The important thing I think is that if you lurk on a list long enough, you'll understand whether you "fit in" to it or not; that's the point about online communities that the students missed. They didn't listen for long enough; that's the same reason why I quit using this kind of assignment. My students never really read the messages on the lists that I had them subscribe to. It's about "entering" a conversation, not just posting information. The students could have created weblog pages with their product reviews and generated real interest from real readers. Listserv assignments, on the other hand, make better "reading" assignments than "writing" ones for undergrads especially, IMOHO. Deanya On Tuesday, June 13, 2006, at 10:44 PM, Peter Timusk wrote:
Hi I am a student and TA statistics but I think I know at least some email list etiquette like an intro. I also tried my peacemaker role after suspecting these as spam and brought the commercial soccer post back on topic( you can shoot me down here about domain disputes as on topic, lol ). May be the student learned from this.
I wonder if English is weak how these students can then follow the discussions that result if indeed they would.
thanks I will check these other lists out as may be they are more appropriate for me.
This list I find has many conference calls which I must ignore.
That said there are many things here I use including Barry's wonderful papers have been an interesting study.
Peter
On 13-Jun-06, at 8:59 PM, R.Mabry-Hubbard (UMC Student) wrote:
. . . a little dose of social networks and cultural capital... If you repeat this exercise, why not get students to learn how to make an introduction, ...
I would add for next time, perhaps use a pedagogical sympathetic group such as WWWEDU listserv (Use of the WWW in Education); DIGITALDIVIDE list; Ed-Tech list (Educational Technology)
http://www.edwebproject.org/wwwedu.html http://www.digitaldivide.net/community/digitaldivide http://www2.h-net.msu.edu/~edweb/
BTW, I liked your innovative assignment
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