under "virtual classroom" she also had a book in the 80's called "virtual classroom" which covered the early work. On Sat, Aug 22, 2009 at 12:00 AM, <air-l-request(a)listserv.aoir.org> wrote: > Send Air-L mailing list submissions to > air-l(a)listserv.aoir.org > > To subscribe or unsubscribe via the World Wide Web, visit > http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org > or, via email, send a message with subject or body 'help' to > air-l-request(a)listserv.aoir.org > > You can reach the person managing the list at > air-l-owner(a)listserv.aoir.org > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Air-L digest..." > > > Today's Topics: > > 1. eies nostalgia (Barry Wellman) > 2. F2F, Hybrid, Online Efficacy Research (Charlie Balch) > 3. 14-yr-old Teen blogger's top ten pet peeves of Facebook > behavior (Yosem Companys) > 4. Re: F2F, Hybrid, Online Efficacy Research (Kevin Guidry) > 5. NewBook > Toys to Tools: Connecting Student Cell Phones to > Education (McKiernan, Gerard [LIB]) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Thu, 20 Aug 2009 18:41:48 -0400 > From: Barry Wellman <wellman(a)chass.utoronto.ca> > To: aoir list <air-l(a)aoir.org>, "turoff, murray -- Murray Turoff" > <murray.turoff(a)gmail.com>, <turoff(a)njit.edu> > Subject: [Air-L] eies nostalgia > Message-ID: > <Pine.SGI.4.40.0908201839440.28741474-100000(a)origin.chass.utoronto.ca> > Content-Type: TEXT/PLAIN; charset=US-ASCII > > Murray, et al, I agree with you (and am thinking fondly back to the 1970s) > that EIES was the best system, with the default being signed, but also > allowing for pseudonyms and anonymity on demand -- providing anonymous > posts could be tracked when libelous. > > Barry Wellman > _______________________________________________________________________ > > S.D. Clark Professor of Sociology, FRSC NetLab Director > Department of Sociology 725 Spadina Avenue, Room 388 > University of Toronto Toronto Canada M5S 2J4 twitter:barrywellman > http://www.chass.utoronto.ca/~wellman fax:+1-416-978-3963 > Updating history: http://chass.utoronto.ca/oldnew/cybertimes.php > _______________________________________________________________________ > > > > > ------------------------------ > > Message: 2 > Date: Thu, 20 Aug 2009 16:30:47 -0700 > From: "Charlie Balch" <charlie(a)balch.org> > To: <air-l(a)listserv.aoir.org> > Subject: [Air-L] F2F, Hybrid, Online Efficacy Research > Message-ID: <094001ca21ee$3f00a3a0$bd01eae0$@org> > Content-Type: text/plain; charset="us-ascii" > > I've read much about how students claim to prefer F2F but sign up for online > classes. However, I am not much about which instructional modalities are > most effective. I'd appreciate some references regarding the comparative > efficacy of F2F, Online, and hybrid instruction. > > I appreciate that many factors are involved and instructional efficacy is > not a well defined construct. I also know that hybrid classes are in > fashion. > > My particular interest is in comparisons of these methods for teaching > computer programming but would appreciate anything that's a good read. I'm > also interested in opinions based on experience. > > For what it is worth, I find teaching completely online has the best student > learning outcomes. > > Thanks, > Charles Balch PhD > Charles.balch(a)azwestern.edu > Professor of Computer Information Systems > Arizona Western College > > > > > ------------------------------ > > Message: 3 > Date: Thu, 20 Aug 2009 22:30:43 -0400 > From: Yosem Companys <ycompanys(a)gmail.com> > To: aoir list <air-l(a)aoir.org>, > stanford-persuasive-technology-lab(a)googlegroups.com > Subject: [Air-L] 14-yr-old Teen blogger's top ten pet peeves of > Facebook behavior > Message-ID: > <def432400908201930i3c4c2763n57cef45f2f85795c(a)mail.gmail.com> > Content-Type: text/plain; charset=ISO-8859-1 > >> >> My name's Izzie. I'm a fourteen (almost fifteen) year old girl, entering >> the years of highschool and jobs and driving and life. Good years of my life >> have past. Are the best yet to come? Find out with me. > > >> I have come up with a list of teen trends that are boring, stupid, >> irritating, or all of the above. I hope you enjoy reading this as much as I >> enjoyed trashing everyone else's hobbies. > > >> So behold: In no particular order, top ten teen trends I really, really >> hate. > > >> http://bit.ly/2HzwQB > > > ------------------------------ > > Message: 4 > Date: Fri, 21 Aug 2009 00:40:25 -0400 > From: Kevin Guidry <krguidry(a)gmail.com> > To: air-l(a)listserv.aoir.org > Subject: Re: [Air-L] F2F, Hybrid, Online Efficacy Research > Message-ID: > <3d273fe80908202140v21ee017vf57360bb51ebeb57(a)mail.gmail.com> > Content-Type: text/plain; charset=ISO-8859-1 > > As a mere PhD student (our "credentials" discussion is fresh in my > mind), I feel compelled to prominently proclaim that I am not speaking > on behalf of my employer or colleagues but offering my own viewpoint > and opinions. > > On Thu, Aug 20, 2009 at 7:30 PM, Charlie Balch<charlie(a)balch.org> wrote: >> I'd appreciate some references regarding the comparative >> efficacy of F2F, Online, and hybrid instruction. > > We've looked at this a few times in my shop, Indiana University's > Center for Postsecondary Research. We annually administer several > large scale surveys, most prominently the National Survey of Student > Engagement (NSSE), and occasionally we've focused on technology as it > relates to our measures of engagement and other proxy measures of > learning. We've been conducting the NSSE for 10 years now and I'm > starting to compile all of our technology-related work. It seems that > every time we look at this issue there is a significant positive > correlation between technology use and nearly every thing we measure. > Our most recent work, which I presented a few months ago at the > meeting of the American Education Research Association, focused > specifically on how the relative number of online courses relates to > the things we measure. Even when we controlled for a bunch of things > (age, gender, enrollment status, major, institution type, etc.) the > same generally positive correlations remained: increased use of > technology positively correlated with measures of engagement and > learning. Our paper can be found at > http://cpr.iub.edu/uploads/Engaging%20Online%20Learners.pdf if anyone > is interested in digging into this more. > But "technology is good!" isn't a very useful or nuanced finding, > right? We're continuing to dig in to this more; we have another large > set of data from this year's survey we're working to analyze. We > asked more specific and different questions this time around so we > should learn some new things. But we're also pretty limited by our > methods and resources. We can make some really good generalizations > with really impressive numbers of respondents but we can't ever answer > the "why" and "how" questions. > >> I appreciate that many factors are involved and instructional efficacy is >> not a well defined construct. > > The things in which we're all really interested are very subtle and > hard to define much less measure. Many, many things are conflated and > confused. And it's difficult and often irresponsible to generalize > findings. > > > Kevin > > > ------------------------------ > > Message: 5 > Date: Fri, 21 Aug 2009 13:03:38 -0500 > From: "McKiernan, Gerard [LIB]" <gerrymck(a)iastate.edu> > To: <air-l(a)listserv.aoir.org> > Cc: "McKiernan, Gerard \[LIB\]" <gerrymck(a)mail.adp.iastate.edu> > Subject: [Air-L] NewBook > Toys to Tools: Connecting Student Cell > Phones to Education > Message-ID: > <4F6D7F02E570D846825FD3A8B8C252650158FEA5(a)exchs018.its.iastate.edu> > Content-Type: text/plain; charset="us-ascii" > > Colleagues/ > > > > A Most Excellent Friday PM (CT) Discovery ! > > > > /Gerry > > > > Toys to Tools: Connecting Student Cell Phones to Education. Liz Kolb / > International Society for Technology in Education / 2008 / ISBN > 978-1-56484-247-3 / 240 pp. / $ 24.45 (Member) > > > > Liz Kolb / International Society for Technology in Education / 2008 / > ISBN 978-1-56484-247-3 / 240 pp. / $ 24.45 (Member) > > > >>>>General Table Of Contents<<< > > > > Introduction > > Chapter 1 > Cell Phones as Learning Tools > > Chapter 2 > Concerns with Cell Phones in the Classroom > > Chapter 3 > Conferencing, and Mobile Notes > > Chapter 4 > Cell Phones as Cameras and Camcorders > > Chapter 5 > Developing Classroom Projects for Cell Phones > > Chapter 6 > Cell Phones as Research and Organizational Tools > > Chapter 7 > Cell Phones as Management Tools > > Chapter 8 > Cell Phones in Preschool and Lower Elementary Learning > > Chapter 9 > The Future of Cell Phones in Schools > > Chapter 10> More Web 2.0 Resources for Cell Phones > > References > > National Educational Technology Standards for Students (NETS) > > Index > > Credits > > > > Links To > > > >>Detailed Table Of Contents Available > > > >>Chapter Excerpts > > > >>Introduction; Chapter 1: Cell Phones as Learning Tools, Chapter 2: > Concerns with Cell Phones in the Classroom. (PDF, 23 pages) > > > >>Associated Webinar > > > > >From Toy to Tool: Cell Phones in Learning > A Conversation About > Integrating Student Cell Phones Into Classroom Curricula / Liz Klob Blog > > > > >>Cell Phones in Learning With Liz and Jeff (blogtalkradio) > > > > Available At > > > > [ http://tinyurl.com/l2xy6l ] > > > > EnJOY! > > > > /Gerry > > > > Gerry McKiernan > > Associate Professor > > Science and Technology Librarian > > Iowa State University Library > > Ames IA 50011 > > > > gerrymck(a)iastate.edu > > > > There Are No Answers, Only Solutions / Olde Irish Saying > > > > The Future Is Already Here, It's Just Not Evenly Distributed / > > Attributed To William Gibson, SciFi Author / Coined 'Cyberspace > > > > ------------------------------ > > _______________________________________________ > The Air-L(a)listserv.aoir.org mailing list > is provided by the Association of Internet Researchers http://aoir.org > Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org > > Join the Association of Internet Researchers: > http://www.aoir.org/ > > End of Air-L Digest, Vol 61, Issue 20 > ************************************* > -- Distinguished Professor Emeritus Information Systems, NJIT homepage: http://is.njit.edu/turoff

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Fwd: 'Publish or perish' factor in spiralling retractions - Thomson Reuters analysis
by jeremy hunsinger 22 Aug '09

22 Aug '09

Begin forwarded message: > From: Karen Weaver <melvil4u(a)GMAIL.COM> > Date: August 21, 2009 7:23:28 PM EDT > To: JESSE(a)LISTSERV.UTK.EDU > Subject: 'Publish or perish' factor in spiralling retractions - > Thomson Reuters analysis > Reply-To: Open Lib/Info Sci Education Forum <JESSE(a)LISTSERV.UTK.EDU> > > 'Publish or perish' factor in spiralling retractions > Retractions up tenfold > > http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=40… > > 20 August 2009 > > By Zoë Corbyn > > Excerpts from the full article linked above / best, kw > > ..."The rate at which scientific journal articles are being > retracted has increased roughly tenfold over the past two decades, > an exclusive analysis for Times Higher Education reveals." ... > ..."Growth in research fraud as a result of greater pressure on > researchers to publish, improved detection and demands on editors to > take action have been raised as possible factors in the change." ... > ..."The study, by the academic-data provider Thomson Reuters, > follows the retraction last month of a paper on the creation of > sperm from human embryonic stem cells." ... > > > ..."The Thomson Reuters analysis charts the number of peer-reviewed > scientific-journal articles produced each year from 1990 and the > number of retractions."... > "It shows that over nearly 20 years the number of articles produced > has doubled, but the number of retractions - still a small fraction > of the literature - has increased 20 times. This is equal to a > tenfold increase, factoring in the growth of articles."... > > ..."The data are extracted from the Thomson Reuters Web of Science > citation database, and apply to the journals covered by its Science > Citation Index Expanded." > ..."Whereas in 1990, just five of the nearly 690,000 journal > articles that were produced worldwide were retracted, last year the > figure was 95 of the 1.4 million papers published." ... Please > see COMPLETE article linked above / kw > > ------------------------------ > Karen Weaver, MLS, Adjunct Faculty, Cataloging & Classification, The > iSchool at Drexel University, College of Information Science & > Technology, Philadelphia PA email: karen.weaver(a)ischool.drexel.edu / > Electronic Resources Statistician, Duquesne University, Gumberg > Library, Pittsburgh PA email: weaverk(a)duq.edu >

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NewBook > Toys to Tools: Connecting Student Cell Phones to Education
by McKiernan, Gerard [LIB] 21 Aug '09

21 Aug '09

Colleagues/ A Most Excellent Friday PM (CT) Discovery ! /Gerry Toys to Tools: Connecting Student Cell Phones to Education. Liz Kolb / International Society for Technology in Education / 2008 / ISBN 978-1-56484-247-3 / 240 pp. / $ 24.45 (Member) Liz Kolb / International Society for Technology in Education / 2008 / ISBN 978-1-56484-247-3 / 240 pp. / $ 24.45 (Member) >>>General Table Of Contents<<< Introduction Chapter 1 > Cell Phones as Learning Tools Chapter 2 > Concerns with Cell Phones in the Classroom Chapter 3 > Conferencing, and Mobile Notes Chapter 4 > Cell Phones as Cameras and Camcorders Chapter 5 > Developing Classroom Projects for Cell Phones Chapter 6 > Cell Phones as Research and Organizational Tools Chapter 7 > Cell Phones as Management Tools Chapter 8 > Cell Phones in Preschool and Lower Elementary Learning Chapter 9 > The Future of Cell Phones in Schools Chapter 10> More Web 2.0 Resources for Cell Phones References National Educational Technology Standards for Students (NETS) Index Credits Links To >Detailed Table Of Contents Available >Chapter Excerpts >Introduction; Chapter 1: Cell Phones as Learning Tools, Chapter 2: Concerns with Cell Phones in the Classroom. (PDF, 23 pages) >Associated Webinar >From Toy to Tool: Cell Phones in Learning > A Conversation About Integrating Student Cell Phones Into Classroom Curricula / Liz Klob Blog >Cell Phones in Learning With Liz and Jeff (blogtalkradio) Available At [ http://tinyurl.com/l2xy6l ] EnJOY! /Gerry Gerry McKiernan Associate Professor Science and Technology Librarian Iowa State University Library Ames IA 50011 gerrymck(a)iastate.edu There Are No Answers, Only Solutions / Olde Irish Saying The Future Is Already Here, It's Just Not Evenly Distributed / Attributed To William Gibson, SciFi Author / Coined 'Cyberspace

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eies nostalgia
by Barry Wellman 21 Aug '09

21 Aug '09

Murray, et al, I agree with you (and am thinking fondly back to the 1970s) that EIES was the best system, with the default being signed, but also allowing for pseudonyms and anonymity on demand -- providing anonymous posts could be tracked when libelous. Barry Wellman _______________________________________________________________________ S.D. Clark Professor of Sociology, FRSC NetLab Director Department of Sociology 725 Spadina Avenue, Room 388 University of Toronto Toronto Canada M5S 2J4 twitter:barrywellman http://www.chass.utoronto.ca/~wellman fax:+1-416-978-3963 Updating history: http://chass.utoronto.ca/oldnew/cybertimes.php _______________________________________________________________________

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14-yr-old Teen blogger's top ten pet peeves of Facebook behavior
by Yosem Companys 21 Aug '09

21 Aug '09

> > My name's Izzie. I'm a fourteen (almost fifteen) year old girl, entering > the years of highschool and jobs and driving and life. Good years of my life > have past. Are the best yet to come? Find out with me. > I have come up with a list of teen trends that are boring, stupid, > irritating, or all of the above. I hope you enjoy reading this as much as I > enjoyed trashing everyone else's hobbies. > So behold: In no particular order, top ten teen trends I really, really > hate. > http://bit.ly/2HzwQB

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Re: [Air-L] credentials, pen names, and etc.
by Murray Turoff 20 Aug '09

20 Aug '09

i always thought what we did on the original EIES system form the mid 70's through the mid 90's was the right way to go. default signature was your real name and there was a directory for finding out material on the person they could fill in. however, anyone at any time could use a pen name or anonymity in signing a comment. or the organizer of a conference could set up one where all comments were forced to be signed by pen names or to be anonymous so one could do Delphi Discussions. in one test of the use of pen names and real names in a risky shift expeirment in a major company using 5 person (middle managers) using pen names or using in matching group real names the significant finding was in the pen name group it was the only time they were willing to discuss past decisions of the company as being possible mistakes in setting policies. When they were debriefed the biggest fear was that they might end up working for someone whose prior decision they were critical of which could not happen if they publicly stated their view. This report is on the njit library web site devoted to the old cccc studies but also was published in a journal as well. One of my students did a thesis on using anonymity for rating professional papers. And it has always been a disappointment that no single journal ever tried doing anonymous discussions of reviews of articles to journals among the reviewers of a given paper so they would reach a resolution of disagreements and then bring in the author to also enter the discussion. This would be a big improvement of the whole publications process if done they way it should be. It is what people have to say that should be the first criteria for judging something and not who they are. when people are in a group and have similar expertise then it is even more important to expose the disagreements as a guide to what to say to understand whey those disagreements are occurring. I have a phd student building a system for exactly that purpose in emergency preparedness problem solving and planning. In such situations experience and academic viewpoints are often in conflict. there are papers in the last iscram meeting proceedings (iscram.org) by connie white and on her website. i am on vacation and my files are not handy. I did not mention Delphi in the above and of course that does bias my viewpoint considerably. What connie is doing is a Dynamic delphi where everything happens at once and people can be voting, proposing new options, changing their vote, discussing options, and viewing a changing vote process at any time. -- Distinguished Professor Emeritus Information Systems, NJIT homepage: http://is.njit.edu/turoff

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Mobile Devices Within Instruction Webinar Audio/Slides NOW Available
by McKiernan, Gerard [LIB] 20 Aug '09

20 Aug '09

Colleagues/ !!! A Most Excellent / Must Hear; Read Webinar !!! /Gerry Mobile Devices Within Instruction Free Webinar / August 19 2009 Date: August 19, 2009 at 12:00 PM PDT (3:00 PM EDT) / Duration: One hour / Sponsored by: T.H.E Journal and Speak Up Discover ideas for instruction that innovative districts have developed to better leverage the increasing number of laptops, cell phones, MP3 players and smart phones that students carry. This webinar explores the latest findings from Speak Up surveys given to K-12 students, teachers and administrators regarding their views on mobile devices within instruction. Julie Evans, CEO of Project Tomorrow, the nation's leading education nonprofit organization that facilitates the annual Speak Up surveys, will present the data findings and moderate a panel discussion with students, teachers and administrators from various school districts. Panel Jeff Billings, Director of Technology, Paradise Valley Unified School District; Thea Jones, Supervisor, Office of Instructional Technology, Baltimore County Public Schools; Suzette Kliwer, National Board Certified Teacher, Mathematics, Southwest High School, Onslow County School District; Geoff Fletcher, Editorial Director, 1105 Media Education Group Links To Audio / PDF Presentation / Twitter Hash Available At [ http://tinyurl.com/l59fk7 ] >>> A Most / Most / Most Impressive Session <<< !!! The Future IS Already Here !!! /Gerry Gerry McKiernan Associate Professor Science and Technology Librarian Iowa State University Library Ames IA 50011 gerrymck(a)iastate.edu There Are No Answers, Only Solutions / Olde Irish Saying The Future Is Already Here, It's Just Not Evenly Distributed / Attributed To William Gibson, SciFi Author / Coined 'Cyberspace

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Where blogging is no longer allowed
by Yosem Companys 20 Aug '09

20 Aug '09

http://www.nytimes.com/2009/08/20/sports/ncaafootball/20rights.html?_r=1&th… Camera phones, hand-held video cameras and social networking sites like Twitter<http://topics.nytimes.com/top/news/business/companies/twitter/index.html?in…> have turned sports fans with Web sites into instant reporters and broadcasters. But one of the nation’s leading college leagues is drawing a line in the turf.* *The Southeastern Conference, home to some of the nation’s most prominent and lucrative university athletic programs, has issued rules in the past week prohibiting fans from distributing photographs or video of its games in real time for commercial use. Like a growing number of pro and college teams nationwide, the conference sees money to be made online from the exploits of its athletes.

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Position announcement - Univ. of Illinois at Chicago
by Steve Jones 20 Aug '09

20 Aug '09

[Please forward to appropriate lists and individuals. Thank you.] The Department of Communication at the University of Illinois at Chicago invites applications for the following position: Assistant Professor of Communication/Health and Policy A successful candidate must have interests in the study of health communication and policy in combination with the study of new media, the internet, and/or communication technology. The candidate will also have an earned doctorate in Communication or a related field, strong promise of scholarly achievement and teaching success (at the undergraduate and graduate levels) appropriate for appointment as Assistant Professor, good prospects for external research funding, and demonstrated commitment to multidisciplinary scholarship. Exceptionally strong applicants at the associate professor level may also be considered. Located in the heart of Chicago, UIC is a Research I University with 16,000 undergraduates, 6,500 graduate and 3,000 professional students. The Department of Communication has 11 full-time faculty, approximately 100+ undergraduate majors, 40 M.A. students, and 20 Ph.D. students in a doctoral program focused on the relationship between technology and communication. The desired appointment date for the position is August 16, 2010. Interested parties should address a letter of interest and submit full curriculum vitae, samples of relevant scholarly publications, evidence of teaching effectiveness, and names of and contact information for three references to: Zizi Papacharissi, PhD, Professor and Head, Department of Communication University of Illinois at Chicago, Chicago, IL Applications will be accepted electronically, at commsrch(a)uic.edu, in pdf or Word format, by October 15, 2009, to receive full consideration. The search will proceed until the position is filled. Preliminary interviews may be conducted during the National Communication Association (NCA) convention in Chicago, November 12-15, 2009. Women and traditionally under-represented minorities are strongly encouraged to apply. The University of Illinois is an Affirmative Action, Equal Opportunity Employer.

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Study Finds That Online Education Beats the Classroom
by McKiernan, Gerard [LIB] 20 Aug '09

20 Aug '09

Colleagues/ A Wednesday PM (CT) Discovery !! /Gerry New York Times / August 19, 2009, 1:08 pm / Updated: 1:29 pm / Steve Lohr A recent 93-page report on online education, conducted by SRI International for the Department of Education, has a starchy academic title, but a most intriguing conclusion: "On average, students in online learning conditions performed better than those receiving face-to-face instruction." [snip] Over the 12-year span, the report found 99 studies in which there were quantitative comparisons of online and classroom performance for the same courses. The analysis for the Department of Education found that, on average, students doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile. >>>That is a modest but statistically meaningful difference.<<< [snip] Until fairly recently, online education amounted to little more than electronic versions of the old-line correspondence courses. That has really changed with arrival of Web-based video, instant messaging and collaboration tools. The real promise of online education, experts say, is providing learning experiences that are more tailored to individual students than is possible in classrooms. That enables more "learning by doing," which many students find more engaging and useful. [more] Links to the original NYTimes article and the full DOEd report available from [ http://tinyurl.com/nk97w8 ] Enjoy ! /Gerry Gerry McKiernan Associate Professor Science and Technology Librarian Iowa State University Library Ames IA 50011 gerrymck(a)iastate.edu There Are No Answers, Only Solutions / Olde Irish Saying The Future Is Already Here, It's Just Not Evenly Distributed / Attributed To William Gibson, SciFi Author / Coined 'Cyberspace

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