Another Tip Re: Korean students
. . . 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 ------ Robin Y. Mabry Hubbard, MBA, EdS Rural Sociology Doctoral Student - Community Informatics Email: ryh352@mizzou.edu My Homepage: http://www.rrchubbard.org Murphy's Law: There is never enough time to do it right; but there is always time to do it over ~ Our Future arrived Yesterday! ~ [I am not inviting any postmodernist to my party!]
i don't think air-l is not pedagogically sympathetic. it is that we received several duplicate messages that looked very much like people were trolling for emails in a very short amount of time. we also had no prior notification that this could be anything other than a problem. were we to have notification and know what to expect, i doubt this would have occurred as it has. On Jun 13, 2006, 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
------ Robin Y. Mabry Hubbard, MBA, EdS Rural Sociology Doctoral Student - Community Informatics Email: ryh352@mizzou.edu My Homepage: http://www.rrchubbard.org Murphy's Law: There is never enough time to do it right; but there is always time to do it over ~ Our Future arrived Yesterday! ~ [I am not inviting any postmodernist to my party!]
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Jeremy Hunsinger Center for Digital Discourse and Culture () ascii ribbon campaign - against html mail /\ - against microsoft attachments http://www.aoir.org The Association of Internet Researchers http://www.stswiki.org/ stswiki http://cfp.learning-inquiry.info/ LI-the journal http://transdisciplinarystudies.tmttlt.com/ Transdisciplinary Studies:the book series
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
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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At the risk of entering this argument a little late and without meaning to offend anyone involved, I would like to reinforce the notion of mailing list "listening" as a form of active participation. As Nonnecke & Preece (2001) in "Why Lurkers Lurk" have noted, there is a productive dimension to mailing list engagement at a purely lurking level. It's a shame more pedagogues feel the need to measure output as a means of user engagement, particularly when the nature of an assignment is to seek out responses to an idea or (in the case of this list particularly) a technological development which can only produce a shallow reflection on the proposed topic. In order to avoid this practice in the past, I preferred to use a subject-specific bulletin board, blog or wiki as a means of encouraging student-student interaction, but made that student-oriented discussion open to the world, and instead sent messages to my lists inviting colleagues and other students to engage in the debates begun on my class lists, by giving them links to the online presence and allowing them to comment in response to student initiated posts. This avoided the usual "spam" oriented responses, and allowed my colleagues who had the time and interest to engage in the debate to access the questions and considerations of students as they saw fit. The worst possible impression that students could glean from the exercise we have seen displayed here is that mailing lists are not a valuable source of collective knowledge. Yet if they receive no responses to their queries, then that is precisely the response they are likely to foster. I may be speaking selfishly (given the nature of my own research), but my sense is that this episode in AoIR mailing list history is further evidence that interaction design systems should be considered as a priority in curriculum development, or indeed any intra-organisational knowledge base implementation strategy. Regards to you all, Joanne Jacobs _________________________________________________ Joanne Jacobs Project Manager Australasian CRC for Interaction Design Seconded from the Brisbane Graduate School of Business, QUT. Ph: +61 7 3337 7832 Fax: +61 7 3337 7834 Email: j2.jacobs@qut.edu.au, joanne@acid.net.au, joanne@joannejacobs.net
Hello Joanne, You said: "I would like to reinforce the notion of mailing list "listening" as a form of active participation." It also has some epistemological "side-effects"... Lave and Wenger (1991) also defines it "legitimate peripheral participation". Rosanna Tarsiero Online Facilitator , Gionnethics rosanna@gionnethics.com M: +393356759481 http://www.gionnethics.com Profile: https://www.linkedin.com/e/fps/1127530/
"I would like to reinforce the notion of mailing list "listening" as a form of active participation."
I agree. Speaking does not equal participation on a list any more than in a physical classroom. For an instructor, the issue is how to assess participation. In physical space, some sort of artifact production based on the topic/issue at hand is useful to measure engagement. While online courses often have discussion boards where students are required to post and reference other posts (perhaps a better interactive exercise?), having students dive onto an active list and try to interact without any contextual grounding in the norms of that environment is (IMO) problematic. As an exercise design problem, I think an analysis of the discussion and the apparent norms would be a better use of the list. Moreover, I think that a little more sensitivity toward the ongoing dynamic of a list and its purpose would be in order when dragooning it into one's lesson plan. I would relate this to having a half dozen students show up at a regular f2f meeting unannounced and trying to dive into the ongoing discussion. Educational, yes, but also disruptive. Where is our obligation as researchers, educators, and members of an open academic association? The list as a mode of interaction has changed over time, for sure, and continues to change. It may be useful for AoIR to come up with an educators guide for using the list (or any list) as a learning tool. This might help to ensure that both students and regular users in our community both have satisfactory experiences. -TED Ted M. Coopman Department of Communication University of Washington On Wed, 14 Jun 2006, Rosanna wrote:
Hello Joanne,
You said: "I would like to reinforce the notion of mailing list "listening" as a form of active participation."
It also has some epistemological "side-effects"... Lave and Wenger (1991) also defines it "legitimate peripheral participation".
Rosanna Tarsiero Online Facilitator , Gionnethics rosanna@gionnethics.com M: +393356759481 http://www.gionnethics.com Profile: https://www.linkedin.com/e/fps/1127530/
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participants (7)
-
Deanya Lattimore -
Jeremy Hunsinger -
Joanne Jacobs -
Peter Timusk -
R.Mabry-Hubbard (UMC Student) -
Rosanna -
Ted M Coopman