Bibliography: Facebook (page 72 of 72)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the FakeBookMedia website.  Some of the authors featured on this page include Madelyn J. Boesen, Bashaiar Al-Sanaa, Joseph B. Walther, Maggie McPherson, Joseph G. Kosciw, Brandon Van Der Heide, Myungcheol Doo, Connie Jo Ury, Brandon Lee Van Der Heide, and Mina Gjoka.

Al-Sanaa, Bashaiar (2009). Intimate Strangers and Estranged Intimates: An Investigation of the Impact of Instant Messaging and Short Message Service on the Size and Strength of Social Networks in Kuwait, ProQuest LLC. Information and communication technologies (ICT) have revolutionized how people experience spatial proximity, reality, and connectivity. These technologies provide inexpensive access to anything and anyone in the world. They also replicate face-to-face interaction in cyber-space and allow for participation in numerous modes of social exchange.   People use Information and communication technologies to write web logs (blogs), send electronic mail (email), socialize through networking sites (such as Facebook and MySpace), text each other through mobile phone Short Message Service (SMS) and chat via online instant messaging (IM). With all these applications, a debate has ignited that actual physical communication is decreasing in favor of online connectivity, thus leading to more but weaker social ties.   Previous research within the field of communication technologies has produced incongruent and contrasting results regarding the effects of ICT on human behavior and social connectivity. Additionally, only a humble body of research avails systematic representative studies tracking the sociological impact of media technologies. Such systematic research is non-existent in developing countries. Given the rarity of research in this realm and the incessant change in technology, this study aimed to examine the effects of two types of ICT, text and instant messaging, on the strength and size of three circles of social networks (family, friends and acquaintances) in Kuwait. The study also explored the potential impact of demographic characteristics on these circles.   This examination was theoretically framed by uses and gratifications. Using a self-administered a questionnaire, the study surveyed a nationally representative sample of 406 IM and/or SMS users, reflecting Kuwaiti adults between the ages of 18 to 65 years. The survey was distributed to respondents in government offices, private companies, educational institutions and malls in the State of Kuwait. Statistical analyses performed to analyze data included t-tests, analysis of variance (ANOVA), Chi Square, Scheffe test, Pearson correlation, crosstabs, frequencies and percentage distributions. The study formulated five research questions and tested 12 hypotheses, only one of which was rejected.   Except for the size of the family circle for social ties which was found to be insignificantly correlated to instant message usage; both the strength and size of social networks in all three examined circles were found to be significantly negatively and positively correlated, respectively, to technology usage, whether instant or text messaging. Furthermore, certain demographic factors, such as gender and marital status, played a modest role with regards to social ties.   The findings of this research effort are validated by previous academic studies and different research institutions. As reflected by the results, new communication technologies have both numerous advantages and inadvertent disadvantages. Hence, given their sheer weight as a social force, ICT should be further examined as technologies continue to advance and change social connectivity.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Foreign Countries, Statistical Analysis, Computer Mediated Communication, Social Networks

Baker, Andrea B. (2010). The Schenectady Virtual Community: Exploring the Ecology of Political Discourse in a Local Context, ProQuest LLC. From Facebook to Twitter, ordinary citizens' use of social media to discuss, organize, and participate in the political process continues to grow in popularity (Davis, 2005; Rainie, 2005; Kohut, Keeter, Doherty, & Dimock, 2008). Researchers interested in this area have explored the demographics, patterns of behavior and motives of participants in online communities (Stromer-Galley, 2002, 2003), the dynamics of the online discussions (Dahlberg, 2001; Davis, 2005; Wilhelm, 2000), the effect of online participation on other forms of political activity (Brunsting, 2002; Kavanaugh & Patterson, 2001), and more recently the relationship between social media and the conventional press (Hiler, 2002; Park, 2004; Cornfield, 2006; Lenhart & Fox, 2006; Schiffer, 2006; Fanselow, 2009). Most research, however, has examined online communities focused on national political communities. This dissertation research contributes to that line of analysis but instead focuses on an online community, the Schenectady Virtual Internet Community (SVC), which is centered on a local geographic setting, Schenectady, NY.   The intent of focusing on a single case such as the SVC was to provide a more thorough understanding of the ecology of political talk in the entire geographic community by analyzing the dynamics between the ordinary citizens who participate online and political elites in the community. Hiler's (2002) emerging media ecosystem, which suggests that social media and conventional media are exchanging information and creating a new discourse ecology, was used as a framework to guide the research. The design of the case study included a survey of SVC participants, a content analysis of a sample of the discussions from the online forum, a content analysis of articles from the local newspaper, the "Daily Gazette", as well as interviews with "Gazette" reporters and government officials in Schenectady.   Results from the SVC analysis indicate that the online community had expanded opportunities for ordinary citizens to contribute to the broader public dialogue that was once controlled mainly by journalists and political elites. The SVC had been successful at generating public discussion with more than 650 members and more than 64,000 messages about community issues by 2008. Although most Schenectady politicians avoided participating in the SVC, as noted by other researchers about online political discussion forums in general (Stromer-Galley, 2000), evidence suggests politicians were listening to the online community. Further, a content analysis of more than 100 "Gazette" articles as well as interviews with journalists from the local newspaper demonstrates that the SVC conversations were being incorporated in the broader dialogue. Information posted in online community discussions and the content of citizens' comments appeared in many "Gazette" stories. Thus, the SVC case study demonstrates that online technology can extend the margins of the ecology of political dialogue in a local context by providing an additional public space for citizens to communicate.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Content Analysis, Internet, Discourse Analysis, Political Attitudes

King, Kathleen P., Ed.; Cox, Thomas D., Ed. (2010). The Professor's Guide to Taming Technology: Leveraging Digital Media, Web 2.0 and More for Learning, IAP – Information Age Publishing, Inc.. This book is provided as a guide, encouragement and handbook for faculty to introduce digital media in language they can understand and provide strategies and activities they can quickly assimilate into their teaching. The authors are excited that more people will be able to benefit from the powerful help and guidance contained in this book. This book responds to the needs of the changing world and students by revealing innovative technology applications and how faculty are and can use digital media in teaching in higher education because faculty make the quickest changes and learn how to do it best. It is a valuable resource for faculty from faculty, because it allows the sharing of successful teaching experiences with digital media with their worldwide colleagues so they may modify it, extend it, and improve it. The authors have been fortunate to bring together faculty experts across different disciplines to specifically speak about how and why to use digital media in higher education settings. These different approaches include clear descriptions of what these activities look like, why to develop and implement them, and how to do so for their specific needs. "Bridging the Gap of Change," a preface by Kathleen P. King, is presented. Part I, "Vision and Foundation," contains: (1) Using Digital Media in Higher Education: An Adult Learning Perspective (Thomas D. Cox and Kathleen P. King); and (2) Voice, Empowerment, and Impact: Using Digital Technologies in the Classroom (Kathleen P. King). Part II, "Digital Media," contains: (3) Learning on Demand and Content Creation (Kathleen P. King); (4) Using Online Asynchronous Audio Communication in Higher Education (Jody Oomen-Early, Mary Bold, Kristin L. Wiginton, and Tara Gallien); (5) Video Development and Instructional Use: Simple and Powerful Options (Kathleen P. King and Thomas D. Cox); (6) Blogging as Reflective Practice in the Graduate Classroom (Teresa J. Carter); (7) Narrated Digital Presentations: An Educator's Journey and Strategies for Integrating and Enhancing Education (Brian W. Donavant); (8) The Use of Wikis for Collaboration in Higher Education (Pooneh Lari); (9) Virtual Office Hours (April Williams and Thomas D. Cox); (10) Skype and Other Virtual Conferencing Tools (Ellen Manning); and (11) Facebook Goes on "Prac": Using Social Networking Tools to Support Students Undertaking Teaching Practicum (Jennifer Duncan-Howell and Rebecca English). Part III, "Special Topics," contains: (12) Revelations of Adaptive Technology Hiding in Your Operating System (Kathleen P. King); (13) Accessible Technology for Online and Face-to-Face Teaching and Learning (Sheryl Burgstahler, Alice Anderson and Mike Litzkow); (14) Incorporating 3D Virtual Laboratory Specimens to Enhance Online Science: Examples from Paleontology and Biology (Kevin F. Downing and Jennifer K. Holtz); and (15) A Guide to Using Technology in the History Classroom (Keith Sisson and Kathleen P. King). Part IV, "Thinking Ahead," contains: (16) Action Steps for Continued Faculty Success in Taming Technology (Kathleen P. King and Thomas D. Cox).   [More]  Descriptors: Video Technology, Paleontology, Adult Learning, Educational Technology

Portman Daley, Joannah (2012). (Re)Writing Civics in the Digital Age: The Role of Social Media in Student (Dis)Engagement, ProQuest LLC. (Re)Writing Civics in the Digital Age: The Role of Social Media in Student (Dis)Engagement addresses an important gap in the knowledge of civic rhetoric available in Rhetoric and Composition by using qualitative methods to explore the parameters of civic engagement through social media-based digital writing. With funding from URI's Office of Research and Economic Development and the Association of Teachers of Technical Writing, the project's findings challenge traditional notions of civic engagement by demonstrating how digital writing spaces, such as Facebook, Twitter, KISS, and Reddit, among others, can reconstitute civic acts and communal affiliations.   Chapter One examines popular intersections of social media and civic engagement in recent history, as well as offers a critical review of the scholarship within on this fairly nebulous relationship. Chapter Two, then, turns to the framework for my study by describing the critical and social research qualitative methodologies that inspired my work as well as the ensuing methods–time-use diaries, interviews, and screen capture analysis–I selected to carry out the research. In doing so, it highlights the digital writing research scholarship that informed my procedures and illustrates how my study both complements and extends said research. It also introduces and describes in detail each of the study's participants and social media affiliations.   Chapter Three is the first of my three data analysis chapters. In attempt to investigate the parameters of civic engagement through digital writing, it examines the differences between slacktivism and activism against changing citizenship styles and definitions of civic action. Using participant data, it demonstrates how many young "scotomatic citizens" are tethered to normative notions of citizenship and civic engagement, thereby discounting, in many cases, digital action that holds potential for social change.   Chapter Four builds on this analysis by adopting the lens of public pedagogy through which to analyze the informal learning that occurs in social media spaces. Here, I explain the concept of public pedagogy, as well as offer examples and analyses of my participants' contributions to, and engagement with, various public pedagogies located within and across multiple social media spaces. Ultimately, this chapter situates the importance and power of social media-based public pedagogy within our burgeoning understandings of 21st century civic discourse and its necessary inclusion of digital civics.   Chapter Five explores the connection between literacy and the power to engage civically by focusing on participants' multiliteracies and analyzing how various skill levels affects awareness and, in turn, opportunity. It illustrates the correlative relationship between digital literacy and civic awareness that emerged among participants. For example, students who existed simply at functional digital literacy levels were often blinded to the civic opportunities available in their digital writing practices because they failed to look deeper than a semi-automatic usage; whereas students who also operated on critical and/or rhetorical levels found that social media spaces allowed countless critical occasions for meaningful civic action primarily via the user-generated content creation that contributes to peer-to-peer knowledge sharing activities. The chapter then turns its attention toward the classroom. With the goal of rethinking the relationship between civics, social media, slacktivism and scotosis, and bridging the binary between informal and formal learning, it outlines a digital writing project that uses social networking technologies to enact social change by increasing students' awareness in terms of what counts as civic action in digital spaces.   Finally, Chapter Six serves as an afterword of sorts. Instead of concluding, it initiates a conversation about the future of digital writing research by pointing to two fruitful junctures for the questioning and critical rethinking of representation issues in digital writing spaces, in terms of the researcher, the participants, and relevant third parties.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Rhetoric, Diaries, Citizenship Education, Technical Writing

PEPNet 2 (2008). Putting the Pieces Together. Proceedings of the PEPNet 2008 Biennial Conference (Columbus, Ohio, April 15-18, 2008). "Putting the Pieces Together" provided a distinctive opportunity for professionals to interact with their colleagues to learn more about effective practices and strategies for meeting the needs of deaf or hard of hearing students at the secondary and postsecondary levels. Conference participants engaged is sessions that focused on identifying and implementing research-based practices as well as the "nuts and bolts" of managing and delivering effective access services. One of the goals of the conference was to more firmly establish collaborative efforts among professionals who share a common goal: ensuring provision of the most effective educational programs for students who are deaf or hard of hearing. Instead of operating in isolation, we can create additional opportunities to share knowledge and experiences that will have a positive impact on our students as they transition from secondary education to postsecondary education and training programs. It is hoped that this information will truly support each reader to put together the pieces in providing effective services to students. This publication contains the following papers: (1) The Diversity Piece–Where Does It Fit in the Puzzle? (Sam Atcherson, Tina Abdul, Martha Davies, Teraca Florence, & Parvin Karobi); (2) Help! High School's Almost Over… What's Next? (Greta Palmberg, Elissa Becker, Melody Eubanks, Janis Friend, & Sally Prouty); (3) 25 Years Later: Board of Education v Rowley: A Look at the Past and Looking Towards the Future (Amy Rowley); (4) Putting the Pieces of Electronic and IT Accessibility Together: Building Partnerships to Meet the Challenge of 508 (Kaye Ellis); (5) More Bang for Your Buck (Cindy Camp, Amy Hebert, & Michelle Swaney); (6) Meaning-for-Meaning in Speech-to-Text Services: A Better Understanding (Pamela Francis, Cindy Camp, & Judy Colwell); (7) Using Tablet PCs to Integrate Graphics with Text to Support Students Who Are Deaf and Hard of Hearing (Pamela Francis, Michael Stinson, & Lisa Elliot); (8) Math-to-Text: Tips and Tools (Sharon Allen & Steve Colwell); (9) PPT: Facebook 101 (Jennifer Freer & Joan Naturale); (10) Teaching Your Colleagues and Community About Adults Who Are Deaf and Low Functioning (Greg Long, Theresa Johnson, Nancy Carr, & Amy Hebert); (11) College Students who are Hard of Hearing: A National Task Force Publication on Addressing Service Models of an Underserved Population (Debra Brenner, Douglas Watson, & Cheryl Davis); (12) Serving Hard-of-Hearing Students: Interpreting Documentation, Understanding Functional Impact, and Providing Appropriate Accommodations (Samuel R. Atcherson & Cheryl D. Davis); (13) From 0 to 99: Creating Services for Individuals with Hearing Loss Around a Core Program at the Community Level (Heidi Adams); (14) Community Rehabilitation Practitioner (CRP) Online Training (April Pierson); (15) Model State Plan for Vocational Rehabilitation Services to Persons who are Deaf, Deaf-Blind, Hard of Hearing, or Late Deafened (Douglas Watson, Tammy Adams, Terrye Fish, Rubin Latz, & Steve Boone); (16) PPT: Patchwork to Seamless: PEPNet Products for Professionals in Community Based Rehabilitation Programs (Heidi Adams); (17) Our Piece of the Puzzle: A Comprehensive Cooperative Program Helps Students Put it All Together (Leslie Garber); (18) Academic ASL: It Looks Like English, But It Isn't (Linda L. Ross & Marla C. Berkowitz); (19) Finding the Right Pieces with Service Agencies: Redefining the Relationship (Naomi Sheneman); (20) Interpreting and Speech-to-Text Services in English Courses for International Students (Kim Thiessen, Brian Buma, Pam Molina Toledo, & Mary Ann Higgins); (21) Shift Happens: Reframing Disability and Reconsidering Paradigms (Sharon Downs, Melanie Thornton, & Amy Hebert); (22) From Idea to Implementation–Universal Design in Action (Arlene C. Stewart & Tara Seyller); (23) Anticipating Diversity: Weaving Universal Design into your Campus Tapestry and Beyond (Sharon Downs & Melanie Thornton); (24) Creating a Mentoring Program for Speech-to-Text Services (Kim Thiessen & Brian Buma); (25) Continuing Education for Speech-to-Text Providers: A Fundamental Piece of the Puzzle (Jennie Bourgeois & Judy Colwell); (26) What Prisms Can Teach Us about Professionalism: Ethical Reflection and Refraction (Linda K. Stauffer & Amy Hebert); (27) Leadership: It's In You! (Melanie Thornton, Sharon Downs, & Amy Hebert); and (28) PEN-International's Summer Leadership Institute for Postsecondary Deaf and Hard of Hearing Students (Denise Kavin). Individual papers contain tables, figures, references and appendices.   [More]  Descriptors: Continuing Education, Mentors, Reflection, Cooperative Programs

Walther, Joseph B.; Van Der Heide, Brandon; Kim, Sang-Yeon; Westerman, David; Tong, Stephanie Tom (2008). The Role of Friends' Appearance and Behavior on Evaluations of Individuals on Facebook: Are We Known by the Company We Keep?, Human Communication Research. This research explores how cues deposited by social partners onto one's online networking profile affect observers' impressions of the profile owner. An experiment tested the relationships between both (a) what one's associates say about a person on a social network site via "wall postings," where friends leave public messages, and (b) the physical attractiveness of one's associates reflected in the photos that accompany their wall postings on the attractiveness and credibility observers attribute to the target profile owner. Results indicated that profile owners' friends' attractiveness affected their own in an assimilative pattern. Favorable or unfavorable statements about the targets interacted with target gender: Negatively valenced messages about certain moral behaviors increased male profile owners' perceived physical attractiveness, although they caused females to be viewed as less attractive.   [More]  Descriptors: Cues, Interpersonal Attraction, Profiles, Social Networks

Kosciw, Joseph G.; Greytak, Emily A.; Bartkiewicz, Mark J.; Boesen, Madelyn J.; Palmer, Neal A. (2012). The 2011 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools, Gay, Lesbian and Straight Education Network (GLSEN). In 1999, the Gay, Lesbian and Straight Education Network (GLSEN) identified the need for national data on the experiences of lesbian, gay, bisexual, and transgender (LGBT) students and launched the first National School Climate Survey (NSCS). At the time, the school experiences of LGBT youth were under-documented and nearly absent from national studies of adolescents. For more than a decade, the biennial NSCS has documented the unique challenges LGBT students face and identified interventions that can improve school climate. The survey explores the prevalence of anti-LGBT language and victimization, the effect that these experiences have on LGBT students' achievement and well-being, and the utility of interventions in lessening the negative effects of a hostile school climate and promoting a positive educational experience. The survey also examines demographic and community-level differences in LGBT students' experiences. The NSCS remains one of the few studies to examine the school experiences of LGBT students nationally, and its results have been vital to GLSEN's understanding of the issues that LGBT students face, thereby informing the authors' ongoing work to ensure safe and affirming schools for all. In their 2011 survey, the authors examine the experiences of LGBT students with regard to indicators of negative school climate: (1) hearing biased remarks, including homophobic remarks, in school; (2) feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression, or race/ethnicity; (3) missing classes or days of school because of safety reasons; and (4) experiencing harassment and assault in school. They also examine: (1) the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being; (2) whether or not students report experiences of victimization to school officials or to family members and how these adults address the problem; and (3) how the school experiences of LGBT students differ by personal and community characteristics. In addition, they demonstrate the degree to which LGBT students have access to supportive resources in school, and they explore the possible benefits of these resources, including: (1) Gay-Straight Alliances (GSAs) or similar clubs; (2) anti-bullying/harassment school policies and laws; (3) supportive school staff; and (4) curricula that are inclusive of LGBT-related topics. Given that GLSEN has more than a decade of data, they examine changes over the time on indicators of negative school climate and levels of access to LGBT-related resources in schools. GLSEN used two methods to obtain a representative national sample of lesbian, gay, bisexual, and transgender (LGBT) youth to participate in a survey: 1) outreach through national, regional, and local organizations that provide services to or advocate on behalf of LGBT youth, and 2) targeted advertising on the social networking site Facebook. The final sample consisted of a total of 8,584 students between the ages of 13 and 20. Students were from all 50 states and the District of Columbia and from 3,224 unique school districts. About two thirds of the sample (67.9%) was White, about half (49.6%) was female, and over half identified as gay or lesbian (61.3%). Students were in grades 6 to 12, with the largest numbers in grades 10 and 11. Results from the 2011 National School Climate Survey demonstrate the ways in which school-based support–such as supportive staff, anti-bullying/harassment policies, LGBT-inclusive curricular resources, and GSAs–can positively affect LGBT students' school experiences. Furthermore, results show how comprehensive anti-bullying/harassment state laws can positively affect school climate for these students. Therefore, the authors recommend the following measures: (1) Advocate for comprehensive bullying/harassment legislation at the state and federal levels that specifically enumerates sexual orientation, gender identity, and gender expression as protected categories alongside others such as race, religion, and disability; (2) Adopt and implement comprehensive bullying/harassment policies that specifically enumerate sexual orientation, gender identity, and gender expression in individual schools and districts, with clear and effective systems for reporting and addressing incidents that students experience; (3) Ensure that school policies and practices, such as those related to dress codes and school dances, do not discriminate against LGBT students; (4) Support student clubs, such as Gay-Straight Alliances, that provide support for LGBT students and address LGBT issues in education; (5) Provide training for school staff to improve rates of intervention and increase the number of supportive teachers and other staff available to students; and (6) Increase student access to appropriate and accurate information regarding LGBT people, history, and events through inclusive curricula and library and Internet resources. Taken together, such measures can move us toward a future in which all students have the opportunity to learn and succeed in school, regardless of sexual orientation, gender identity, or gender expression. (Contains 9 tables, 82 figures and 186 notes.) [For "The 2011 National School Climate Survey: Key Findings on the Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools. Executive Summary," see ED535178.]   [More]  Descriptors: Educational Environment, Homosexuality, Sexual Orientation, Sexual Identity

Li, Haiqing (2010). Designing Effective Persuasive Systems Utilizing the Power of Entanglement: Communication Channel, Strategy & Affect, ProQuest LLC. With rapid advancements in information and communication technologies, computer-mediated communication channels such as email, web, mobile smart-phones with SMS, social networking websites (Facebook), multimedia websites, and OEM devices provide users with multiple technology choices to seek information. However, no study has compared the effectiveness of any of the above channels to persuade users through certain persuasive strategies to change their behavior. We explore strategies such as praise, reminders, suggestions, and rewards applied in the context of health behavior and promotion. Does effectiveness of the persuasive technology system vary by the communication channel and strategies used? If so, which kind of communication channel provides the most persuasive impact for a specific persuasive strategy? Moreover, how affective computing (adding emotional content such as indicators for happiness, sadness, empathy etc.) impacts the effectiveness of persuasive systems has remained unexplored. This study tests three hypotheses (1) that computer-mediated communication channels in combination with persuasive strategies have different persuasive effectiveness; (2) that adding emotion to a message that leads to a better overall user experience by enhancing pragmatic and hedonic aspects, which can increase persuasive effectiveness; (3) that there is a positive correlation between the amount of information, as measured by entropy, carried by a persuasive message and its persuasive effectiveness.   This study uses both design science research (DSR) and quantitative research methodology. First, a simulation system is designed and built to represent the persuasive systems with various combinations of communication channels and persuasive strategies using mock-up technology. The design of the mock-ups follows DSR methodology to guide the development of the simulation system. The affective computing feature is added to the experiment using emoticons. Then, this simulation system is used in an experimental design to quantitatively measure persuasive effectiveness and user experience under those combinations. In addition, this study investigates the entropy of the persuasive message.   The results of the study show that computer-mediated communication channels in combination with various persuasive strategies can affect the persuasive effectiveness to differing degrees. These results also show that adding an emoticon to a message leads to a better user experience, which increases the overall persuasive effectiveness of a system. Based on these results, the study delineates a model to predict persuasive effectiveness based on user experiences. Our findings can benefit online advertising companies, health promotion agencies as well as designers of persuasive technologies to select channels, strategies and affect to meet their needs with target audiences. Finally, the study demonstrates that the image entropy of the whole graphic interface of the system is a better entropy measurement than text entropy, and it has a positive relationship to the system's persuasive effectiveness.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Information Technology, Computer Mediated Communication, Behavior Change, Persuasive Discourse

Sánchez, Inmaculada Arnedillo, Ed.; Isaías, Pedro, Ed. (2014). Proceedings of the International Conference on Mobile Learning 2014. (10th, Madrid, Spain, February 28-March 2, 2014), International Association for Development of the Information Society. These proceedings contain the papers of the 10th International Conference on Mobile Learning 2014, which was organised by the International Association for Development of the Information Society, in Madrid, Spain, February 28-March 2, 2014. The Mobile Learning 2014 International Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Papers in these proceedings include: (1) Supporting Teachers to Design and Use Mobile Collaborative Learning Games (Iza Marfisi-Schottman and Sébastien George); (2) Ebooks as PDF Files, in Epub Format or as Interactive Ibooks? Digital Books in Physics Lessons of Secondary Education (Manfred Lohr); (3) Mobile Learning and Early Age Mathematics (Shir Peled and Shimon Schocken); (4) M-Learning–On Path to Integration with Organisation Systems (Shilpa Srivastava and Ved Prakash Gulati); (5) Improving History Learning through Cultural Heritage, Local History and Technology (GraÃßa Magro, Joaquim Ramos de Carvalho and Maria José Marcelino); (6) Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game (Jetmir Xhembulla, Irene Rubino, Claudia Barberis and Giovanni Malnati); (7) Mobile-Based Chatting for Meeting Negotiation in Foreign Language Learning (María Dolores Castrillo, Elena Martín-Monje and Elena Bárcena); (8) Student Preferences for M-Learning Application Characteristics (Ãñmer Delialioglu & Yasaman Alioon); (9) Learning and Teaching with Mobile Devices An Approach in Secondary Education in Ghana (Margarete Grimus and Martin Ebner); (10) Cross-Cultural Design of Mobile Mathematics Learning Service for South African Schools (Tanja Walsh, Teija Vainio and Jari Varsaluoma); (11) Mobile Learning and Achievement Goal Orientation Profiles (Minna Asplund); (12) A Review of Integrating Mobile Phones for Language Learning (Ramiza Darmi and Peter Albion); (13) Overlapping Chat's Accessibility Requirements between Students with and without Disabilities Due to the Mobile Limitiations (Rocío Calvo, Ana Iglesias and Lourdes Moreno); (14) UML Quiz: Automatic Conversion of Web-Based E-Learning Content in Mobile Applications (Alexander von Franqué and Hilda Tellioglu); (15) Pedagogical Applications of Smartphone Integration in Teaching–Lectures', Students', & Pupils' Perspectives (Tami Seifert); (16) MOOC's to Go (Jan Renz, Thomas Staubitz and Christoph Meinel); (17) Strategies and Challenges in Ipad Initiative (Chientzu Candace Chou, Lanise Block and Renee Jesness); (18) Blending Classroom Teaching and Learning with QR Codes (Jenni Rikala and Marja Kankaanranta); (19) Programming Education with a Blocks-Based Visual Language for Mobile Application Development (Can Mihci and Nesrin Ozdener); (20) Shifting Contexts: Investigating the Role of Context in the Use of Obiquitious Computing for Design-Based Learning (Katharine S. Willis and Gianni Corino); (21) Evaluation Framework for Dependable Mobile Learning Scenarios (Manel Bensassi and Mona Laroussi); (22) Initial Evaluation of a Mobile Scaffolding Application that Seeks to Support Novice Learners of Programming (Chao Mbogo, Edwin Blake and Hussein Suleman); (23) Defining a Set of Architectural Requirements for Service-Oriented Mobile Learning Environments (Nemésio Freitas Duarte Filho and Ellen Francine Barbosa); (24) Portability and Usability of Open Educational Resources on Mobile Devices: A Study in the Context of Brazilian Educational Portals and Android-Based Devices (André Constantino da Silva, Fernanda Maria Pereira Freire, Vitor Hugo Miranda Mourão, Márcio Diógenes de Oliveira da Cruz and Heloísa Vieira da Rocha); (25) Evaluating QR Code Case Studies Using a Mobile Learning Framework (Jenni Rikala); (26) Developing a Mobile Social Media Framework for Creative Pedagogies (Thomas Cochrane, Laurent Antonczak, Matthew Guinibert and Danni Mulrennan); (27) Factors Affecting M-Learners' Course Satisfaction and Learning Persistence (Young Ju Joo, Sunyoung Joung, Eugene Lim and Hae Jin Kim); (28) A Framework to Support Mobile Learning in Multilingual Environments (Mmaki E. Jantjies and Mike Joy); (29) Mobile Technology Integrated Pedagogical Model (Arshia Khan); (30) Representation of an Incidental Learning Framework to Support Mobile Learning (Eileen Scanlon, Mark Gaved, Ann Jones, Agnes Kukulska-Hulme, Lucas Paletta and Ian Dunwell); (31) Using Mobile Apps and Social Media for Online Learner-Generated Content (Paul David Henry); (32) Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts (Kaja Vembe Swensen, Kenneth Silseth and Ingeborg Krange); (33) What Mobile Learning and Working Remotely Can Learn from Each Other (Koen Depryck); (34) In-Time On-Place Learning (Merja Bauters, Jukka Purma and Teemu Leinonen); (35) M-Learning and Technological Literacy: Analyzing Benefits for Apprenticeship (Carlos Manuel Pacheco Cortés and Adriana Margarita Pacheco Cortés); (36) Designing a Site to Embed and to Interact with Wolfram Alpha Widgets in Math and Science Courses (Francisco Javier Delgado Cepeda and Ruben Dario Santiago Acosta); (37) An Environment for Mobile Experiential Learning (Otto Petrovic, Philipp Babcicky and Thomas Puchleitner); (38) Supporting Situated Learning Based on QR Codes with Etiquetar App: A Pilot Study (Miguel Olmedo Camacho, Mar Pérez-Sanagustín, Carlos Alario-Hoyos, Xavier Soldani, Carlos Delgado Kloos and Sergio Sayago); (39) Raising Awareness of Cybercrime–The Use of Education as a Means of Prevention and Protection (Julija Lapuh Bele, Maja Dimc, David Rozman and Andreja Sladoje Jemec); (40) Mobile Game for Learning Bacteriology (Ryo Sugimura, Sotaro Kawazu, Hiroki Tamari, Kodai Watanabe, Yohei Nishimura, Toshiki Oguma, Katsushiro Watanabe, Kosuke Kaneko, Yoshihiro Okada, Motofumi Yoshida, Shigeru Takano and Hitoshi Inoue); (41) The Theory Paper: What is the Future of Mobile Learning? (John Traxler and Marguerite Koole); (42) Rapid Prototyping of Mobile Learning Games (Maija Federley, Timo Sorsa, Janne Paavilainen, Kimo Boissonnier and Anu Seisto); (43) Preparing Lessons, Exercises and Tests for M-Learning of IT Fundamentals (S. Djenic, V. Vasiljevic, J. Mitic, V. Petkovic and A. Miletic); (44) The Motivating Power of Social Obligation: An Investigation into the Pedagogical Affordances of Mobile Learning Integrated with Facebook (Nurhasmiza Sazalli, Rupert Wegerif and Judith Kleine-Staarman); (45) When Everyone is a Probe, Everyone is a Learner (Boris Berenfeld, Tatiana Krupa, Arseny Lebedev and Sergey Stafeev); (46) Mobile Learning and Art Museums: A Case Study of New Art Interpretation Approach for Visitor Engagement through Mobile Media (Victoria López Benito); (47) Learner Centric in M-Learning: Integration of Security, Dependability and Trust (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (48) M-Learning Pilot at Sofia University (Elissaveta Gourova, Pavlin Dulev, Dessislava Petrova-Antonova and Boyan Bontchev); (49) A Mobile Service Oriented Multiple Object Tracking Augmented Reality Architecture for Education and Learning Experiences (Sasithorn Rattanarungrot, Martin White and Paul Newbury); (50) Learners' Ensemble Based Security Conceptual Model for M-Learning System in Malaysian Higher Learning Institution (Sheila Mahalingam, Faizal Mohd Abdollah and Shahrin Sahib); (51) Supporting the M-Learning Based Knowledge Transfer in University Education and Corporate Sector (András Benedek and György Molnár); and (52) The future of Ubiquitous Elearning (Timothy Arndt). Individual papers contain references. An author index is included. Luís Rodrigues is an associate editor of these proceedings.   [More]  Descriptors: Conference Papers, Telecommunications, Handheld Devices, Technology Uses in Education

Doo, Myungcheol (2012). Spatial and Social Diffusion of Information and Influence: Models and Algorithms, ProQuest LLC. In this dissertation research, we argue that spatial alarms and activity-based social networks are two fundamentally new types of information and influence diffusion channels. Such new channels have the potential of enriching our professional experiences and our personal life quality in many unprecedented ways. First, we develop an activity driven and self-configurable social influence model and a suite of computational algorithms to compute and rank social network nodes in terms of activity-based influence diffusion over social network topologies. By activity driven we mean that the real impact of social influence and the speed of such influence propagation should be computed based on the type, the amount and the time window of the activities performed by a social network node in addition to its social connectivity (social network topology). By self-configurable we mean that the diffusion efficiency and effectiveness are dynamically adapted based on the settings and tunings of multiple spatial and social parameters such as diffusion context, diffusion location, diffusion rate, diffusion energy (heat), diffusion coverage and diffusion incentives (e.g., reward points), to name a few. We evaluate our approach through datasets collected from Facebook, Epinions, and DBLP datasets. Our experimental results show that our activity based social influence model outperforms existing topologybased social influence model in terms of effectiveness and quality with respect to influence ranking and influence coverage computation. Second, we further enhance our activity based social influence model along two dimensions. At first, we use a probabilistic diffusion model to capture the intrinsic properties of social influence such that nodes in a social network may have the choice of whether to participate in a social influence propagation process. We examine threshold based approach and independent probabilistic cascade based approach to determine whether a node is active or inactive in each round of influence diffusion. Secondly, we introduce incentives using multi-scale reward points, which are popularly used in many business settings. We then examine the effectiveness of reward points based incentives in stimulating the diffusion of social influences. We show that given a set of incentives, some active nodes may become more active whereas some inactive nodes may become active. Such dynamics changes the composition of the top-k influential nodes computed by activity-based social influence model. We make several interesting observations: First, popular users who are high degree nodes and have many friends are not necessarily influential in terms of spawning new activities or spreading ideas and information. Second, most influential users are more active in terms of their participation in the social activities and interactions with their friends in the social network. Third, multi-scale reward points based incentives can be effective to both inactive nodes and active nodes. Third, we introduce spatial alarms as the basic building blocks for location-dependent information sharing and influence diffusion. People can share and disseminate their location based experiences and points of interest to their friends and colleagues in the form of spatial alarms. Spatial alarms are triggered and delivered to the intended subscribers only when the subscribers move into the designated geographical vicinity of the spatial alarms, enabling delivering and sharing of relevant information and experience at the right location and the right time with the right subscribers. We studied how to use locality filters and subscriber filers to enhance the spatial alarm processing using traditional spatial indexing techniques. In addition, we develop a fast spatial alarm indexing structure and algorithms, called Mondrian Tree, and demonstrate that the Mondrian tree enabled spatial alarm system can significantly outperform existing spatial indexing based solutions such as R-tree, k-d tree, Quadtree. (Abstract shortened by UMI.). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Social Networks, Social Influences, Models, Computation

Baudino, Frank, Ed.; Ury, Connie Jo, Ed.; Park, Sarah G., Ed. (2008). Brick and Click Libraries: Proceedings of an Academic Libraries Symposium (8th, Maryville, Missouri, November 7, 2008), Online Submission. Eighteen scholarly papers and eighteen abstracts comprise the content of the 8th "Brick and Click Libraries Symposium," held annually at Northwest Missouri State University in Maryville, Missouri. The proceedings, authored by academic librarians and presented at the symposium, portray the contemporary and future face of librarianship. Many of the papers include charts and illustrations, which enhance readers' understanding of the information presented. Several papers describe research projects or deployment of current trends in a specific library setting. Topics incorporate information of interest to librarians working in the areas of reference, instruction, access services, and collection development. The following are included: (1) "You've Been Poked by the OPAC" (Ryan Gjerde); (2) "Creating an Online Learning Suite of Tools & Tutorials: How to Put It All Together" (Nancy Weichert) [abstract only]; (3) "Constructing a Communication Framework: Simple Ideas to Enhance Collaboration" (Carmen Orth-Alfie, Lora Farrell, Sarah Thomas, and Tammy Weatherholt); (4) "Reshaping Spaces and Rethinking Roles: Reference as Place" (Susan M. Frey, and Margit Codispoti); (5) "Loan Service" (Joyce Neujahr, and Stephen R. Shorb); (6) "Improving Reference Services through Assessment" (Judy Druse) [abstract only]; (7) "When Worlds Collide: Lessons Learned from Merging Two Key Service Points" (Mary Chimato and Rodney Reade) [abstract only]; (8) "Save Time, Save Money, Have a Cleaner OPAC–Using Data Miner 2 for Importing Government Document Records" (Nancy Luzer); (9) "HTML Meets the Humanities" (Lisa Wolfe, and Lisa Pritchard) [abstract only]; (10) "Catching the Eye of the Google and Facebook Generation with Library Publicity" (Lori Mardis and Joyce A. Meldrem); (11) "Indexing University Newspapers in Your Spare Time" (Sarah G. Park, Frank Baudino, Catherine Palmer, and Hong Gyu Han) [abstract only]; (12) "Back to the Basics: Library Instruction Redux" (Diane Hunter, Brent Husher, Melissa Muth, and Fu Zhuo); (13) "The Collaborative Library Intranet" (David Hodgins, and Tabby Becker); (14) "Is Good Enough OK? Undergraduate Search Behavior in Google and in a Library Database" (Judith Emde, Kathy Graves, Fran Devlin, and Lea Currie); (15)"Marketing Partnerships: How Academic Librarians Are Partnering Across Campus to Promote Library Services" (James G. Rhoades Jr.) [abstract only]; (16) "Using Facebook to Promote Your Library" (Lauren Jensen); (17) "Webmasters Are from Mars, Instruction Librarians Are from Venus: Developing Effective and Productive Communication between Information Technology Departments and Reference/Instruction Librarians: How Instructional Design Collaborations Can Succeed" (Marvel Maring); (18) "The Death of Print Reference: A Great Exaggeration?" (Katy Smith) [abstract only]; (19) "Deer in the Headlights" (Julie Petr, Kim Glover, Jill Becker, and Tami Albin) [abstract only]; (20) "Rightly Sore Subscribers: Where Libraries Are Going Wrong with RSS" (Gemma Blackburn, and Mary Walker); (21) "We're Never in the Same Room!": Using Technology Tools in the Training and Management of Library Staff and Student Employees (Erin Fritch, Danielle Theiss-White, and Jason Coleman); (22) "MARC Format for OPAC Designers" (Felicity Dykas) [abstract only]; (23) "iMacro, You Macro: Using iMacros as an Alternative to Federated Searching" (Todd Quinn) [abstract only]; (24) "Wikipedia Judo: Mutual Benefit by Way of Altruism" (Raleigh Muns); (25) "Survivor Library: An Active Approach to Library Instruction" (Jamie Holmes) [abstract only]; (26) "What Do Undergraduates Really Want in an Information Literacy Course? A Case Study of a Hybrid Online Course Using the FYILLAA Tool" (Crystal Gale) [abstract only]; (27) "Remember The Rolodex, Vertical Files, and the Reference Desk Notebook? Using the Virtual Notebook, a Wiki-Based Tool, to Support Reference Service" (Matthew M. Bejune, and Sara E. Morris) [abstract only]; (28) "Making Magic with Simple Software: Using MS Movie Maker and MS PowerPoint to Reh Millennial Students in the Information Literacy Classroom" (James Lovitt); (29) "Copyright Law and Libraries: A Brief Overview" (Ursula Scholz) [abstract only]; (30) "Metrics in Technical Services" (Morgan O. H. McCune); (31) "Building a Digital Reference Collection at Washington University Libraries" (Colin McCaffrey, Deborah Katz, and Lisa Pritchard) [abstract only]; (32) "JTacq: Putting the Fun Back into Acquisitions" (Jim Taylor) [abstract only]; (33) "Downloading for Keeps: Extending the Archival Process to the Web" (Anselm Huelsbergen) [abstract only]; (34) "Ready, Set, Wiki!" (Jill Sodt) [abstract only]; (35) "EMPOWER Your Students Now: Rapid Repackaging of Open Publication Software into a Customized Information Literacy Tutorial" (Nan Myers, Cindy Craig, Gemma Blackburn, and Angie Paul); and (36) "Bringing Semantic Diversity to the Online Catalog with LibraryThing" (Rachel A. Erb, and Melissa Cast-Brede.) An author/title index is also included. (Individual papers contain notes, figures, tables and references.) [Abstract modified to meet ERIC guidelines. For the 2007 proceedings, see ED499082.]   [More]  Descriptors: Library Education, Instructional Design, Semantics, Copyrights

Van Der Heide, Brandon Lee (2009). Computer-Mediated Impression Formation: A Test of the Sticky Cues Model Using Facebook, ProQuest LLC. This research offers a model of online impression formation that explains how different impression-bearing cues may carry more or less informational value. This research considers the possibility that impression-bearing cues have greater informational value when those cues are distinctive and are task-relevant. This research refers to such cues as "sticky cues". Further, this research suggests that sticky cues may help to describe how interpersonal and categorical cues vary in terms of the amount of impression-bearing information they provide to observers. This research reports two original experiments that varied both the distinctiveness of interpersonal and group cues and the task-relevance of those cues. This research examined the effects of group cues on judgments of a target's intelligence and the effects of interpersonal cues on judgments of a target's extraversion. The results were consistent with the sticky-cues hypothesis with regard to interpersonal cues to extraversion, but only cue distinctiveness (and not cue relevance) were effective group cues that informed participants' judgments of a target's intelligence. These findings are discussed in light of other theoretical perspectives on impression formation in computer-mediated communication and future research directions are discussed.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Intelligence, Cues, Computer Mediated Communication, Social Networks

Baptista Nunes, Miguel, Ed.; McPherson, Maggie, Ed. (2014). Proceedings of the International Conference e-Learning 2014. Multi Conference on Computer Science and Information Systems (Lisbon, Portugal, July 15-19, 2014), International Association for Development of the Information Society. These proceedings contain the papers of the International Conference e-Learning 2014, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Lisbon, Portugal July 15-19, 2014). The e-Learning 2014 conference aims to address the main issues of concern within e-Learning. This conference covered technical as well as the non-technical aspects of e-Learning under seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. The conference included the Keynote Lecture: "Moving Higher Education Forward in the Digital Age: Realising a Digital Strategy," by Neil Morris, Professor of Educational Technology, Innovation and Change and Director of Digital Learning, University of Leeds, UK. Papers in these proceedings include: (1) Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions Across Three Continents, Thomas Richter and Asta Zelenkauskaite; (2) IPads In Learning: The Web of Change Bente Meyer; (3) A Blended Approach to Canadian First Nations Education, Martin Sacher, Mavis Sacher and Norman Vaughan; (4) A Storytelling Learning Model For Legal Education, Nicola Capuano, Carmen De Maio, Angelo Gaeta, Giuseppina Rita Mangione, Saverio Salerno and Eleonora Fratesi; (5) Acceptance and Success Factors for M-Learning of ERP Systems Curricula, Brenda Scholtz and Mando Kapeso; (6) Self-Regulation Competence in Music Education, Luca Andrea Ludovico and Giuseppina Rita Mangione; (7) Time-Decayed User Profile for Second Language Vocabulary Learning System, Li Li and Xiao Wei; (8) E-Learning Trends and Hypes in Academic Teaching: Methodology and Findings of a Trend Study, Helge Fischer, Linda Heise, Matthias Heinz, Kathrin Moebius and Thomas Koehler; (9) Proof of Economic Viability of Blended Learning Business Models, Carsten Druhmann and Gregor Hohenberg; (10) Does Satellite Television Program Satisfy Ethiopian Secondary School Students? Sung-Wan Kim and Gebeyehu Bogale; (11) Organisation and Management of a Complete Bachelor Degree Offered Online at the University of Milan for Ten Years, Manuela Milani, Sabrina Papini, Daniela Scaccia and Nello Scarabottolo; (12) Structural Relationships between Variables of Elementary School Students' Intention of Accepting Digital Textbooks, Young Ju Joo, Sunyoung Joung, Se-Bin Choi, Eugene Lim and Kyung Yi Go; (13) Dynamic Fuzzy Logic-Based Quality of Interaction within Blended-Learning: The Rare and Contemporary Dance Cases, Sofia B. Dias, José A. Diniz and Leontios J. Hadjileontiadis; (14) Do English Listening Outcome and Cognitive Load Change for Different Media Delivery Modes in U-Learning?, Chi-Cheng Chang, Hao Lei and Ju-Shih Tseng; (15) The Use of ELGG Social Networking Tool for Students' Project Peer-Review Activity, Ana Coric Samardzija and Goran Bubas; (16) Educational Multimedia Profiling Recommendations for Device-Aware Adaptive Mobile Learning, Arghir-Nicolae Moldovan, Ioana Ghergulescu and Cristina Hava Muntean; (17) Inside, Outside, Upside Down: New Directions in Online Teaching and Learning, Lena Paulo Kushnir and Kenneth C. Berry; (18) A Study on the Methods of Assessment and Strategy of Knowledge Sharing in Computer Course, Pat P. W. Chan; (19) Using Agent-Based Technologies to Enhance Learning in Educational Games, Ogar Ofut Tumenayu, Olga Shabalina, Valeriy Kamaev and Alexander Davtyan; (20) Designing a Culturally Sensitive Wiki Space for Developing Chinese Students' Media Literacy, Daria Mezentceva; (21) Shared Cognition Facilitated by Teacher Use of Interactive Whiteboard Technologies, Christine Redman and John Vincent; (22) Modeling Pedagogy for Teachers Transitioning to the Virtual Classroom, Michael J. Canuel and Beverley J. White; (23) The Effectiveness of SDMS in the Development of E-Learning Systems in South Africa, Kobus van Aswegen, Magda Huisman and Estelle Taylor; (24) Online Learning Behaviors for Radiology Interns Based on Association Rules and Clustering Technique, Hsing-Shun Chen and Chuen-He Liou; (25) The Use of SDMS in Developing E-Learning Systems in South Africa, Estelle Taylor, Kobus van Aswegen and Magda Huisman; (26) Assessment of the Use of Online Comunities to Integrate Educational Processes Development Teams: An Experience in Popular Health Education in Brazil, Elomar Castilho Barilli, Stenio de Freitas Barretto, Carla Moura Lima and Marco Antonio Menezes; (27) Stereo Orthogonal Axonometric Perspective for the Teaching of Descriptive Geometry, José Geraldo Franco Méxas, Karla Bastos Guedes and Ronaldo da Silva Tavares; (28) Delivery of E-Learning through Social Learning Networks, Georgios A. Dafoulas and Azam Shokri; (29) The Implementation of Web 2.0 Technology for Information Literacy Instruction in Thai University Libraries, Oranuch Sawetrattanasatian; (30) Designing Educational Social Machines for Effective Feedback, Matthew Yee-King, Maria Krivenski, Harry Brenton, Andreu Grimalt-Reynes and Mark d'Inverno; (31) A Support System for Error Correction Questions in Programming Education, Yoshinari Hachisu and Atsushi Yoshida; (32) A Platform for Learning Internet of Things, Zorica Bogdanovic, Konstantin Simic, MiloÅ° Milutinovic, BoÅæidar Radenkovic and Marijana Despotovic-Zrakic, (33) Dealing with Malfunction: Locus of Control in Web-Conferencing, Michael Klebl; (34) Copyright and Creative Commons License: Can Educators Gain Benefits in the Digital Age? (Wariya Lamlert); (35) The Curriculum Design and Development in MOOCs Environment (Fei Li, Jing Du and Bin Li); (36) Stakeholders Influence in Maltese Tourism Higher Education Curriculum Development (Simon Caruana and Lydia Lau); (37) Online Social Networks and Computer Skills of University Students (Maria Potes Barbas, Gabriel Valerio, María Del Carmen Rodríguez-Martínez, Dagoberto José Herrera-Murillo and Ana María Belmonte-Jiménez); (38) Implementation of Artificial Intelligence Assessment in Engineering Laboratory Education (Maria Samarakou, Emmanouil D. Fylladitakis, Pantelis Prentakis and Spyros Athineos); (39) An Exploration of the Attitude and Learning Effectiveness of Business College Students towards Game Based Learning (Chiung-Sui Chang, Ya-Ping Huang and Fei-Ling Chien); (40) Application of E-Learning Technologies to Study a School Subject (Nadia Herbst and Elias Oupa Mashile); (41) Possibilities of Implementation of Small Business Check-Up Methodology in Comparative Analysis of Secondary Schools and Universities in Slovakia (Katarína Å tofková, Ivan Strícek and Jana Å tofková); (42) Digging the Virtual Past (Panagiota Polymeropoulou); (43) Technology Acceptance of E-Learning within a Blended Vocational Course in West Africa (Ashwin Mehta); (44) Development of an E-Learning Platform for Vocational Education Systems in Germany (Andreas Schober, Frederik Müller, Sabine Linden, Martha Klois and Bernd Künne); (45) Facebook Mediated Interaction and learning in Distance Learning at Makerere University (Godfrey Mayende, Paul Birevu Muyinda, Ghislain Maurice Norbert Isabwe, Michael Walimbwa and Samuel Ndeda Siminyu); (46) Assessing the Purpose and Importance University Students Attribute to Current ICT Applications (Maurice Digiuseppe and Elita Partosoedarso); (47) E-Learning System for Design and Construction of Amplifier Using Transistors (Atsushi Takemura); (48) Technology, Gender Attitude, and Software, among Middle School Math Instructors (Godwin N. Okeke); (49) Structuring Long-Term Faculty Training According to Needs Exhibited by Students' Written Comments in Course Evaluations (Robert Fulkerth); (50) Integration of PBL Methodologies into Online Learning Courses and Programs (Roland Van Oostveen, Elizabeth Childs, Kathleen Flynn and Jessica Clarkson); (51) Improving Teacher-Student Contact in a Campus Through a Location-Based Mobile Application (Vítor Manuel Ferreira and Fernando Ramos); (52) Incorporating Collaborative, Interactive Experiences into a Technology-Facilitated Professional Learning Network for Pre-Service Science Teachers (Seamus Delaney and Christine Redman); (53) The Efficiency of E-Learning Activities in Training Mentor Teachers (Laura Serbanescu and Sorina Chircu); (54) Development of an IOS App Using Situated Learning, Communities of Practice, and Augmented Reality for Autism Spectrum Disorder (Jessica Clarkson); (55) Using Case-Based Reasoning to Improve the Quality of Feedback Provided by Automated Grading Systems (Angelo Kyrilov and David C. Noelle); (56) International Multidisciplinary Learning: An Account of a Collaborative Effort among Three Higher Education Institutions (Paul S. H. Poh, Robby Soetanto, Stephen Austin and Zulkifar A. Adamu); (57) Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention (Yang H. Yun, Philip A. Allen, Kritsakorn Chaumpanich and Yingcai Xiao); (58) How Digital Technologies, Blended Learning and MOOCs Will Impact the Future of Higher Education (Neil P. Morris); (59) Factors Influencing the Acceptance of E-Learning Adoption in Libya's Higher Education Institutions (Mahfoud Benghet and Markus Helfert); (60) Motivation as a Method of Controlling the Social Subject Self-Learning (Andrey V. Isaev, Alla G. Kravets and Ludmila A. Isaeva); (61) Designing Environment for Teaching Internet of Things (Konstantin Simic, Vladimir Vujin, Aleksandra Labus, Ãêorde Stepanic and Mladen Stevanovic); (62) Fostering Critical Thinking Skills in Students with Learning Disabilities through Online Problem-Based Learning (Kathleen Flynn); and (63) A System for the Automatic Assembly of Test Questions Using a NO-SQL Database (Sanggyu Shin and Hiroshi Hashimoto). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.   [More]  Descriptors: Conference Papers, Electronic Learning, Educational Technology, Technology Uses in Education

Gjoka, Mina (2010). Measurement of Online Social Networks, ProQuest LLC. In recent years, the popularity of online social networks (OSN) has risen to unprecedented levels, with the most popular ones having hundreds of millions of users. This success has generated interest within the networking community and has given rise to a number of measurement and characterization studies, which provide a first step towards their understanding. The large size and access limitations of most online social networks make it difficult to obtain a full view of users and their relations. Sampling methods are thus essential for practical estimation of OSN properties.   Key to OSN sampling schemes is the fact that users are, by definition, connected to one another via some relation. Therefore, samples of OSN users can be obtained by exploring the OSN social graph or graphs induced by other relations between users. While sampling can, in principle, allow precise inference from a relatively small number of observations, this depends critically on the ability to collect a sample with known statistical properties. An early family of measurement studies followed Breadth-First-Search (BFS) type approaches, where all nodes of a graph reachable from an initial seed were explored exhaustively. In this thesis, we follow a more principled approach: we perform random walks on the social graph to collect uniform samples of OSN users, which are representative and appropriate for further statistical analysis.   First, we provide an instructive comparison of different graph exploration techniques and apply a number of known but perhaps underutilized methods to this problem. We show that previously used BFS-type methods can produce biased samples with poor statistical properties when the full graph is not covered, while randoms walks perform remarkably well. We also demonstrate how to measure online convergence for random walk-based approaches. Second, we propose multigraph sampling, a novel technique that performs a random walk on a combination of OSN user relations. Performed properly, multigraph sampling can improve mixing time and yield an asymptotic probability sample of a target population even where no single connected relation on the same population is available. Third, we apply the presented methods to collect some of the first known unbiased samples of large scale OSNs. An important part of this collection is the development of efficient crawlers that address the related technical challenges. Using the collected datasets we present characterization studies of Facebook and Finally we present the first study to characterize the statistical properties of OSN applications and propose a method to model the application installation process.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Statistical Analysis, Sampling, Probability, Social Networks

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Bibliography: Facebook (page 71 of 72)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the FakeBookMedia website.  Some of the authors featured on this page include Pamela M. Golubski, Kristina Drumheller, Miguel Baptista Nunes, Jessica Mallard, Michael Lindenberger, Amanda Goodwin, Lifan Guo, Jiang Pu, Trudy L. Hanson, and Kathleen Moore.

Stergioulas, Lampros K., Ed.; Drenoyianni, Helen, Ed. (2011). Pursuing Digital Literacy in Compulsory Education. New Literacies and Digital Epistemologies. Volume 43, Peter Lang New York. Over the last two decades, advances in information and communication technologies (ICTs) have contributed to the ideological construct of an emerging "knowledge society"–one which places a high value on knowledge and education and promises a better future for humanity. However, the severe economic–and by extension, social and political–crisis that occurred at the end of 2008, which brought about rising unemployment and threatened social welfare, has changed the view of an ever-prospering society riding the ICT/knowledge wave, forcing it to face a sudden reality check, and to reconsider individualism and its consequences, cynicism and greed. In these circumstances, it is likely that people will attempt to rediscover their values and visions and to redefine their hope for the future. As has occurred at other, similar historical junctures, the years that follow such a reexamination could usher in a period of radical economical and societal transformations. It is within this context–the universal desire to reinstate and reposition our hope for a better future, and hence to promote a transformative vision of education–that the aims and themes of this book lie. Digital technology and digital media are inevitably and inextricably part of our future, a future which is literally defined by the way we educate our children. As such, the aim to provide digital literacy for all depends upon the re-construction of the school. This book contains: (1) Digital Literacies: Definitions, Concepts and Educational Implications (Melpomeni Tsitouridou and Konstantinos Vryzas); (2) Digital Literacy and the Dark Side of Information: Enlightening the Paradox (David Bawden and Lyn Robinson); (3) Digital Literacy as a Category of Media Competence and Literacy–An Analytical Approach of Concepts and Conditions for Supporting Media Competence at School (Alivisos Sofos); (4) Digital Literacies and Schooling–Knowledge Practices in Transition (Ola Erstad); (5) Web 2.0 and the Digital Divide: What Can Facebook and YouTube Contribute? (Joe Cullen); (6) Real Purpose, Real Audience and Real Value: Researching Contributions of Digital Literacy to Learning (Don Passey); (7) Digital Literacies: Different Cultures, Different Definitions (Ellen J. Helsper); (8) Changing the Policy Paradigm for the Promotion of Digital and Media Literacy–The European Challenge (Laura Cervi and Jose Manuel Perez Tornero); (9) An Alternative Perspective on Curriculum Planning (Georgios Grollios); (10) "Digital Literacy" or "Digital Literacy for Critical Consciousness"! (Anastassios Liambas and Ioannis Kaskaris); (11) Digital Literacy Research in the School Environment–Towards the Assessment of Media and Digital Literacy (Tapio Varis); (12) What Futures for Digital Literacy in the 21st Century? (Keri Facer); and (13) Re-imagining the School as a "Loose Space" for Digital Technology Use (Neil Selwyn).   [More]  Descriptors: Foreign Countries, Curriculum Development, Media Literacy, Information Literacy

Lindenberger, Michael (2006). Questions of Conduct, Diverse: Issues in Higher Education. When Jason Johnson, a student at the University of the Cumberlands in the eastern Kentucky hills, posted comments about his new boyfriend on his Web page, he unintentionally sparked a controversy that quickly embroiled the college, the president of the state senate, and Kentucky Governor Ernie Fletcher. The Baptist-affiliated college, whose student handbook prohibits homosexual relationships, expelled Johnson, a 20-year-old theater arts major. Gay-rights organizations and some lawmakers responded by demanding that Governor Fletcher veto $11 million in state funds for a new pharmacy program at the college. Others, including the president of the state senate, defended the school's right to set its own rules for student behavior, pointing out that Johnson knew the rules before he enrolled. Similarly, many legal experts say private colleges have the right to exclude students who fail to abide by the college's moral codes. But others say the Johnson drama underscores the changing landscape of student discipline, in which sites like Myspace and are playing an ever-increasing role. The sites, which count their student users in the millions, are free and enable students and others to easily keep track of their friends–and their friends' friends–through an interlocking system of personal Web pages. This article describes how the popularity of social networking Web sites is shedding light on the increasing complexities of policing student behavior on campus while continuing to respect their rights to privacy and free speech.   [More]  Descriptors: Student Behavior, Private Colleges, Homosexuality, Church Related Colleges

Bobkowski, Piotr Szymon (2010). "Who I'd Like to Meet: Lil Wayne and God" Self-Disclosure in Emerging Adults' MySpace Profiles, ProQuest LLC. Self-disclosure–the communication of information about oneself to another–is fundamental to the construction of a personal online presence. In many online venues (e.g., MySpace, Facebook) users self-disclose themselves into being. This study examined who said what about themselves on MySpace and how consistently they did so in comparison to their offline disclosures. The study assessed overall self-disclosure and religious self-disclosure because little is known about how individuals communicate about religion with their peers.   Public, active MySpace profiles ( N = 573) belonging to emerging adults (18-23 years old) in a nationally representative U.S. sample were examined. Each online self-disclosure was coded into a content category (e.g., media preferences, relationships, religion/spirituality, etc.). Self-disclosure was assessed on four dimensions (quantity, breadth, depth, consistency). The online data were then analyzed in relation to the profile owners' survey responses.   Overall, profile owners self-disclosed broadly and consistently, but superficially. The average profile contained 109 self-disclosures; some contained as many as 800. Self-disclosures about media preferences were most frequent; current events were least frequent. Women self-disclosed more, and with more depth than men. Risk-takers self-disclosed in more depth than non-risk-takers. Being satisfied with life was associated negatively with frequency and positively with consistency of self-disclosure. Young people who scored high on purpose in life self-disclosed more, but were less consistent between their online and survey disclosures.   Looking specifically at religion, a majority (70%) of the profiles contained at least one religious self-disclosure, although most profile owners did not communicate about their religious or spiritual identities beyond the predetermined affiliation labels of the "Religion" field (e.g., "Christian-other," "Catholic"). Religiosity was associated with more and with consistent religious self-disclosure. Having religious friends was associated with more and deeper religious self-disclosure. Religious individuals who believed that religion was a private matter, or who held negative perceptions of organized religion or religious people, self-disclosed less about religion.   In sum, young people tend to present themselves online as well-rounded, although they tend not to engage in deep self-disclosures. Nondisclosure is more common than inconsistent disclosure. Individual differences and attitudes predict how extensively, broadly, deeply, and consistently young people self-disclose online.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Religion, Young Adults, Late Adolescents, Profiles

Hanson, Trudy L.; Drumheller, Kristina; Mallard, Jessica; McKee, Connie; Schlegel, Paula (2011). Cell Phones, Text Messaging, and Facebook: Competing Time Demands of Today's College Students, College Teaching. This study of time use and entertainment choices of college students used a triangulated approach to discover how college students use and manage their time. From the data we gathered through time diaries, students indicated that the greatest amount of personal time is spent in some form of communication (talking face to face, texting, talking on the phone, and using social networking Web sites). Students spent about the same amount of time studying for courses (M = 11.91 hours per week, SD = 3.27) as they do actually attending courses each week (M = 12.35, SD 4.51). By comparison, students reported spending 14.35 hours each week texting and 6.49 hours talking on the phone. Females had statistically higher GPAs than males and scored higher on academic striving. Data indicated that students were engaged by instructors who seemed passionate about the content they were teaching, viewed their college education through the lens of a consumer model, and expected to have a personal connection with their professors. Recommendations for adapting instructional strategies are provided.   [More]  Descriptors: Educational Strategies, College Students, Diaries, Written Language

Kolowich, Steve (2009). Alumni Try to Rewrite History on College-Newspaper Web Sites, Chronicle of Higher Education. When Nickie Dobo wrote a column in 2003 for her college newspaper–"The Daily Collegian" at Pennsylvania State University–decrying the "hook-up culture" on the campus, she never expected it to resurface years later in an attack on her professional credibility. But that's what happened when Ms. Dobo, now a reporter for the "York Daily Record" in Pennsylvania, came under criticism by a white-supremacist group. A member of the group posted a link to her hook-up essay in an online forum and ridiculed her standing as a serious journalist. Disturbed that an article she wrote as a college student could be turned against her in moments with a Google search on her name, Ms. Dobo contacted "The Daily Collegian" and asked if it would essentially "hide" the article on the paper's Web site so it would be less prominent in any search results. But the editor declined to make the change. Many college papers report similar incidents. As the papers have begun digitizing their back issues, their Web sites have become the latest front in the battle over online identities. Youthful activities that once would have disappeared into the recesses of a campus library are now preserved on the public record, to be viewed with skeptical eyes by an adult world of colleagues and potential employers. Alumni now in that world are contacting newspapers with requests for redaction. For unlike Facebook profiles–that other notable source of young-adult embarrassment–the ability to remove or edit questionable content in these cases is out of the author's hands. Policies forbidding revisions in the absence of provable factual errors are generally derived from similar policies at professional newspapers and rooted in lofty principles. Newspapers are used to document history as it happens, and editors of college papers consider themselves historians of the college community. So for them to remove any information would be, in essence, altering the college's history. Owning their online legacies–rather than trying to kick dirt over them–is what students and alumni should focus on. The solution is not to try to erase the past, but to correct it with better work in the present.   [More]  Descriptors: Alumni, Internet, Historians, Newspapers

DePew, Kevin Eric (2011). Social Media at Academia's Periphery: Studying Multilingual Developmental Writers' Facebook Composing Strategies, Reading Matrix: An International Online Journal. This article focuses on the writing strategies second-language students use to compose on social media sites. These alternative and unconventional sites for learning provide language learners opportunities to acquire language by using multiple modalities to respond to various rhetorical situations. In comparison to these sites, academic writing contexts, particularly the developmental-writing course, impose monolingual norms and deficient identities on students. Where these courses articulate these language learners as possessing inadequate skills to perform well in mainstream writing courses, the students' social-media compositions demonstrate that these students have the potential to respond to communicative situations in rhetorically complex ways. This study exemplifies both the deliberate and flippant decisions these students make in these contexts as they shuttle (Canagarajah, 2006) between the linguistic and cultural expectations they perceive their audiences to possess.   [More]  Descriptors: English (Second Language), Writing Strategies, Computer Mediated Communication, Social Networks

Smith, Peter, Ed. (2014). Proceedings of the Association Supporting Computer Users in Education (ASCUE) Annual Conference (47th, Myrtle Beach, South Carolina, June 8-12, 2014), Association Supporting Computer Users in Education. The Association Supporting Computer Users in Education (ASCUE) is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. ASCUE has a strong tradition of bringing its members together to pool their resources to help each other, and continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: "Our Second Quarter Century of Resource Sharing." The proceedings are divided into three sections. The first section contains the refereed papers. The second section holds papers from the sessions with paper. The last section holds only the abstracts for the other sessions. The following are included in the 2014 proceedings: (1) Recruiting Women into Computer Science and Information Systems (Steven Broad and Meredith McGee); (2) Library Databases as Unexamined Classroom Technologies (Allison Faix); (3) Losing the Red Pen: Video Grading Feedback in Distance and Blended Learning Writing Courses (Lisa Ann Jones); (4) Phishing E-Mails–Six Month Investigation into What People Click (Michael R. Lehrfeld); (5) The Academic and Social Life Styles of Students and Teachers of Higher Education Institutions in Bangladesh as Consequences of using Social Network Sites (Che Kum Clement); (6) Power monitoring using the Raspberry Pi (Robin M Snyder); (7) An overview of the past, present, and future of 3D printing technology with an emphasis on the present (Robin M Snyder); (8) Using Live Projects in the Classroom (Dewey A. Swanson); (9) Utilization of Social Networks in Teaching and Learning Process (Terri Austin); (10) 3 in 30 (Jean Bennett and Tracy Gaskin); (11) Let's Hangout! (Jean Bennett); (12) Leveraging the 3D Printing Revolution for Higher Education (Frances E. Bosch and Michael Kluge); (13) Navigating the Challenges of The Installation and Operation of the SMART LightRaise 60wi Projector (MJ Clark and Tom Marcais); (14) The Ins and Outs of Flipped Learning (Christine Davis); (15) The Hybrid Classroom: Staging for the Future with an Eye on the Now (Craig Gray); (16) Cool Tools: Here we go again! (Janet Hurn and Julie Straub); (17) Teaching my First Technology in Physical Education Course (Seth Jenny); (18) Photographer's Software and Hardware for the iPhone and iPad (Fred Jenny); (19) Flip your Hangout: Using Google+ to blend and flip your classroom (Lisa Ann Jones and Anthony Basham); (20) Become a Master of Disaster (Mark Jordan); (21) Establishing a Distance Learning Framework for the Institution (Sali Kaceli); (22) Data Analytics coming of age (Steve Knode); (23) "Bring Your Own Device" Techniques for the Classroom or the Campus Roundtable (Amanda Kraft); (24) Implementing Google Apps for Education (Christopher Laird); (25) Spectrum Industries–Innovative Furniture for Learning Environments (Jim Lloyd); (26) Eliminating Sneakernet: Low-cost and Free Solutions for Software Deployment and Remote Support/Administration (Matt Manous); (27) Designing Differentiated Technology Training Utilizing Flipped Classroom and Tiered Instructional Strategies (Tom Marcais and Holly Gould); (28) Painting on a New Canvas–Instructure Canvas! (A different kind of LMS) (Carmen Morrison); (29) Blackboard and Moodlerooms–Championing Learner Centricity (Brett Perlman and Ryan Francus); (30) High Tech vs Low Tech Classroom–A Mathematician's Experiences (Jack Pope); (31) ElearnReady: A Free Assessment Tool for Determining Student Online Readiness (Jenn Shinaberger and Lee Shinaberger); (32) 28%–What's Your Number (Pamela Silver); (33) Online Program Assessment Rubric and Process (Katherine Spradley and Jason Bennett); (34) Writing In Action: Using Technology to Emphasize the Activity and Process of Writing in a Hybrid Composition Course (Krista Stonerock); (35) Using MS Link to Replace the PBX (Tina Stutchell); (36) Breaking down Microsoft SharePoint–A practical guide to getting started and winning? (Luke VanWingerden); (37) Social Media Strategy in 3 Words (Steve Weir); and (38) Using Facebook to Engage Stakeholders (Steve Weir and Amanda Kraft). A presenters index is included. Individual papers contain references.   [More]  Descriptors: Conferences (Gatherings), Conference Papers, Computer Uses in Education, Small Colleges

Guo, Lifan (2013). Semantically Enhanced Topic Modeling and Its Applications in Social Media, ProQuest LLC. As we witness the prosperity of the social media in the past few years, and feel the explosion of "user-generated content" on the Internet, there is little question that we have entered an era of Big Data. Those social media sites, such as Facebook, LinkedIn, Quora and Twitter have been important sources for a wide spectrum of users. Mushrooming numbers of tasks, such as community detection, personalized message recommendation and sentiment analysis, have become more important under such scenario. While many researches wish to use standard text mining tools to understand social media data, the heterogeneity and restricted length of data, prevents them from directly applying those tools. Among those tools, topic modeling (Blei D. , 2003) (Hofmann, 2009) (Steyvers, 2007), a type of probabilistic and statistical model for discovering the abstract "topics" that occur in a collection of documents, draw a lot of interests in recent ten years. Topic model can uncover the hidden structure in document collections and help us develop new ways to search, browse and summarize large archives of texts. Directly applying topic model to social media data, however, is not straightforward for the following reasons: (1) social-media data are essentially unstructured and include heterogeneous data types, such as text, clicks, votes and so on, while traditional topic model are used to analyze structured data, like archives of books, journals, and newspapers; (2) compared to focus on discovering topics, the purpose of using social media data is more complex, such as reliable information detection, sentiment detection, and recommendation. In other words, discovered topics are just intermediate results for further use; (3) traditional topic modeling technology assumes that words in documents are drawn independently from a set of topics and documents are identically distrusted in the corpus. Such an independently and identically distributed (i.i.d.) assumption, however, often does not hold in reality. Further, the i.i.d. assumption ignores semantic information existed on web. Therefore, it is reasonable to incorporate the existing knowledge into current unsupervised topic modeling in the purpose of semantically enhancing topic modeling technology. To address the facing challenges, this dissertation first proposes a semantically enhanced topic modeling framework that does not rely on independently and identically distributed (i.i.d.) assumption through utilizing existing knowledge. Experiments show that this framework enhanced current topic models since they are able to employ the relations of words to achieve better results compared to other traditional topic modeling methods. Second, we extend the framework into social media data targeting two research questions: 1) How to detect reliable authority and content information in community question answering? 2) How to enhance recommender system with items' reviews in communities. To answer the first question, we effectively extend LDA model to model the question and answers from different topic distribution in community question answering through semantic correlations between terms. Our model outperforms the model that directly apply LDA model to the same question and the model without enhanced semantic correlations. Also our model can utilize the topical information from questions, answers, questioner and answerer, in the purpose of detecting domain authority and reliable contents. Last but not least, we apply our model to recommender system. We propose an innovative concept, namely Item Social Reputation (ISR), to enhance current recommender system. Our model is to add another social dimension to items, in the purpose of effectively improving conversion rate of items recommendations. Furthermore, we can automatically determine the number of ISR of a certain item. Our experiments outperform the-state-of-the-art algorithms in the domain of sentiment analysis. Besides, our model shows potentials to be used to design a new interface of recommender systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Semantics, Social Media, Social Networks, Web Sites

Golubski, Pamela M. (2009). Development, Implementation, and Evaluation of a Pre-Orientation Summer Virtual Acclimation and Academic Advising (SVA[superscript 3]) Initiative for First-Year, Traditional-Aged College Students, ProQuest LLC. The high school to college transition is a difficult time for most first-time, traditional-aged students. Students experience changes in interpersonal and social adjustment, academic and career concerns, and personal adjustment (Bishop, Gallagher, & Cohen, 2000). Failure to successfully adjust and acclimate into their new college community can greatly affect students' persistence and academic success (Tinto, 1993). While most colleges offer a short term in-person orientation to help students adjust and integrate into a college campus, this study investigated an alternative method of advising, acclimating, and orienting millennial students may be realized through the use of virtual and Web 2.0 technologies.   The purpose of this study was to develop, implement and evaluate a pre-orientation Summer Virtual Acclimation and Academic Advising (SVA[superscript 3]) initiative for first-year college students implemented in the summer prior to their arrival on campus. Through the SVA[superscript 3], students interacted, socialized, and communicated virtually with staff members and peers, received academic advising, were acclimated to campus support services and offices, and were educated on the expectations necessary to achieve academic success in college. The technologies included in the SVA[superscript 3] were a web portal, Freshmen Frequently Asked Facts (FFAQS), Facebook group account, threaded discussions, Google Groups, Instant Messaging, e-mail, and chat sessions.   The SVA[superscript 3] was evaluated using a mix methodology consisting of surveys and focus groups. Results showed that the SVA[superscript 3] was successful in assisting first-year students in the areas of communication, social integration and interaction, academic preparation and success, college adjustment, and acclimation to student services and campus staff for both first-generation and non-first generation students. In addition, staff members who were trained on how to implement and facilitate the SVA[superscript 3] positively evaluated the new virtual initiative with respect to familiarity, proficiency, and usage of virtual and Web 2.0 technologies, and optimistically agreed that the SVA[superscript 3] had the ability to establish effective communication and successfully acclimate and advise the incoming class of 2012 prior to their arrival on campus.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: First Generation College Students, College Freshmen, Social Integration, Focus Groups

Pu, Jiang (2013). Learning to Write in the Digital Age: ELLs' Literacy Practices in and out of Their Western Urban High School, ProQuest LLC. The definition of literacy is constantly changing and expanding. A sociocultural view of Literacy considers literacy to be multiple, multimodal, and multilingual as situated in and across the social and cultural contexts. As technology, new media and social network has reformed many aspects of writing, they provide ELLs (English language learners) with supports and resources while at the same time raising new challenges. Although adolescent ELLs are a very active group that use technology, new media and social network, they remain an under-represented group in the L2 writing research; and very little is known about the social practices of these writers as they use technology and digital media to develop and maintain social relationships in the local and global contexts. It is important to examine their writing practices across the school, home, and community contexts as they are immersed in technology and digital literacy practices. In the light of a sociocultural and socio-critical view of literacy, I conduct the year-long ethnographically oriented multiple case studies of 4 high school students in a Western urban community in the United States in order to understand their school-sponsored and self-sponsored writing practices in the digital age; and to examine the relationship, potential link and possible gaps between these practices. I observe their in-class writings in a 6-week period, and throughout the year collect multiple sources of data from formal and informal interviews, survey, field notes, literacy log, writing samples, and their self-select writing artifacts. I also become a member of their web-based social networks and gain access to their writings on the web logs, forums, Facebook, and Twitter. In the inductive analysis of the data, I notice important and recurrent themes such as the writers' identity construction and negotiation, socialization, and language use. Findings reveal that while school-sponsored writings provide opportunities for both individual and collaborative writings and chances of sharing, students consider certain tasks more meaningful than others. As the four participants in this study engaged in a wide range of self-sponsored out-of-school literacy practices, every participant was unique in their choice of the types of literacy practices, their preferences for the medium of composing, the sharing of their writings, and the language choices for their writings. One important findings is that their choices of languages, code meshing, and frequent use of internet and urban slangs showed their eagerness to belong to an adolescent social circle which valued their ethnicity, gender, linguistic heritage, and popular cultural literacies. As they consider English "extremely important", they all value their heritage languages as part of their identity construction. The links between the school and self-sponsored writings are obvious. There is overlapping in topics, genres, recurrent themes, language uses, sociocultural experiences that feed the writings. The writing processes are also impacted by each other. As for the gaps, while self-sponsored writings provide more chances for sharing and expressing, they are more informal and sometimes even fragmentary. I argue that while it is important to acknowledge the richness of students' self-sponsored writings and the potentials of technology and social networks, educators should not over-romanticize these writings or the role of technology, as they may also become distractions. It is also important to focus on the meaningful connections and possible gaps rather than drawing a boundary between the in-school and out-of-school literacy. This study offers new understandings and insights into the writing practices of the English language learners in the digital age. It calls for future longitudinal studies that connect the secondary and post-secondary education which will provide more complete descriptions and useful information on how they could be better prepared for college writing classes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Literacy Education, Writing Instruction, Technology Uses in Education, English Language Learners

Parker, Kim; Lenhart, Amanda; Moore, Kathleen (2011). The Digital Revolution and Higher Education: College Presidents, Public Differ on Value of Online Learning, Pew Internet & American Life Project. This report is based on findings from a pair of Pew Research Center surveys conducted in spring 2011. One is a telephone survey of a nationally representative sample of 2,142 adults ages 18 and older. The other is an online survey, done in association with the Chronicle of Higher Education, among the presidents of 1,055 two-year and four-year private, public, and for-profit colleges and universities. Here is a summary of key findings: (1) The Value of Online Learning. The public and college presidents differ over the educational value of online courses. Only 29% of the public says online courses offer an equal value compared with courses taken in a classroom. Half (51%) of the college presidents surveyed say online courses provide the same value; (2) The Prevalence of Online Courses. More than three-quarters of college presidents (77%) report that their institutions now offer online courses. These courses are more prevalent in some sectors of higher education than in others. While 89% of four-year public colleges and universities offer online classes, just 60% of four-year private schools offer them; (3) Online Students. Roughly one-in-four college graduates (23%) report that they have taken a class online. However, the share doubles to 46% among those who have graduated in the past ten years. Among all adults who have taken a class online, 39% say the format's educational value is equal to that of a course taken in a classroom; (4) The Future of Online Learning. College presidents predict substantial growth in online learning: 15% say most of their current undergraduate students have taken a class online, and 50% predict that 10 years from now most of their students will take classes online; (5) Digital Textbooks. Nearly two-thirds of college presidents (62%) anticipate that 10 years from now, more than half of the textbooks used by their undergraduate students will be entirely digital; (6) The Internet and Plagiarism. Most college presidents (55%) say that plagiarism in students' papers has increased over the past 10 years. Among those who have seen an increase in plagiarism, 89% say computers and the internet have played a major role; (7) Do Laptops and Smartphones Belong in the Classroom? More than half of recent college graduates (57%) say when they were in college they used a laptop, smartphone or tablet computer in class at least sometime. Most colleges and universities do not have institutional guidelines in place for the use of these devices in class. Some 41% of college presidents say students are allowed to use laptops or other portable devices during class; at 56% of colleges and universities it is up to the individual instructors. Only 2% of presidents say the use of these devices is prohibited; (8) College Presidents and Technology. The leaders of the nation's colleges and universities are a tech-savvy group. Nearly nine-in-ten (87%) use a smartphone daily, 83% use a desktop computer and 65% use a laptop. And they are ahead of the curve on some of the newer digital technologies: Fully half (49%) use a tablet computer such as an iPad at least occasionally, and 42% use an e-reader such as a Kindle or Nook; and (9) College Presidents and Social Networking. Roughly one-third of college presidents (32%) report that they use Facebook weekly or more often; 18% say they use Twitter at least occasionally. Appended are: (1) Survey Methodology; and (2) Topline Survey Results.   [More]  Descriptors: Electronic Learning, Undergraduate Students, Higher Education, Private Schools

Provenzo, Eugene F., Jr., Ed.; Goodwin, Amanda, Ed.; Lipsky, Miriam, Ed.; Sharpe, Sheree, Ed. (2011). Multiliteracies: Beyond Text and the Written Word. Landscapes of Education, IAP – Information Age Publishing, Inc.. Multiliteracies: Beyond Text and the Written Word emphasizes literacies which are, or have been, common in American culture, but which tend to be ignored in more traditional discussions of literacy–specifically textual literacy. By describing multiliteracies or alternative literacies, and how they function, the authors have tried to develop a broader understanding of what it means to be literate in American culture. The 39 topical essays/chapters included in this work represent a sampler of both old and new literacies that are clearly at work in American culture, and which go beyond more traditional textual forms and models. Multiliteracies: Beyond Text and the Written Word asks: How is the experience of students changing outside of traditional schools, and how do these changes potentially shape the work they do, how they learn, and the lives they lead in schools and less formal settings? This work assumes that individuals' increasing diversity in a postmodern and increasingly global society brings with it demands for a broader understanding of what it means to be literate. Multiliteracy "literally" becomes a necessity. This work is a guidebook to the new reality, which is increasingly so important to schools and the more general culture. Contents include: (1) Hypertext: An Interactive Literacy (Eugene F. Provenzo, Jr. and Amanda P. Goodwin); (2) Facebook and Social Networking Sites: The Multiliteracy of Personal and Professional Network Building (Amanda P. Goodwin); (3) Environmental Print (Lisa Repaskey); (4) The City as Text (Eugene F. Provenzo, Jr.); (5) Emoticons (William B. Deese); (6) Instant and Text Messaging (Maribel G. Harder); (7) Numbers (Wensen Lin); (8) Sign Languages: Communication in a Silent World (Miriam Lipsky); (9) Tattoos: The Power of Ink (Jennifer Diptee); (10) The Lectore: Reading Aloud as a Collective Literacy (Eugene F. Provenzo, Jr.); (11) Rap Music: A Socio-Cultural Revolution (Maribel G. Harder); (12) Corporate Logosm (William B. Deese); (13) AIDS Quilt as a Literacy (Lisa Repaskey); (14) Nautical and Aeronautical Literacies (Gabriel Quintana); (15) Scientific Simulation (Kathryn LeRoy); (16) Streaming Messages (William B. Deese); (17) Hmong Story Cloths (Lisa Repaskey); (18) The Power of Puppetry (Jennifer Diptee); (19) Death TShirts (Yvonne D. Perry); (20) Roadside Memorials (Yvonne Perry); (21) Graffiti (Lisa Repaskey); (22) Patriotic Symbols (Gabriel Quintana); (23) Baby Sign Language (Yvonne Perry); (24) The Human Genome Project as Literacy (Kathryn LeRoy); (25) Fashion Branding (Yvonne Perry); (26) Traffic Signs (William B. Deese); (27) Measurement Literacy (Sheree T. Sharpe); (28) The Language of Dance (Jennifer Diptee); (29) Interpreting Body Language: The Original Literacy (Amanda P. Goodwin); (30) Baseball Signs: Visual Literacy at Play (Miriam Lipsky); (31) Order of Magnitude Literacy (Sheree T. Sharpe); (32) Becoming Literate in the Language of Dogs: A Literacy That Could Save Your Life (Miriam Lipsky); (33) Etiquette: The Literacy of Success (Amanda P. Goodwin); (34) Ebonics as a Literacy (Sheree T. Sharpe); (35) Visual Representation of Mathematics (Gabriel Quintana); (36) Medical Symbols, Shorthand, and Signage (Maribel G. Harder); (37) Sports Literacy (Gabriel Quintana); (38) Interpersonal Literacy through Gestures (Maribel G. Harder); and (39) Electronic Books (Eugene F. Provenzo, Jr.).   [More]  Descriptors: Traditional Schools, Nonverbal Communication, Sign Language, Signs

Mulvaney, Mary Kay, Ed.; Klein, Kim, Ed. (2013). Preparing Tomorrow's Global Leaders: Honors International Education. National Collegiate Honors Council Monograph Series, National Collegiate Honors Council. In our diverse and interconnected world, expanding students' horizons beyond the classrooms and laboratories of home campuses is increasingly important. Even some of the brightest honors students remain naÃØve to the causes and ramifications of current world events and lack the necessary intercultural skills to become effective ethical leaders with a global consciousness. They function extremely well in a generational zone of instant technology via iPhones, YouTube, and Facebook, but much of that merely contextualizes the ordinary, the bizarre, and the local, or momentarily provides glimpses into the often unreal world of pop culture. Developing the academic as well as intercultural competence of students is no longer a luxury: it is an obligation. Because the issues are broad and the models and the expertise of National Collegiate Honors Council members are widely and creatively varied, this monograph is an edited collection of scholarly essays highlighting critical components of quality honors international education. The collection is divided into three major sections: philosophical and pedagogical issues, programmatic elements and challenges, and practical tips from the annals of experienced faculty. These three sections are followed by a fourth section, which provides the details of eleven honors international courses that vary in length, location, and focus. These sample honors courses function as models for possible honors international courses in other venues; they can be tailored to fit the needs of a wide variety of honors programs and colleges. Following an introduction (Mary Kay Mulvaney and Kim Klein), the table of contents presents the following parts and chapters: Part I: Transformative Pedagogies, contains: Chapter 1: Academic Tourist or Scholar Abroad: Deep Approaches to Learning (Elizabeth Baigent); Chapter 2: Transformation through Study Abroad: Critical Thinking and World Citizenship (A. Minh Nguyen); Chapter 3: Short-Term International City as TextâÑ¢ Pedagogy: A High-Impact Educational Practice (Mary Kay Mulvaney); Chapter 4: Learning as Salon: Honors International Collaboration (Mischa Dekker, Justin van Dijk, Marca Wolfensberger, Christine Hait, Chantel Lucas, Corinne Mann, and John Zubizarreta); Chapter 5: Lessons from Ten Years of a Faculty-Led International Service-Learning Program: Planning, Implementation, and Benefits for First-Year Honors Students (Phame Camarena and Helen Collins); Chapter 6: An Interpersonal Engagement Approach to International Study: Lessons in Leadership and Service Learning from South Africa (Kevin W. Dean and Michael B. Jendzurski); Chapter 7: Developing Global Community-Based Undergraduate Research Projects (Mary Ann Studer). Part II: Programmatic Elements and Challenges contains: Chapter 8: Promoting a Largeness of Mind: Preparing Faculty for Honors International Field Experiences (Bernice Braid); Chapter 9: Overcoming Obstacles to Studying Abroad for Honors Students (Philip Krummrich and Kayla Burton); Chapter 10: Finding a Way: Addressing the Financial Challenges of Studying Abroad (Kim Klein and Mary Kay Mulvaney); Chapter 11: Mitigating the Challenges and Risks of International Travel: Preserving Opportunities for a Global Honors Experience (Mary Ann Studer); Chapter 12: Exploring the Synergies between Undergraduate Honors Theses and Study Abroad Experiences (Lisa Markus, Jill McKinney, and Anne M. Wilson); Chapter 13: "New Ways of Seeing": Internationalizing An Honors Program (Christopher J. Frost, Timothy L. Hulsey, and Karey Sabol); Chapter 14: Creating International Opportunities for Honors Students in the Health Professions: A Nursing Case Study (Ellen B. Buckner and Lygia Holcomb); Chapter 15: Honors Overseas with an International Population (Cecile Houry). Part III: Advice from Experienced Faculty Leaders, contains: Chapter 16: Lessons Learned: An Idiosyncratic Top Ten List for Study Abroad Program Directors (Karl M. Petruso); Chapter 17: and A Delicate Balancing Act: Maximizing the Short-Term Study Abroad Experience (Karen Lyons). Part IV: Model Honors International Courses contains details of the following courses: (1) Hiroshima Peace Study; (2) Community-Based Leadership: Visions of Hope from South Africa; (3) Experiencing the New Europe (Poland, Czech Republic, Germany; (4) Monsters and Modernism (Romania and Czech Republic); (5) Topography and Monuments of Ancient Greece; (6) Scholars' Semester in Oxford; (7) Youth Culture/Contemporary Youth: The Making of a New Italy; (8) French Communication and Culture; (9) Cultures in Contact (Belize); (10) Intercultural Leadership (Mexico); and (11) Special Topics in Marine Biology and Animal Behavior (U.S. Virgin Islands). A section about the authors is also included.   [More]  Descriptors: Honors Curriculum, Study Abroad, International Education, College Instruction

Nunes, Miguel Baptista, Ed.; McPherson, Maggie, Ed. (2013). Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Prague, Czech Republic, July 23-26, 2013), International Association for Development of the Information Society. These proceedings contain the papers of the International Conference e-Learning 2013, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Prague, Czech Republic, July 23-26, 2013). The e-Learning 2013 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. Keynote papers in these proceedings include: (1) Thoughts on the Quality of Learning in MOOCs (Thomas C. Reeves); and (2) Social Networks as the support of the e-Learning (Jan Lojda). Full papers in these proceedings include: (1) Evaluation of Visual Computer Simulator for Computer Architecture Education (Yoshiro Imai, Masatoshi Imai and Yoshio Moritoh); (2) Understanding Children's Museum Learning from Multimedia Instruction (Asmidah Alwi and Elspeth McKay ); (3) How Does the "Digital Generation" Get Help on Their Mathematics Homework? (Carla van de Sande, May Boggess and Catherine Hart-Weber); (4) Productization and Commercialization of IT-Enabled Higher Education in Computer Science: A Systematic Literature Review (Irja Kankaanpçç and Hannakaisa Isomçki); (5) Motivating an Action Design Research Approach to Implementing Online Training in an Organizational Context (Christine Rogerson and Elsje Scott ); (6) Social e-Learning in Topolor: A Case Study (Lei Shi, Dana Al Qudah and Alexandra I. Cristea); (7) Training Educators: Plan for Replicating the Experience (Ulanbek Mambetakunov and Marina Ribaudo); (8) Choosing Learning Methods Suitable for Teaching and Learning in Computer Science (Estelle Taylor, Marnus Breed, Ilette Hauman and Armando Homann); (9) Teaching AI Search Algorithms in a Web-Based Educational System (Foteini Grivokostopoulou and Ioannis Hatzilygeroudis ); (10) Digital Histories for the Digital Age: Collaborative Writing in Large Lecture Courses (Leen-Kiat Soh, Nobel Khandaker and William G. Thomas); (11) Promoting Scientific Literacy through the Online Argumentation System (Chun-Yen Tsai); (12) Using a Techno-Skepticism Framework to Evaluate the Perception and Acceptance of a New Online Reading List (Ajmal Sultany and Samantha Halford); (13) SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes (Yaacov J Katz); (14) e-Portfolios @ Teacher Training: An Evaluation of Technological and Motivational Factors (Alfred Klampfer and Thomas Köhler ); (15) Effects of Facebook Tutoring on Learning English as a Second Language (Chang-hwa Wang and Cheng-ping Chen); (16) An Italian Experience of Social Learning at High School (Michelle Pieri, Davide Diamantini and Germano Paini); (17) Distance Education: Educational Trajectory Control (Andrey Isaev, Alla Kravets, Ludmila Isaeva and Sergey Fomenkov); (18) Leadership for Sustaining Pedagogical Innovations in ICT Implementation: A Case Study of Taiwanese Vocational High School (Yih-Shyuan Chen, Yu-Horng Chen, Shun-Jyh Wu and Fang-Kai Tang); (19) Towards to a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network (Michael Paraskevas, Thomas Zarouchas, Panagiotis Angelopoulos and Isidoros Perikos); (20) Adaptive Feedback Improving Learningful Conversations at Workplace (Matteo Gaeta, Giuseppina Rita Mangione, Sergio Miranda and Francesco Orciuoli); (21) Teachers Little Helper: Multi-Math-Coach (Martin Ebner, Martin Schön, Behnam Taraghi and Michael Steyrer); (22) Youflow Microblog: Encouraging Discussions for Learning (Rafael Krejci and Sean W. M. Siqueira); (23) Interaction Problems Accessing e-Learning Environments in Multi-Touch Mobile Devices: A Case Study in Teleduc (André Constantino da Silva, Fernanda Maria Pereira Freire, Alan Victor Pereira de Arruda and Heloísa Vieira da Rocha); (24) Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study (Javier Díaz, Alejandra Schiavoni, María Alejandra Osorio, Ana Paola Amadeo and María Emilia Charnelli); (25) On the Recommender System for University Library (Shunkai Fu, Yao Zhang and Seinminn); (26) Developing and Implementing a New Online Bachelor Program: Formal Adoption of Videoconferencing and Social Networking as a Step towards M-Learning (Roland van Oostveen and FranÃßois Desjardins); (27) Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects (?lga Fragou and Achilles Kameas); (28) User Acceptance of a Haptic Interface for Learning Anatomy (Soonja Yeom, Derek Choi-Lundberg, Andrew Fluck and Arthur Sale); (29) e-Learning Software for Improving Students Music Performance Using Comparisons (M. Delgado, W. Fajardo and M. Molina-Solana); (30) A Digital Game for International Students Adjustments (Maryam Bisadi, Alton Y.K Chua and Lee Chu Keong); (31) Developing an ICT-Literacy Task-Based Assessment Instrument: The Findings on the Final Testing Phase (Jessnor Elmy Mat-jizat); (32) Peer Tutoring in the CIS Sandbox: Does it Work? (Mark Frydenberg); (33) e-Competent Teacher and Principal as the Foundation of e-Competent School e-Education, the Largest School Informatization Project in Slovenia 2008-2013 (Magdalena Å verc, Andrej Flogie, Maja Vicic Krabonja and Kristjan Percic); (34) Collaborative Tools in Upper Secondary School–Why? (Helle Mathiasen, Hans-Peter Degn, Christian Dalsgaard, Christian W Bech and Claus Gregersen); (35) Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for RETUDIS (M. Samarakou, E.D. Fylladitakis, G. Tsaganou, J. Gelegenis, D. Karolidis, P. Prentakis and A. Papadakis); and (36) Using Podcasts in Distance Education (Herman Koppelman). Short papers in these proceedings include: (1) Big Data & Learning Analytics: A Potential Way to Optimize eLearning Technological Tools (Olga Arranz García and Vidal Alonso Secades); (2) Critical Factors in Mobile eLearning: A Quasi-Systematic Review (Sergio Assis Rodrigues, Rodrigo Pereira dos Santos, Lucas Arnaud and Jano Moreira de Souza); (3) Analysis of Instruction Models in Smart Education (JaeHyeong Park, JeongWon Choi and YoungJun Lee); (4) The History Harvest: An Experiment in Democratizing the Past through Experiential Learning (William G. Thomas and Patrick D. Jones); (5) Challenges of Mongolian e-Learning and An Improvement Method of Implementation (S.Baigaltugs, B. Munkhchimeg and J.Alimaa); (6) Towards a Trust Model in e-Learning: Antecedents of a Student's Trust (Woraluck Wongse-ek, Gary B Wills and Lester Gilbert); (7) Elemental Learning as a Framework for e-Learning (John V. Dempsey and Brenda C. Litchfield); (8) An Interactive Training Game Using 3D Sound for Visually Impaired People (Hsiao Ping Lee, Yen-Hsuan Huang and Tzu-Fang Sheu); (9) e-Learning Practice-Oriented Training in Physics: The Competence Information (Alla G. Kravets, Oxana V. Titova and Olga A. Shabalina); (10) Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What is Essential? (Laura Salmi); (11) Usability Assessment of e-Cafe Operational Management Simulation Game (Chiung-sui Chang and Ya-Ping Huang); (12) System for Automatic Generation of Examination Papers in Discrete Mathematics (Mikael Fridenfalk); (13) Direction of Contents Development for Smart Education (YoungSun Park, SangJin An and YoungJun Lee); (14) Online Training in Australia (Joze Kuzic); (15) Using Facebook as a Virtual Classroom in a Public University in Mexico City (Miguel Angel Herrera Batista); (16) Exploring Competency Development with Mobile Devices (Maurice DiGiuseppe, Elita Partosoedarso, Roland Van Oostveen and Francois Desjardins); (17) A Study of the Metacognition Performance in Online Learning (Ya-Ping Huang and Chiung-Sui Chang); (18) Educational Company and e-Learning (FrantiÅ°ek Manlig, Eva Å laichová, Vera Pelantová, Michala Å imúnová, FrantiÅ°ek Koblasa and Jan VavruÅ°ka ); (19) Structural Constructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of ECPD Pedagogical Models (Gurmit Singh and Maggie McPherson); (20) e-Learning System for Experiments Involving Construction of Practical Electric Circuits (Atsushi Takemura); (21) Component-Based Approach in Learning Management System Development (Larisa Zaitseva, Jekaterina Bule and Sergey Makarov); (22) Learning Portfolio as a Service–A Restful Style (Shueh-Cheng Hu, I-Ching Chen and Yaw-Ling Lin); (23) Context Aware Recommendations in the Course Enrollment Process Based on Curriculum Guidelines (Vangel V. Ajanovski); and (24) A Model of e-Learning Uptake and Continued Use in Higher Education Institutions (Nakarin Pinpathomrat, Lester Gilbert and Gary B Wills). Reflections papers in these proceedings include: (1) The Development of Logical Structures for e-Learning Evaluation (Uranchimeg Tudevdagva, Wolfram Hardt and Jargalmaa Dolgor); (2) Ethics in e-Learning (Alena BuÅ°íková and Zuzana Melicheríková); (3) A Comparative Study of e-Learning System for Smart Education (SangJin An, Eunkyoung Lee and YoungJun Lee); (4) Alternative Assessment Techniques for Blended and Online Courses (Brenda C. Litchfield and John V. Dempsey); (5) Assessing the Structure of a Concept Map (Thanasis Giouvanakis, Haido Samaras, Evangelos Kehris and Asterios Mpakavos); (6) Implementations for Assessing Web 2.0 on Education (Gabriel Valerio and Ricardo Valenzuela); (7) Storytelling: Discourse Analysis for Understanding Collective Perceptions of Medical Education (Yianna Vovides and Sarah Inman); (8) Perception and Practice of Taiwanese EFL Learners' Making Vocabulary Flashcards on Quizlet (Chin-Wen Chien); (9) A Study of Perceptions of Online Education among Professionals (Parviz Ghandforoush); and (10) The Design of the Test Format for Tablet Computers in Blended Learning Environments: A Study of the Test Approach-Avoidance Tendency of University Students (Takeshi Kitazawa). Posters in these proceedings include: (1) Blended Lessons of Teaching Method for Information Studies in Which Students Produce a Learning Guidance Plan (Isao Miyaji); (2) Factors Affecting Teenager Cyber Delinquency (Young Ju Joo, Kyu Yon Lim, Sun Yoo Cho, Bo Kyung Jung and Se Bin Choi); (3) Personalized Virtual Learning Environment from the Detection of Learning Styles (M. L. Martínez Cartas, N. Cruz Pérez, D. Deliche Quesada, and S. Mateo Quero); (4) Distance Online Course for Librarian in Mongolia, Reflection and Learned Lesson (Uranchimeg Tudevdagva and Garamkhand Surendeleg); (5) The Design and Development of a Computerized Attention-Training Game System for School-Aged Children (Tsui-Ying Wang and Ho-Chuan Huang); (6) Discovering Visual Scanning Patterns in a Computerized Cancellation Test (Ho-Chuan Huang and Tsui-Ying Wang); and (7) The Effects of Self-Determination on Learning Outcomes in a Blended Learning (Young Ju Joo, Kyu Yon Lim, Sang Yoon Han, Yoo Kyoung Ham and Aran Kang). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included.   [More]  Descriptors: Conference Papers, Educational Technology, Electronic Learning, Technology Uses in Education

Burkart, Gina (2010). First-Year College Student Beliefs about Writing Embedded in Online Discourse: An Analysis and Its Implications for Literacy Learning, ProQuest LLC. Online discourse has become a common mode of communication for the Twenty-First Century. Many businesses now use electronic networking sites such as Facebook to communicate with customers through online posts and electronic updates through Twitter. With these recent trends in electronic communication, some educators have begun implementing electronic discourse into the classroom through online discussion boards. Discussion boards available through course technology such as WebCT and eLearning offer educators opportunities to channel this heightened interest in online communication. By building electronic course sites, educators can further classroom discussions on online discussion boards, which allow students to discuss course material with each other through electronic conversations over the Internet.   As language is multifaceted, ambiguous, and rich with our metaphors and symbols, this dissertation suggests that discourse analysis of an online discussion board offers a useful mode for uncovering and understanding the beliefs that first-year college students have about writing. This study used qualitative inquiry to analyze the online discourse that occurred over the period of one semester in a first-year writing course. The study sought to uncover the beliefs about writing that first-year college students bring with them to a first-year college writing course. Additionally, the study looked at how the beliefs shifted during the course of one semester. It concluded that curriculum including an online discussion board may provide college and high school educators another lens for understanding the disconnect that exists between high school and college curriculum. Additionally, the study found that the resulting discussion of the discourse analysis on a course discussion board may facilitate an understanding of the transition for first-year students from high school to college.   Major findings of the study were: (1) When students engage in online discourse within a learning community, they begin to understand how others think and feel. This leads to an appreciation for diversity and for a greater understanding of self. (2) An online discussion board facilitates the formation of self, as students look at their identity within a learning community and rethink their own individual beliefs and values. (3) Online discussion boards may facilitate positive social interactions in a first-year writing course and lead to smoother and more positive transitions from high school learning to college learning. (4) Online discussion boards in a first-year writing course may facilitate the formation of a recursive literacy process that finds value in feedback. (5) Online discussion boards might be a valuable resource to help instructors understand how students are processing literacy curriculum and how it is contributing to the formation of self and knowledge. (6) Online discussion boards offer an authentic assessment resource for informing educational decision making in the classroom.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Feedback (Response), College Freshmen, High Schools, Qualitative Research

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Bibliography: Facebook (page 70 of 72)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the FakeBookMedia website.  Some of the authors featured on this page include Jeong Ha Oh, Kami Vaniea, Julia Coffman, Averianova Irina, Rodrigo Trevino, Anis Bajrektarevic, Pedro Isaias, Erin Harris, Cody Morris Paris, and Kathy Christoph.

Ferguson, Christopher Paul (2010). Online Social Networking Goes to College: Two Case Studies of Higher Education Institutions That Implemented College-Created Social Networking Sites for Recruiting Undergraduate Students, ProQuest LLC. With increased competition among higher education institutions for best- fit students, the profession of college admissions is compelled to implement innovative recruiting strategies (e.g. online social networking sites), that may impact college access and persistence in the United States. This qualitative study examined the reasons why two distinct higher education institutions implemented college-created social networking sites (SNSs) as a way to recruit undergraduate students. Interviews, social network site observations, and document analysis were the primary methods used to investigate the following research questions: (1) Why did the institution explore the phenomenon of social networking sites as a recruiting strategy; (2) how did it implement a college-created networking site for the purpose of recruiting undergraduate students; and (3) based on a comparison of admitted applicants to enrolled student yield rates between SNS members and nonmembers, how effective was that site as a recruiting strategy. The researcher found that the institutions studied here explored the phenomenon of social networking as a recruiting strategy because online SNSs are a popular platform that college and high school students use to engage in conversation during the college choice process. Each of the institutions also had a culture of experimentation amongst its enrollment management staff, and there was an individual or vendor associated with the institution who was a visionary in using social networking as a college-specific platform. A common belief among staff members at these institutions shared was that SNSs are a marketing tool that enables institutions to be "authentic" by allowing members to create, collect, and share stories in relation to its college environment. The design of these college-specific SNSs was strongly influenced by general-use SNSs like Facebook and MySpace. Like these popular sites, the college-based SNSs focused on member-created content as the basis for communication. In order to assess the effectiveness of a college-created SNS, the researcher determined that institutions must connect its SNS to its student information system.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: College Bound Students, College Environment, Social Networks, College Choice

Kidd, Terry T., Ed.; Keengwe, Jared, Ed. (2010). Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes, Information Science Reference. As instructors move further into the incorporation of 21st century technologies in adult education, a new paradigm of digitally-enriched mediated learning has emerged. This book provides a comprehensive framework of trends and issues related to adult learning for the facilitation of authentic learning in the age of digital technology. This significant reference source offers researchers, academicians, and practitioners a valuable compendium of expert ideas, practical experiences, field challenges, and potential opportunities concerning the advancement of new technological and pedagogical techniques used in adult schooling. Chapters include: (1) Emerging Frontiers of Learning Online (Glenn Finger, Pei-Chen Sun and Romina Jamieson-Proctor); (2) Empowering Adult Learners through Blog (Michael Griffith and Loong Woong); (3) Perspectives on the Realities of Virtual Learning (Kristina Carrier); (4) The Virtual University (David Stein, Hilda Glazer and Constance Wanstreet); (5) Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners (Doug Holton); (6) Community of Inquiry in Adult Online Learning (Zehra Akyol and D. Garrison); (7) Social Networking, Adult Learning Success and Moodle (Margaret Martinez and Sheila Jagannathan); (8)Collaborative Learning (Hakikur Rahman); (9) MIPO Model (Paula Peres and Pedro Pimenta); (10) Today's Technologies (Jeff Cain); (11) Web 2.0 Technology for Problem-Based and Collaborative Learning (Clive Buckley and Angela William); (12) Information Literacy in the Digital Age (Terry Kidd and Jared Keengwe); (13) Integrating Blogs in Teacher Education (Yungwei Hao); (14) Facebook as Public Pedagogy (Richard Freishtat and Jennifer Sandlin); (15) Adult Learners Learning Online (Danilo Baylen); (16) Teaching Technology to Digital Immigrants (Danika Rockett, Tamara Powell, Amy Vessel, Kimberly Kimbell-Lopez, Carrice Cummins and Janis Hill); (17) Some Key Success Factors in Web-Based Corporate Training in Brazil (Luiz Joia); (18) Web 2.0 Technologies (Teresa Torres-Coronas, Ricard Monclus-Guitart, Araceli Rodriguez-Merayo, M. Vidal-Blasco and M. Simon-Olmos); (19) Using Virtual Learning Environments to Present Different Learning Blends (Robert McClelland); (20) Designing Contextualized Interaction for Learning (Marcus Specht); and (21) Employing Innovative Learning Strategies Using an E-Learning Platform (Andrina Granic and Maja Cukusic, Aimilia Tzanavari and George Papadopoulos).   [More]  Descriptors: Foreign Countries, Electronic Learning, Educational Technology, Web Sites

Maxwell, Lesli A. (2007). Digital Age Adds New Dimension to Incidents of Staff-Student Sex, Education Week. This article reports on how the current must-have tools of adolescent social networks–cell phone text messaging, Web sites such as MySpace and Facebook, and e-mail–are being used by teachers and other school employees who prey on students to foster inappropriate relationships and perpetrate abuse. When the sexual abuse of students by educators involves digital technology, the harm can be heightened in ways that make an already damaging betrayal of trust even more devastating. Abusers can use the Internet, e-mail, or text messaging, for example, to constantly pursue students, in and out of school. In some extreme cases, they may use the Web in a way that magnifies the abuse exponentially, as a 6th grade teacher in Vermont did recently when he was charged with using his students as models for his homemade child pornography. At the same time, the electronic trail left by such communications can present evidence for authorities investigating allegations of educator misconduct. For some officials, that trail has become an invaluable tool in rooting out bad actors even when they don't have a cooperating victim.   [More]  Descriptors: Teacher Student Relationship, Computer Mediated Communication, Trust (Psychology), Sexual Abuse

Irina, Averianova (2012). A Cell Phone in the Classroom: A Friend or a Foe?, European Association for Computer-Assisted Language Learning (EUROCALL). Communication is getting increasingly mobile, with more than a third of the world's population using cellular phones. Recent statistics indicate that this proportion is much bigger among young people. Research has also registered significant predominance of short message exchange over other modes of interaction in youth culture, where e-mail is perceived as a tool for "old people," while voice calls are reserved for communication with parents and other adults. Adapting to the changing world of mobile technology, many public institutions have welcomed the use of mobile phones for messaging, which is less disturbing than phone calls. However, schools, which are the principal abode of young people, are still struggling with this most common way of communication of their clients. While a growing number of schools across the world have worked cellular phones and text messaging into their curriculum, most of academia still bans phones from the classroom, if not the school campuses altogether. The factors, which account for persistent resistance to the phone presence in the academic context, are of two kinds: linguistic and pedagogic. From the linguistic point of view, SMS shorthand writing, or texting, is a unique language phenomenon, which shares many linguistic features with other types of digital communication, such as email, chat, instant messaging, forums, interaction via Twitter, Facebook, blogs and so on. The common features of electronic discourse include extremely diverse and developed abbreviation, use of emoticons, contracted syntax and frequent negligence of spelling, capitalization and punctuation rules. In this way, texters achieve extremely compressed writing, adapted to the financial and technological requirements of the medium. While some researchers and practitioners consider mastering of the medium a part of digital literacy required for the citizens of the new millennium, others perceive nonstandard orthography and grammar perpetuated in texting as a threat to traditional literacy. The concern of the opponents of texting is supported by sufficient evidence that texting is progressively penetrating into the academic production of students, which testifies to the lack of code-switching skills and the growing preference towards nonstandard language. From the pedagogic point of view, the attitude towards cell phones and texting is similarly ambiguous. On the one hand, research shows that with cell phones, youngsters are exposed to more reading and writing than ever before. Inclusion of texting in teaching practice increases motivation and makes learning more relevant to the needs and likes of students. Also, the evidence that non-native speakers increasingly borrow textisms testifies to a higher appropriation of the target language. On the other hand, many teachers view texting as disruptive for classroom atmosphere, as it leads to multitasking and certain inappropriate activities. Finally, spillover of texting into other modes of interaction may negatively affect communication and its participants. This presentation will look into the main issues of the evolving discussion around cell phones and texting in the academic context and analyze the most recent research on and practice of using mobile technology in the field of teaching foreign languages.   [More]  Descriptors: Telecommunications, Handheld Devices, Educational Technology, Second Language Instruction

Oh, Jeong Ha (2010). Online Community and User-Generated Content: Understanding the Role of Social Networks, ProQuest LLC. Models of user generated content (UGC) creation such as Facebook, MySpace, and YouTube are facing robust growth accelerated by the adoption of Web 2.0 technologies and standards. These business models offer a fascinating avenue for exploring the role of social influence online. This dissertation is motivated by the success of YouTube, which is attractive to content creators as well as corporations for its potential to rapidly disseminate digital content. The networked structure of interactions on YouTube and the tremendous variation in the success of videos posted online lends itself to an inquiry of the role of social influence. Using a unique data set of video information and user information collected from YouTube, I find that social interactions are influential not only in determining which videos become successful, but also on the magnitude of that impact.   Also found is the evidence for a number of mechanisms by which social influence is transmitted, such as (i) a preference for conformity, and (ii) the role of social networks in guiding opinion formation and directing content search and discovery. Econometrically, the problem in identifying social influence is that individuals' choices depend on the choices of other individuals, referred to as the "reflection problem." Another problem in identification is to distinguish between social contagion and user heterogeneity in the diffusion process. The results are in sharp contrast to earlier models of diffusion such as the Bass model that do not distinguish between different social processes that are responsible for the process of diffusion.   The research in this dissertation also attempts to quantify the impact of interactions structured through a social network in triggering cascades. Social network structures on YouTube could influence the formation and propagation of informational cascades that lead to the phenomenal popularity of some videos. In particular, I examine the informational cascade created by conversations structured through a social network early in the life of a video. The mechanism by which cascades are initiated and propagated is through word of mouth among cohesive groups. In other words, network structure impacts not only the formation but also the magnitude of online informational cascades.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Video Technology, Social Influences, Access to Information, Social Networks

Kolar-Begovic, Zdenka, Ed.; Kolar-Å uper, RuÅæica, Ed.; Ãêurdevic Babic, Ivana, Ed. (2015). Higher Goals in Mathematics Education, Online Submission. This monograph offers an overview of the current research work carried out in Croatia and the surrounding countries, and specifically an interesting insight in teaching and learning issues in these countries. The authors discuss the need of the general population for becoming good problem-solvers in society of today, which is characterised by rapid technological changes and economic development. They argue that modern teaching methods are therefore needed. From the contributions in this monograph, it appears that awareness of future teachers' beliefs and knowledge is present in the tertiary education. The studies investigate various aspects of pre-service and in-service teachers' characteristics, like beliefs, knowledge, digital competencies or using ICT in teaching. But the contributions also portray another picture: mathematics education is becoming accepted as a field of scientific research in this region. Although mathematics education research is a young scientific field, it has been recognised that changes in the curriculum and teaching practice should draw upon findings from well-established mathematics education studies. Therefore, in order to enhance mathematics teaching and learning in Croatia and the surrounding countries, there should exist continuous collaboration between communities of mathematics researchers and teacher practitioners, since one of many problems is how to make research results more usable in the classroom. This book contains the results of the research on teaching mathematics and examples of good practice provided by the scholars from the neighbouring countries Croatia, Bosnia and Herzegovina, Hungary, Romania, Slovenia and Sweden. The following chapters are presented in this monograph: (1) Understanding of mathematically gifted students' approaches to problem solving (Tatjana Hodnik CadeÅæ, Vida Manfreda Kolar), (2) Contemporary methods of teaching mathematics–the discovering algorithm method. Algorithm for fraction division (Maja Cindric, Irena MiÅ°urac), (3) Word problems in mathematics teaching (Edith Debrenti), (4) Graphical representations in teaching GCF and LCM (Karmelita Pjanic, Edin Lidan), (5) Mathematics + Computer Science = True (Anders Hast), (6) Discovering patterns of student behaviour in e-learning environment (Marijana Zekic-SuÅ°ac, Ivana Ãêurdevic Babic), (7) Classification trees in detecting students' motivation for maths from their ICT and Facebook use (Ivana Ãêurdevic Babic, Anita Marjanovic), (8) Using Moodle in teaching mathematics in Croatian education system (Josipa Matotek), (9) Future teachers' perception on the application of ICT in the process of assessment and feedback (Karolina Dobi BariÅ°ic), (10) Pass rates in mathematical courses: relationship with the state matura exams scores and high school grades (DuÅ°an Mundar, Zlatko Erjavec), (11) Approaches to teaching mathematics in lower primary education (Sead ReÅ°ic, Ivana Kovacevic), (12) Issues in contemporary teaching of mathematics and teacher competencies (Zoran Horvat), (13) Teaching Mathematics in early education: current issues in classrooms (Ksenija Romstein, Stanislava Irovic, Mira Vego), (14) Preservice mathematics teachers' problem solving processes when working on two nonroutine geometry problems (Doris Dumicic Danilovic, Sanja Rukavina), (15) Tendencies in identifying geometric shapes observed in photos of real objects–case of students of primary education (Karmelita Pjanic, Sanela Nesimovic), (16) Visual mathematics and geometry, the "final" step: projective geometry through linear algebra (Emil Molnàr, Istvàn Prok and Jeno Szirmai), (17) Is any angle a right angle? (Vladimir Volenec), (18) An interesting analogy of Kimberling-Yff's problem (Zdenka Kolar-Begovic, RuÅæica Kolar- Å uper, Vladimir Volenec), (19) Pre-service teachers and statistics: an empirical study about attitudes and reasoning (Ljerka Jukic Matic, Ana Mirkovic MoguÅ°, Marija Kristek), (20) Beliefs about mathematics and mathematics teaching of students in mathematics education programme at the Department of Mathematics, University of Zagreb (Aleksandra CiÅæmeÅ°ija, Željka Milin Å ipuÅ°), (21) Self-reported creativity of primary school teachers and students of teacher studies in diverse domains, and implications of creativity relationships to teaching mathematics in the primary school (Željko Racki, Ana Katalenic, Željko Gregorovic), (22) How Croatian mathematics teachers organize their teaching in lower secondary classrooms: differences according to the initial education (Ljerka Jukic Matic, Dubravka Glasnovic Gracin), and (23) Structures of Croatian Mathematics Textbooks (Goran Trupcevic, Anda Valent). An index is included. Individual chapters contain references, tables, figures, and footnotes. The papers are written in English, and at the end of each paper is a summary on the original language of the author. [The following entities sponsored this work: Osijek–Baranja County, Osijek–City Government, Osijek Mathematical Society, Ministry of Science, Education and Sports of the Republic of Croatia, Tvornica reklama d.o.o., Osijek.]   [More]  Descriptors: Foreign Countries, Mathematics Education, Problem Solving, Teaching Methods

Villano, Matt (2008). Text unto Others… As You Would Have Them Text unto You, T.H.E. Journal. With K-12 students seeming to, at all times, have one foot in the real world and one in the virtual, school districts are starting to acknowledge a new collective responsibility: to teach kids what it means to be a good digital citizen and how to go about being one. The movement to address and characterize digital citizenship originated in the UK, where educators have been working toward establishing protocols for good digital citizenship since the mid-1990s. The effort has been picked up today by, owned and operated by London-based nonprofit Childnet International, which loosely defines the term as the responsibility of all online users to interact with each other with dignity and respect. According to, if educators can help young people see online environments as communities they're helping to shape, they'll act more responsibly. One educator who has taken the step of itemizing the ingredients that combine to create a good digital citizen is Mike Ribble, director of technology at Manhattan-Ogden Unified School District 383 in Manhattan, Kansas. Ribble believes that maintaining privacy is of paramount importance, in light of the amount of time kids spend on social networking sites like MySpace and Facebook, so it is imperative that schools teach students how to use these sites without putting themselves at risk. Ribble has encapsulated his theories at his website, Digital Citizenship: Using Technology Appropriately. In this article, the author discusses how to build a good digital citizen and presents nine elements which, according to Ribble, when combined, may constitute good digital citizenship. These include: (1) etiquette; (2) communication; (3) literacy; (4) access; (5) commerce; (6) law; (7) rights and responsibilities; (8) health and wellness; and (9) security. Here, the author stresses that educators can develop good digital citizens by teaching their students how the basic rules of responsible behavior translate to the virtual world.   [More]  Descriptors: Citizenship, Elementary Secondary Education, Educational Technology, Internet

Bajrektarevic, Anis (2012). Is There Life after Facebook? The Cyber Gulag Revisited and Debate Reloaded, E-Learning and Digital Media. Misled by a quick triumphalism of the social media, the international news agencies have confused the two: revolt and revolution. The past episodes of unrest started as a social, not a political, public revolt. Through the pain of sobriety, the protesters are learning that neither globalisation nor the McFB way of life is a shortcut to development; that free trade is not a virtue, but an instrument; that liberalism is not a state of mind but a well-doctrinated ideology; and, finally, that the social media networks are only a communication tool, not a replacement for independent critical thinking or for the collapsed cross-generational contract. Londoners, Greeks and New Yorkers are experiencing the same thing. How does the "Arab Spring" correlate with the European Euro-frost, and with American Occupy Wall Street unrest? For almost ten years now, the youth in Europe has been repeatedly sending us a powerful message about the perceived collapse of the social contract. The cross-generational contract should be neither neglected nor built on the over-consumerist, disheartened and egotistic McFB way of life. Equally alienating and dangerously inflammatory is the collision of the entering youth generation (if/when deprived of the opportunity and handed over a lame hope)–through a religious or political radicalisation. In this world spanning Kantian hopes and Hobbesian fears, thus, the final question is: "Is there life after FB? If so, how can we register our future claims?"   [More]  Descriptors: Communication (Thought Transfer), Foreign Countries, Social Networks, Web Sites

Berg, Joanne; Berquam, Lori; Christoph, Kathy (2007). Social Networking Technologies: A "Poke" for Campus Services, EDUCAUSE Review. Handwritten notes, meeting for coffee, eye contact, a handshake, a smile–are these social practices of yesteryear, soon to be replaced by the "wall posts" and "pokes" of today's social networking technologies? Although advances in social networking technologies allow for new and perhaps more efficient means of learning and communicating, they also pose some significant challenges in higher education. For example, how can campus professionals, especially those in student and academic services, learn to use these technologies to think differently about communicating with students and about facilitating learning? What aspects of Facebook, YouTube, wikis, LiveJournal, Flickr, and might translate into new ways for creating better and more effective student and academic services? Should campus professionals capitalize on these technologies to gain the attention of students? From class lists and class schedules to placement services, judicial affairs, and e-learning, campus activities and services offer a host of possible areas in which the features of social networking technologies could play a key role. This article focuses on making connections–on the networking feature of these technologies. It describes how the University of Wisconsin-Madison uses these technologies as a way to build better relationships with its students and with personnel from disparate parts of the campus.   [More]  Descriptors: Social Networks, College Students, College Faculty, Computer Mediated Communication

Trevino, Rodrigo (2012). Examining Parent-Teacher Communication in School Systems through the Use of Emergent Technologies, ProQuest LLC. Technology has become a part of the fabric of the lives of people, whether it be communicating with a loved one on the other side of the world or paying a utility bill via the Internet. Most people have experienced some level of technology integration into their life. An inescapable rite of passage for most people in developed countries is the requirement to attend some type of formal education. People carry memories of elementary, middle, and high school with them for the rest of their lives, whether good or bad. At a certain point, people choose to become parents and send their children to school. This research focuses on an aspect that has proven problematic between schools and parents–effective communication. The goal of this exploratory study was to determine the progress of social networking system use in schools using themes derived from the Concerns Based Adoption Model developmental stages to determine the levels of interest and comfort with the use of this system. Specifically, Facebook and Twitter are being examined as tools to facilitate parent-teacher communication in an effort to increase parental engagement in the education process. The qualitative research was conducted over a one year period and included group and individual interviews which were used to gauge perceptions, beliefs, and expectations of the participants. The sample population consisted of educators, administrators, and parents from school districts in the Central Texas region. It was comprised of couples and individuals and attempted to span socio-economics and race. Once the primary data were gathered, an analysis was conducted to identify challenges that educators and parents faced. The survey instrument was available to participants for a six month period and individual and group interviews were conducted over a 4 month period. The final analysis concluded that certain issues did confound the use of social networking technologies, but that those issues should not hinder the use of these technologies to improve parent-teacher communication. Parents and teachers acknowledged the need to communicate more effectively and believed that the use of technology might provide a solution if used properly. Educational institutions and districts would be well served to examine the impact of social networking technologies for educational communication while seeking ways to navigate the complex social-political aspects of the debate. Further study is required and while there are no clear answers, this research indicates that further exploration of the topic must be conducted in greater depth to fully understand the implications of using social networking systems in schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Technology Uses in Education, Parent Teacher Cooperation, Interpersonal Communication, Social Networks

Coffman, Julia, Ed.; Harris, Erin, Ed. (2010). The Evaluation Exchange. Volume XV Number 1. Spring 2010, Harvard Family Research Project. This issue of The Evaluation Exchange explores the promising practices and challenges associated with taking an enterprise to scale, along with the role that evaluation can and should play in that process. Surprisingly few examples exist of nonprofit efforts that have scaled up and achieved lasting success. A program or approach may be strong and effective in one location, but that does not mean it will work the same way in another. Scaling is a complex process that plays out without a script. But we do know that when we take something to scale, we need to start with a clear sense of what is being scaled, why it is being scaled, how the process will work, and what it should look like in the end. This issue of The Evaluation Exchange helps readers think through some of those questions and options. Articles in this issue include: (1) Broadening the Perspective on Scale (Julia Coffman); (2) Six Steps to Successfully Scale Impact in the Nonprofit Sector (Erin Harris); (3) The Five Meanings of Scale in Philanthropy (Peter Frumkin); (4) Scaling Social Entrepreneurial Impact: The SCALERS Model (Paul N. Bloom and Aaron K. Chatterji); (5) Save the Children's Literacy Programs in Rural America: Evaluation That Informs Scale-Up (Elizabeth Reisner); (6) Lessons from Evaluators' Experiences with Scale (Heidi Rosenberg); (7) A Conversation with Marshall Smith; (8) Developmental Stages for Evaluating Scale (Sarah-Kathryn McDonald); (9) Early Evaluation to Inform Expansion of a Teen Pregnancy Prevention Program (Roblyn Anderson Brigham and Jennifer Nahas); (10) Spreading Our WINGS: Using Performance Data to Prepare for Scale-Up (Ginny Deerin); (11) Applying a Broader Concept of Scale to Evaluate a Funding Strategy (Erin Harris and Priscilla Little); (12) The RALLY Program: Scaling an Inclusive Approach to Intervention and Prevention (Helen Janc Malone); (13) White House Office of Social Innovation and Civic Participation (Harvard Family Research Project); (14) New Releases on Benchmarking Electronic Communications (Katie Chun); and (15) Why Facebook Matters for Nonprofits (Katie Chun). This newsletter also contains an annotated list of papers, organizations, initiatives, and other resources related to the issue's theme. Each article contains lists of key readings and related resources. Descriptors: Program Evaluation, Nonprofit Organizations, Scaling, Private Financial Support

Vaniea, Kami (2012). Proximity Displays for Access Control, ProQuest LLC. Managing access to shared digital information, such as photographs and documents. is difficult for end users who are accumulating an increasingly large and diverse collection of data that they want to share with others. Current policy-management solutions require a user to proactively seek out and open a separate policy-management interface when she wants to review or change her access-control policy. However, end users treat access control as a secondary task, and rarely visit a website for the primary task of managing security. Historically, security administrators and auditors were available to check for access-control issues on behalf of users, but in the age of Facebook and Flickr people are responsible for their own content. Users need a way to review their access-control policies that fits into their normal workflows. This thesis proposes the use of "proximity information displays"–small interface components spatially located near the data elements (or near a representation of data, e.g., file name in a file manager or thumbnail photo in a photo album) that contain information about who currently has access or who could access the data. These displays are intended to help users become more aware of how their data has been used in the past and how the data could be used in the future. We present empirical studies that test the hypothesis: Users of a system that includes proximity information displays of access control-information will implement policies that result in grant/deny actions that better match their preferences than will users of a system where access-control information is available only on a secondary interface. The focus of this thesis is understanding the impact of proximity displays on people's permission-modification behavior. The displays were conceptualized based on interviews with end users and security administrators, which highlighted the need for increased end-user awareness of their policies. Focus groups showed that people liked the idea of showing permission information in proximity to data. Finally, several evaluation studies were conducted in the lab and online using a photo-sharing website. Participants who saw proximity displays that were more comprehensive and could be glanced at easily were better able to identify access-control policy errors. Participants who saw displays that were overly coarse-grained, on the sidebar, or showed information about who had previously viewed the photos, showed no improvement over those who saw permission settings only on a secondary interface. Our studies suggest that proximity displays for access control can help significantly the majority of users who do not normally check their access-control policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Access to Information, Information Security, Computer Interfaces, Computer System Design

Sampson, Demetrios G., Ed.; Spector, J. Michael, Ed.; Ifenthaler, Dirk, Ed.; Isaias, Pedro, Ed. (2016). Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (13th, Mannheim, Germany, October 28-30, 2016), International Association for Development of the Information Society. These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems–A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Ãñzeke and Gökhan AkÃßapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet KokoÃß and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf WaÃümann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention–Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.   [More]  Descriptors: Conferences (Gatherings), Foreign Countries, Constructivism (Learning), Technological Advancement

Paris, Cody Morris (2010). Understanding the Virtualization of the Backpacker Culture and the Emergence of the Flashpacker: A Mixed-Method, ProQuest LLC. Backpackers are pioneers of mobility, who provide a unique domain for critical tourism research. The lineage of backpacker ideals, including pursuit of authentic experiences, independence, escape and social interaction, can be traced back to the "tramps" of the 1880s and the "drifters" of the 1970s. The recent emergence of the "flashpacker" suggests a cultural divergence from "traditional backpackers". Flashpackers are "digital nomads", members of a "new global elite" that symbolize the ongoing convergence in society of technology, physical travel, and daily life. The enduring ideals, history of mobility and the emerging flashpacker subgroup provides a rich context from which to the study the relationship between contemporary society, tourism and technology. This dissertation represents a critical turn in backpacker research, building upon the perception of backpacking phenomenon as a metaphor for the complex mobilities of the global contemporary culture. The New Mobilities Paradigm provides the theoretical and methodological basis for this study. Cultural Consensus Analysis from the field of cognitive anthropology was applied in the analysis of the backpacking culture and the apparent emergence of the flashpacker subculture. A survey was administered in Facebook backpacker groups, in Cairns, Australia, and key informant flashpackers (n = 493). Findings from the CCA suggest that backpackers share a common cultural model and that flashpackers and non-flashpackers do not operate from separate cultural models. The findings suggest that even though flashpackers appear to be an emerging independent subculture, they in fact share the same cultural ideals of traditional backpackers. The only major difference is the usage and importance of technology for flashpackers. This study further examined the virtual spaces of backpacking through a mobile-virtual ethnography and in-depth e-interviews with eight flashpackers. Findings provide important insight into the usage and meanings associated with social media for backpackers, the virtual infrastructure of the backpacker culture, and the role of social media as a mediator of the backpacking experience. Micro and macro level analysis of the virtualization of backpacker culture are examined through the conceptualization of the virtual backpacking spaces via the notion of the blogosphere and statusphere and through the analysis of the socio-technographics backpacker behavior.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Foreign Countries, Mobility, Subcultures, Influence of Technology

Smallwood, Carol, Ed. (2011). Library Management Tips that Work, ALA Editions. There's no shortage of library management books out there–but how many of them actually tackle the little details of day-to-day management, the hard-to-categorize things that slip through the cracks of a larger handbook? "Library Management Tips that Work" does exactly that, addressing dozens of such issues facing library managers, including: (1) How to create a job manual, and keep staff accountable; (2) Keeping your library board in the loop; (3) Using numbers to make your case; (4) Dealing with unreturned library materials; (5) Methods for managing multiple libraries with one FTE librarian; (6) Retaining services despite budget cuts and staff shortages; and (7) Public relations on a shoestring. This book is divided into five parts. Part I, The Manager Role, contains the following: (1) Beating the Clock: Adaptive Time Management in a Fluid Environment (Geoffrey P. Timms); (2) Creating Manuals for Job Duties (Holly Flynn); (3) How to Manage Serving Students of Generational Poverty (Kris Baughman and Rebecca Marcum Parker); (4) How to Protect Your Library from Employment Discrimination Claims (Michael A. Germano); (5) Managing Emergencies: What to Do When Basic or Big Disasters Strike (Sian Brannon and Kimberly Wells); (6) Creating a Staff Accountability System (Terry Ann Lawler); (7) Planning Ahead: Time Management in Defining Goals (Geoffrey P. Timms); (8) Transforming an Off-Campus Library from Empty Space to Award Winner in One Year (Seamus Scanlon); (9) When You're Not (Exactly) the Boss: How to Manage Effectively in a "Coordinator" Role (Kim Becnel); and (10) Communication and Staff Awareness in the Branch Library (Jason Kuhl). Part II, Running a Library, contains the following: (11) ASSURE-ing Your Collection (Roxanne Myers Spencer and Barbara Fiehn); (12) Billy Club: A Model for Dealing with Unreturned Library Materials (Suzann Holland); (13) Collaboration for Library Collection Acquisition (Lorette S. J. Weldon); (14) Community Partnerships: The Key to Providing Programs in a Recession (Ashanti White); (15) CVL Leads: Mentorship and Leadership (Robin Shader); (16) How to Manage a Student-Centric Library Service for Nontraditional Users (Seamus Scanlon); (17) Managing Overnight (Ken Johnson and Susan Jennings); (18) Managing More Than One School Library with One FTE Librarian (Kris Baughman and Rebecca Marcum Parker); (19) Management Tips for Merging Multiple Service Points (Colleen S. Harris); (20) SuperStarz: An Experience in Grant Project Management (Vera Gubnitskaia); (21) Utilizing Retired Individuals as Volunteers (Ashanti White); and (22) Weeding as Affective Response, or "I Just Can't Throw This Out!" (Barbara Fiehn and Roxanne Myers Spencer). Part III, Information Technology, contains the following: (23) Facebook for Student Assistants (Susan Jennings and Ken Johnson); (24) Improving Communication with Blogs (Alice B. Ruleman); (25) Improving Productivity with Google Apps (Suzann Holland); (26) Partnering with Information Technology at the Reference Desk: A Model for Success (Jeffrey A. Franks); (27) Putting Missing Pieces from the Collection Together with SharePoint (Lorette S. J. Weldon); (28) Real-Life Management Using Virtual Tools (Vera Gubnitskaia); (29) Session Control Software for Community Users in an Academic Library (Jeffrey A. Franks); (30) To Friend or Not to Friend: The Facebook Question (Kim Becnel); and (31) Why a Wiki? How Wikis Help Get Work Done (Alice B. Ruleman). Part IV, Staff, contains the following: (32) Millennials, Gen-X, Gen-Y, and Boomers, Oh My! Managing Multiple Generations in the Library (Colleen S. Harris); (33) Hiring and Training Graduate Assistants for the Academic Library (Erin O'Toole); (34) Managing for Emergencies: What to Do before, during, and after Disaster (Sian Brannon and Kimberly Wells); (35) Managing Librarians and Staff with Young Children (Holly Flynn); (36) Mentoring Graduate Assistants in the Academic Library (Erin O'Toole); (37) New Employee Orientation (Bradley Tolppanen and Janice Derr); (38) Discrimination in Employment: An Overview for Library Managers (Michael A. Germano); (39) Obtaining Compliance from Underperforming Employees: Talking It Through (Terry Ann Lawler); (40) Planning for Change: Ensuring Staff Commitment (Jason Kuhl); (41) Shadow and Learn: Knowing Your Staff (Robin Shader); and (42) Staff Shortages (Bradley Tolppanen and Janice Derr). Part V, Public Relations, contains the following: (43) No Surprises: Keeping Your Board in the Loop (Lynn Hawkins); (44) Board Meetings That Work (James B. Casey); (45) Library Partners: Cooperating with Other Nonprofits (John Helling); (46) Portraits in a Small Town: Balancing Access and Privacy with a Local History Photography Collection (John Helling); (47) Using Numbers to Make Your Case (James B. Casey); and (48) Staying in the Game: Public Relations on a Shoestring (Lynn Hawkins). An index is included.   [More]  Descriptors: Library Administration, Time Management, Guides, Personnel Management

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Bibliography: Facebook (page 69 of 72)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the FakeBookMedia website.  Some of the authors featured on this page include Shirley M. Hufstedler, Will Richardson, Michael Hine, Alex Ramirez, Maryam Mosharraf, Joy Peluchette, Judith Kleine-Staarman, Mark Abbondanza, Doris Dippold, and Kurt O. Dyrli.

Ramirez, Alex; Hine, Michael; J.; Ji, Shaobo; Ulbrich, Frank; Riordan, Rob (2009). Learning to Succeed in a Flat World: Information and Communication Technologies for a New Generation of Business Students, Learning Inquiry. This article investigates the relationship of learning and its infrastructure using Web 2.0 technologies to facilitate the acquisition of skills needed to succeed in a global economy. We explore the learning phenomenon as a way to bring forward a process of continuous improvement supported by social software. We use a commonly accepted definition of learning to evaluate different learning theories, since it seems that the definition of learning itself is not a major source of difference between learning theories. Their differences are over issues of interpretation, not over definition. The theories reviewed are used in the design of a framework to assess the infrastructure against expectations of skill proficiency using Web 2.0 tools, i.e., wikis, blogs, social bookmarking, tagging, etc. which must emerge as a result of registering in an introduction to business information and communication technologies (ICT) course in a Canadian university. In this course, we use Friedman's (The world is flat: a brief history of the twenty-first century release 3.0, Picador, New York, 2007) thesis that the "world is flat" to discuss issues of globalization and the role of ICT. Students registered in the course are usually familiar with some of the tools we introduce and use in the course. The students are members of Facebook or MySpace, regularly check YouTube, and use Wikipedia in their studies. These tools are the tools to socialize. In our course, we broaden the students' horizons and explore the potential business benefits of such tools and empower the students to use Web 2.0 technologies within a business context.   [More]  Descriptors: Foreign Countries, Internet, Social Networks, Creativity

Dreher, Carl; Reiners, Torsten; Dreher, Naomi; Dreher, Heinz (2009). Virtual Worlds as a Context Suited for Information Systems Education: Discussion of Pedagogical Experience and Curriculum Design with Reference to Second Life, Journal of Information Systems Education. The context of Information Communication Technology (ICT) is changing dramatically. Today, Web 2.0 applications such as Facebook and MySpace are used ubiquitously in the general population, and Virtual Worlds are becoming increasingly popular in business, for example via simulations in Second Life. However the capacity of Virtual Worlds is underutilised in educational contexts. Educational institutions in general, but especially those offering Information Systems (IS) courses, must keep pace with emerging ICT and social trends or risk becoming irrelevant. Furthermore, there are particular pedagogical advantages in utilising emerging technologies such as Virtual Worlds in IS education. For instance, Second Life offers an intrinsically motivating, safe, and low cost environment in which to learn IS-related skills such as programming, requirements analysis, systems development, project management, and business process modelling. Drawn from the experience of the authors and current innovations in pedagogical research and practice, suggestions are made for curriculum design and implementation of Second Life in IS Education, including: the benefits of blending the real and Virtual Worlds; enhancement of students' intrinsic motivation; industry-relevant skill transfer; and innovative education that transcends traditional pedagogical practices. These points are illustrated with reference to case studies of IS student projects in Second Life from the University of Hamburg and Curtin Business School. Attention is given to current limitations of this emerging technology, regarding hardware, software, and connectivity. Future developments in both the technology and how it is implemented in educational contexts, integrating the real and virtual worlds via emerging technologies, are mentioned.   [More]  Descriptors: Sociocultural Patterns, Curriculum Design, Student Projects, Student Motivation

Dippold, Doris (2009). Peer Feedback through Blogs: Student and Teacher Perceptions in an Advanced German Class, ReCALL. Recent years have seen the emergence of Web2.0, in which users are not only passive recipients of the featured content, but actively engaged in constructing it. Sites such as "Facebook" and "Myspace" are typical examples of this, as are blogs that allow users to present themselves online, to write about their daily lives or even to establish themselves as an authority on a particular subject. Due to the opportunities for self-reflection and interactive learning offered by blogs, they have also become one of the emerging tools in language pedagogy and higher education. At the same time, peer feedback is a technique that is increasingly used by educators instead of, or in addition to, tutor feedback, due to its potential to develop students' understanding of standards, to initiate peer feedback, and to engage the student in the process of learning and assessment. This paper is concerned with the question to what extent blogs can facilitate peer feedback and what issues need to be addressed for them to be a valuable tool in this process. After reviewing the recent literature on peer feedback and the specific issues emerging from providing feedback through computer mediated communication (CMC) technologies, the paper presents the results from a pedagogic research project in an advanced German language class in which blogs were used for this purpose. Drawing on students' blogs as well as the responses given by students in questionnaires and focus groups and responses by experienced tutors in interviews, the paper argues that blogs are potentially valuable tools for peer feedback, but entail the need to address specific issues regarding the choice of CMC tool for feedback tasks, training in the use of interactive online tools and the roles of teachers and students.   [More]  Descriptors: Feedback (Response), Computer Mediated Communication, Focus Groups, Learning Processes

Yancey, Kathleen Blake (2009). Writing by Any Other Name, Principal Leadership. People are writing as never before–in blogs and text messages and on MySpace and Facebook and Twitter. Teenagers do a good deal of this writing, and in some composing environments–for example, the text-messaging space of a cell phone–they are ahead of adults in their invention of new writing practices and new genres. At the same time, teenagers do not seem to recognize that all of their out-of-school writing "is" writing. According to a 2008 Pew Study, teenagers reported that they do two kinds of writing: the composing they do in school is what they call "writing," but what they do outside of school is a different practice that they call "communication." So while teenagers seem to be writing nonstop, they are not enthusiastic about writing in school, where they find that much–if not most–of their writing is focused on performances on high-stakes local and state tests, AP exams, SAT and ACT tests, and the like. To them, school writing is not writing for other human beings who respond, but rather an exercise in test taking. Given this disconnect in writing practices, how can educators encourage students to see the writing they are doing in all these environments and through various media as writing? How can educators help teens draw on all their experiences to become better writers? What practices will encourage teens to become thoughtful and informed writers? In this article, two research-based best practices and a sample writing assignment begin to illustrate a new model of composing for the 21st century that encourages students to think of all their composing as writing.   [More]  Descriptors: Writing Assignments, Web Sites, Electronic Publishing, Writing Evaluation

Trubitt, Lisa; Overholtzer, Jeff (2009). Good Communication: The Other Social Network for Successful IT Organizations, EDUCAUSE Review. Social networks of the electronic variety have become thoroughly embedded in contemporary culture. People have woven these networks into their daily routines, using Facebook, Twitter, LinkedIn, online gaming environments, and other tools to build and maintain complex webs of professional and personal relationships. Chief Information Officers (CIOs) likewise have recognized the importance of building social networks, using not only these electronic tools but also the old-fashioned methods of face-to-face communication and relationship- building. Today, establishing these networks is more important than ever in order to manage changes in technology and expectations in the current economy. Sharing information and developing a common understanding with campus partners have become keys for success in IT organizations. Although electronic tools for social networking have introduced a new dimension to communication, certain fundamentals remain. The central tenets of social networking are sharing information and building and sustaining relationships. The tools or mechanisms for facilitating communication may change, but the underlying need for social interaction remains a powerful aspect of human nature. These elements of social networking lend themselves nicely to the IT higher education context. Good communication is the key ingredient in building relationships with constituencies across the campus. Those relationships, in turn, are essential to creating new roles for IT organizations as they transform themselves from managers of well-defined commodity services to facilitators of complex solutions that require a deep understanding of clients' needs and, frequently, integration of campus and third-party resources and tools. Regardless of the technical challenges faced by IT professionals, the ongoing requirement to partner with the campus community will continue to require good communication. In this article, the authors provide examples that represent some of the creative ways that IT organizations are facilitating discussions with various campus partners. The authors also offer some communication principles and strategies that IT organizations can follow in order to lay the groundwork for effective solutions.   [More]  Descriptors: Higher Education, Interpersonal Relationship, Interaction, Social Networks

Parry, Marc (2009). Colleges Weigh "Yes We Can" Approach to Fund Raising, Chronicle of Higher Education. Blue State Digital, the company that helped catapult Barack Obama into the White House, is courting colleges. Some are welcoming the political rainmaker inside their wrought-iron gates. But some skeptics question whether what works in the digital war room of a political campaign can translate into the academic arena. The world of college fund raising has grappled for years with declining alumni-participation rates. As technology shifts beneath fund raisers' feet, and young alumni evade their reach, institutions are looking at new strategies beyond the old tactics of direct-mail appeals and student phone banks. The Obama campaign's mass rollout of Blue State's technology "increased the general public's comfort level with the kinds of tools that are going to benefit higher ed when it comes to engagement and giving online," says Andrew Shaindlin, executive director of the Caltech Alumni Association. Candidate Obama attracted lots of attention for exploiting social networks like Facebook. But the backbone of his campaign was a 13.5-million member e-mail list, says Thomas Gensemer, 32, who is Blue State's managing partner. E-mail was a gateway to other tools. And e-mail–or a special brand of e-mail–is key to what Blue State says it can offer colleges. Essentially, Blue State consultant Rich Mintz says, Blue State can help colleges reach more people and squeeze more money out of a broader share of constituents. Not everyone sees how political tactics translate easily to higher education, however. Some university fund-raising officials and consultants point out that one can't muster the urgent passion for a college that Mr. Obama inspired in millions of supporters who saw his election as the best chance to reverse the decline of America. The Obama campaign was a two-year dash aimed at a clear finish line. But colleges have a habit of pushing the finish line back, the skeptics argue.   [More]  Descriptors: Fund Raising, Alumni, Alumni Associations, Political Campaigns

Sazalli, Nurhasmiza; Wegerif, Rupert; Kleine-Staarman, Judith (2014). The Motivating Power of Social Obligation: An Investigation into the Pedagogical Affordances of Mobile Learning Integrated with Facebook, International Association for Development of the Information Society. We report on the provisional findings of an ongoing research project investigating the pedagogical affordances of mobile learning in combination with Web 2.0 tools for the learning of English for English as a Second Language (ESL) learners. Using Design Based Research (DBR) as an approach to conduct this study, this paper will first present the research that has completed so far, including preliminary results. We developed an initial design framework from the literature and tested and developed this through a series of iterations, each one focusing on particular affordances. The impact of each iteration was evaluated using interviews and qualitative data analysis. One of our findings is the impact of a sense of social obligation whereby participants feel under pressure from their peers to post and to participate. This social obligation effect can have both positive and negative consequences for learning. Our future research will focus on exploring ways in which pedagogical designs for m-learning with social networking can take this social obligation effect into account in order to avoid its negative consequences and make best use of its positive consequences. [For the full proceedings see ED557171.]   [More]  Descriptors: Social Networks, Web 2.0 Technologies, Teaching Methods, Telecommunications

Rosen, Yigel, Ed.; Ferrara, Steve, Ed.; Mosharraf, Maryam, Ed. (2016). Handbook of Research on Technology Tools for Real-World Skill Development (2 Volumes), IGI Global. Education is expanding to include a stronger focus on the practical application of classroom lessons in an effort to prepare the next generation of scholars for a changing world economy centered on collaborative and problem-solving skills for the digital age. "The Handbook of Research on Technology Tools for Real-World Skill Development" presents comprehensive research and discussions on the importance of practical education focused on digital literacy and the problem-solving skills necessary in everyday life. Featuring timely, research-based chapters exploring the broad scope of digital and computer-based learning strategies including, but not limited to, enhanced classroom experiences, assessment programs, and problem-solving training, this publication is an essential reference source for academicians, researchers, professionals, and policymakers interested in the practical application of technology-based learning for next-generation education. Following a foreword by Andreas Schleicher, a foreword by Chris Dede, a preface, and an acknowledgment section, this 2-volume set is organized into the following volumes, sections, and chapters: Volume I: Section 1: Defining Real-World Skills in Technology-Rich Environments: (1) Twenty First Century Skills vs. Disciplinary Studies? (Lars Vavik and Gavriel Salomon); (2) Digital Competence: A Net of Literacies (Edith Avni and Abraham Rotem); (3) The Application of Transdisciplinary Theory and Practice to STEM Education (Susan Malone Back, Heather Greenhalgh-Spencer, and Kellilynn M. Frias); (4) The SOAR Strategies for Online Academic Research: Helping Middle School Students Meet New Standards (Carolyn Harper Knox, Lynne Anderson-Inman, Fatima Terrazas-Arellanes, Emily Deanne Walden, and Bridget Hildreth); (5) The Value of Metacognition and Reflectivity in Computer-Based Learning Environments (Sammy Elzarka, Valerie Beltran, Jessica Decker, Mark Matzaganian, and Nancy T. Walker); and (6) A Framework for Defining and Evaluating Technology Integration in the Instruction of RealWorld Skills (J. Christine Harmes, James L. Welsh, and Roy J. Winkelman); (7) Equipping Advanced Practice Nurses with Real-World Skills (Patricia Eckardt, Brenda Janotha, Marie Ann Marino, David P. Erlanger, and Dolores Cannella). Section 2: Technology Tools for Learning and Assessing Real-World Skills: (8) Simulations for Supporting and Assessing Science Literacy (Edys S. Quellmalz, Matt D. Silberglitt, Barbara C. Buckley, Mark T. Loveland, and Daniel G. Brenner); (9) Using the Collegiate Learning Assessment to Address the College-to-Career Space (Doris Zahner, Zachary Kornhauser, Roger W. Benjamin, Raffaela Wolf, and Jeffrey T. Steedle); (10) Rich-Media Interactive Simulations: Lessons Learned (Suzanne Tsacoumis); (11) An Approach to Design-Based Implementation Research to Inform Development of EdSphere¬Æ: A Brief History about the Evolution of One Personalized Learning Platform (Carl W. Swartz, Sean T. Hanlon, E. Lee Childress, and A. Jackson Stenner); (12) Computer Agent Technologies in Collaborative Assessments (Yigal Rosen and Maryam Mosharraf); (13) A Tough Nut to Crack: Measuring Collaborative Problem Solving (Lei Liu, Jiangang Hao, Alina A. von Davier, Patrick Kyllonen, and Diego Zapata-Rivera); (14) Animalia: Collaborative Science Problem Solving Learning and Assessment (Sara Bakken, John Bielinski, Cheryl K. Johnson, and Yigal Rosen); (15) Using Technology to Assess Real-World Professional Skills: A Case Study (Belinda Brunner, Kirk A. Becker, and Noel Tagoe); Volume II: (16) Assessment in the Modern Age: Challenges and Solutions (Mahmoud Emira, Patrick Craven, Sharon Frazer, and Zeeshan Rahman); (17) Technology-Assisted Learning for Students with Moderate and Severe Developmental Disabilities (Diane M. Browder, Alicia Saunders, and Jenny Root); (18) Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills (Raffaela Wolf and Doris Zahner); (19) Evidence-Centered Concept Map in Computer-Based Assessment of Critical Thinking (Yigal Rosen and Maryam Mosharraf); (20) "Visit to a Small Planet": Achievements and Attitudes of High School Students towards Learning on Facebook–A Case Study (Rikki Rimor and Perla Arie); and (21) Cross-Border Collaborative Learning in the Professional Development of Teachers: Case Study–Online Course for the Professional Development of Teachers in a Digital Age (Rafi Davidson and Amnon Glassner). Section 3: Automated Item Generation and Automated Scoring Techniques for Assessment and Feedback: (22) Using Automated Procedures to Generate Test Items That Measure Junior High Science Achievement (Mark Gierl, Syed F. Latifi, Hollis Lai, Donna Matovinovic, and Keith A. Boughton); (23) Automated Scoring in Assessment Systems (Michael B. Bunch, David Vaughn, and Shayne Miel); (24) Automated Scoring of Multicomponent Tasks (William Lorié); (25) Advances in Automated Scoring of Writing for Performance Assessment (Peter W. Foltz); and (26) Using Automated Feedback to Improve Writing Quality: Opportunities and Challenges (Joshua Wilson and Gilbert N. Andrada). Section 4: Analysis, Interpretation, and Use of Learning and Assessment Data from Technology Rich Environments; (27) Assessing Problem Solving in Technology-Rich Environments: What Can We Learn from Online Strategy Indicators? (Jean-Francois Rouet, Zsofia Vörös, and Matthias von Davier); (28) Analyzing Process Data from Technology-Rich Tasks (Lisa Keller, April L. Zenisky, and Xi Wang); (29) Analyzing Process Data from Problem-Solving Items with N-Grams: Insights from a Computer-Based Large-Scale Assessment (Qiwei He and Matthias von Davier); (30) Assessment of Task Persistence (Kristen E. DiCerbo); and (31) Assessing Engagement during the Online Assessment of Real-World Skills (J. Christine Harmes and Steven L. Wise). A compilation of References, a section about the contributors, and an index are included.   [More]  Descriptors: Technological Literacy, Technology Uses in Education, Problem Solving, Skill Development

Dyrli, Kurt O. (2009). Keeping the Community in the Know, District Administration. This article reports that notification systems–which use the Internet to enable school administrators to make and send thousands of automated phone calls, text messages and e-mails in minutes–are expanding in popularity in school districts across the country. As the dire national economic conditions increase voter concern about the best use of tax dollars, notification systems often play a crucial role in district transparency, by enabling administrators to conduct telephone or online opinion polls about budget proposals, for example, and rapidly, regularly and efficiently informing the community about financial issues. The 2009 School Safety Index, a national survey conducted by CDW-G, found that 70 percent of districts were using some form of the technology to disseminate information, up from 45 percent in 2008, while 46 percent of districts without such a system were considering implementing one in the next year. While the number of districts implementing mass notification rapidly increases, the frequency with which such systems are used is also increasing. "Emergency notification" is becoming something of a misnomer, as most of these products are now designed to be used more often, for regular, non-emergency, everyday communications. This trend is due in large part to the convenience and ease of use that comes from Internet-based, entirely hosted online services. Regardless of the type or urgency of the messages, however, the greater the number of platforms and media that are used, the greater the chance that they will be received. As a result, notification systems continue to broaden their reach beyond voice messages to landline and cell phones to also include text messaging, e-mail, desktop instant messages, school Web sites and blogs, and most recently through social networking applications like Facebook and Twitter.   [More]  Descriptors: Internet, Interpersonal Communication, Computer Mediated Communication, Web Sites

Pascopella, Angela; Richardson, Will (2009). The New Writing Pedagogy, District Administration. It's been almost 40 years since the teaching of writing in schools had its last major shift, a move to an emphasis on the "writing process," which still holds sway in most classrooms today. But with the advent of Web-based social networking tools like blogs and wikis, YouTube and Facebook, it may be that the next revision of writing pedagogy is upon individuals, one that emphasizes digital spaces, multimedia texts, global audiences and linked conversations among passionate readers. Research shows that students are flocking to online networks in droves, and they are doing a great deal of writing there already, some of it creative and thoughtful and inspiring, but much of it outside the traditional expectations of "good writing" that classrooms require. How educators begin to teach students to flourish in these more complex, online social spaces is a fundamental question many schools are beginning to tackle, not necessarily because they want to but because they realize the very nature of writing is changing. That change is spelled out clearly by the National Council of Teachers of English, which last year published "new literacies" for readers and writers in the 21st century. Among those literacies are the ability to "build relationships with others to pose and solve problems collaboratively and cross-culturally," to "design and share information for global communities to meet a variety of purposes," and to "create, critique, analyze, and evaluate multi-media texts." In this article, the authors discuss the new shift of writing instruction and pedagogy which uses social networking tools to keep up with student interests.   [More]  Descriptors: Web Sites, Student Interests, Student Motivation, Writing Processes

Kitsis, Stacy M. (2008). The Facebook Generation: Homework as Social Networking, English Journal. Overburdened with athletics, play rehearsals, band practice, volunteer work, after-school jobs, friendships, and–if their parents are lucky–quality time with their families, it is hardly surprising that even the most dedicated students resent homework as an incursion on their time. Meanwhile, their teachers watch the growing stacks of unread paper with equal dread. In this article, the author relates how she initially felt homework was not effective in making her students learn. Through trial and error she found a fairly simple solution: rethinking the ideal audience for student homework. By shifting the onus of feedback from themselves to others, particularly other learners, English teachers can create classrooms in which students care more about their work, and teachers can reclaim some time for other uses. Here, the author shares how she used her students' zeal for online discussion by creating engaging electronic homework assignments.   [More]  Descriptors: Feedback (Response), Homework, Assignments, English Teachers

Pareja-Lora, Antonio, Ed.; Calle-Martínez, Cristina, Ed.; Rodríguez-Arancón, Pilar, Ed. (2016). New Perspectives on Teaching and Working with Languages in the Digital Era, This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language teaching and/or research that can support them (usually by applying ICT), such as Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Content and Language Integrated Learning (CLIL), or Language Massive Open Online Courses (LMOOCs). This book is geared to those undertaking language teaching for the first time or willing to try new perspectives and methods in their courses. The following sections and papers are included: (1) Applying information and communication technologies to language teaching and research: an overview (Antonio Pareja-Lora, Pilar Rodríguez-Arancón, and Cristina Calle-Martínez). Section 1. General applications of ICTs to language teaching and learning. Section 1.1. E-learning and languages in primary/secondary/tertiary education; (2) 27 Technology use in nursery and primary education in two different settings (M¬ª Camino Bueno Alastuey and Jesús García Laborda); (3) How working collaboratively with technology can foster a creative learning environment (Susana Gómez); (4) The e-generation: the use of technology for foreign language learning (Pilar Gonzalez-Vera); (5) Evaluation of reading achievement of the program school 2.0 in Spain using PISA 2012 (Cristina Vilaplana Prieto); (6) Language learning actions in two 1×1 secondary schools in Catalonia: the case of online language resources (Boris Vázquez Calvo and Daniel Cassany); (7) Innovative resources based on ICTs and authentic materials to improve EFL students' communicative needs (Rebeca González Otero); (8) Teaching the use of WebQuests to master students in Pablo de Olavide University (Regina Gutiérrez Pérez); and (9) ICTs, ESPs and ZPD through microlessons in teacher education (Soraya García Esteban, Jesús García Laborda, and Manuel Rábano Llamas). Section 1.2. Language distance, lifelong teaching and learning, and massive open online courses: (10) Learning specialised vocabulary through Facebook in a massive open online course (Patricia Ventura and Elena Martín-Monje); (11) Identifying collaborative behaviours online: training teachers in wikis (Margarita Vinagre Laranjeira); (12) The community as a source of pragmatic input for learners of Italian: the multimedia repository LIRA (Greta Zanoni); and (13) Grammar processing through English L2 e-books: distance vs. face-to-face learning (M¬ª Ángeles Escobar-Álvarez). Section 1.3. Interaction design, usability and accessibility: (14) A study of multimodal discourse in the design of interactive digital material for language learning (Silvia Burset, Emma Bosch, and Joan-Tomàs Pujolà); and (15) Audiovisual translation and assistive technology: towards a universal design approach for online education (Emmanouela Patiniotaki). Section 2. New trends in the application of ICTs to language learning. Section 2.1. Mobile-assisted language learning: (16) Mobile learning: a powerful tool for ubiquitous language learning (Nelson Gomes, Sérgio Lopes, and Sílvia Araújo); (17) Critical visual literacy: the new phase of applied linguistics in the era of mobile technology (Giselda Dos Santos Costa and Antonio Carlos Xavier); (18) Virtual learning environments on the go: CALL meets MALL (Jorge Arús Hita); (19) Exploring the application of a conceptual framework in a social MALL app (Timothy Read, Elena Bárcena, and Agnes Kukulska-Hulme); (20) Design and implementation of BusinessApp, a MALL application to make successful business presentations (Cristina Calle-Martínez, Lourdes Pomposo Yanes, and Antonio Pareja-Lora); and (21) Using audio description to improve FLL students' oral competence in MALL: methodological preliminaries (Ana Ibáñez Moreno, Anna Vermeulen, and Maria Jordano). Section 2.2. ICTs for content and language integrated learning: (22) 259 ICT in EMI programmes at tertiary level in Spain: a holistic model (Nuria Hernandez-Nanclares and Antonio Jimenez-Munoz); and (23) Vocabulary Notebook: a digital solution to general and specific vocabulary learning problems in a CLIL context (Plácido Bazo, Romén Rodríguez, and Dácil Fumero). Section 2.3. Computerised language testing and assessment: (24) Using tablet PC's for the final test of Baccalaureate (Jesús García Laborda and Teresa Magal Royo); (25) The implications of business English mock exams on language progress at higher education (Rocío González Romero); and (26) Assessing pragmatics: DCTs and retrospective verbal reports (Vicente Beltrán-Palanques). Section 3. Applying computational linguistics and language resources to language teaching and learning: (27) An updated account of the WISELAV project: a visual construction of the English verb system (Andrés Palacios Pablos); (28) Generating a Spanish affective dictionary with supervised learning techniques (Daniel Bermudez-Gonzalez, Sabino Miranda-Jiménez, Raúl-Ulises García-Moreno, and Dora Calderón-Nepamuceno); (29) Transcription and annotation of a Japanese accented spoken corpus of L2 Spanish for the development of CAPT applications (Mario Carranza); (30) Using ontologies to interlink linguistic annotations and improve their accuracy (Antonio Pareja-Lora); (31) The importance of corpora in translation studies: a practical case (Montserrat Bermúdez Bausela); (32) Using corpus management tools in public service translator training: an example of its application in the translation of judgments (María Del Mar Sánchez Ramos and Francisco J. Vigier Moreno); and (33) Integrating computer-assisted translation tools into language learning (María Fernández-Parra). An author index is included. (Individual papers contain references.) [The publication of this volume has been partly funded by the following grants and/or projects: Spanish Ministry of Science and Innovation (grant ref. FFI2011-29829), eLITE-CM project (grant ref. H2015/HUM-3426, and the European Commission.]   [More]  Descriptors: Teaching Methods, Technology Uses in Education, Educational Technology, Telecommunications

Miller, Jerold D.; Hufstedler, Shirley M. (2009). Cyberbullying Knows No Borders, Australian Teacher Education Association. Cyberbullying is a global problem with a wide range of incidents reported in many countries. This form of bullying may be defined as harassment using technology such as social websites (MySpace/Facebook), email, chat rooms, mobile phone texting and cameras, picture messages (including sexting), IM (instant messages), or blogs. Cyberbullying involves repeated harm willfully inflicted on another person through technology and can include teasing, name calling, hurtful stories, embarrassing pictures, lies, false rumors, mean or threatening notes, threats of violence or death, and other hurtful actions. This study was a Quasi-experimental form of Action Research exploring the Cyberbullying phenomenon. The ongoing project is an examination of the nature, extent, and affects of adolescents' Cyberbullying experiences. An anonymous survey of students in grades 6-12 was distributed by teachers and teacher candidates to their classes in San Diego County, California, USA. This personal distribution method resulted in 511 student participants from a pool of 528; a return rate of nearly 97%. The survey results were tabulated and descriptively analyzed to answer the research questions. Most adults do not understand the nature or extent of teen interaction and socialization online and they do not acknowledge the serious and sometimes frightening consequences of Cyberbullying. At home, parents may not realize the full extent of their children's despair. At school, teachers and administrators may be aware of changes in a student's behavior but may not recognize the level of harassment or have an appropriate plan of action to stop it. The consequences of Cyberbullying range from benign distress to the tragedy of adolescent suicide. This study not only highlights the nature, extent, and affects of adolescents' Cyberbullying experiences, but also points the way to concrete suggestions for teachers, administrators, and parents to address this international epidemic.   [More]  Descriptors: Web Sites, Electronic Publishing, Action Research, Suicide

Taranto, Greg; Abbondanza, Mark (2009). Powering Students Up, Principal Leadership. Students, sometimes at very young ages, and increasing numbers of teachers are taking part in some form of social networking or collective collaboration by using mass communication technology. Club Penguin, MySpace, Facebook, and Twitter are just a few examples that span a wide range of ages. This is no surprise, given that the current crop of students and those teachers are "digital natives"–individuals who grow up with mouse in hand. Despite the popularity of social networking, schools have been reluctant to embrace the technology because of concerns of misuse. It is not uncommon to hear about incidents of students and adults misusing mass communications tools; therefore, many schools have banned all forms of social networking in schools. But banning social networking or even denying its popularity is not only inappropriate but also borderline irresponsible when it comes to providing the best educational experiences for students. Social networking and all forms of mass communication are here to stay and the means to participate in the growing technological community will continue to change. Therefore, schools must embrace and provide opportunities for teachers to utilize social networking in a responsible and structured manner to support academics. Because mass communication has such tremendous possibilities to motivate and tap intellect, schools must provide the avenues for students to take part. Academic social networking is the answer. It combines aspects of social networking with an academic focus as the teacher guides students in a virtual constructive learning environment. By incorporating academic social networking opportunities into lessons, schools can take the first steps in incorporating digital citizenship–"the framework for understanding appropriate technology use"–into school as it relates to mass communication technology. Schools can benefit from two important aspects of academic social networking: (1) it is a medium to deliver content in an attractive and conducive manner; and (2) it gives schools an opportunity to model the appropriate use of social networking tools.   [More]  Descriptors: Appropriate Technology, Social Networks, Peer Acceptance, Educational Experience

Peluchette, Joy; Karl, Katherine (2010). Examining Students' Intended Image on Facebook: "What Were They Thinking?!", Journal of Education for Business. The present article examines factors that influence why students post information on their social network profile which employers would find inappropriate. Results show that many students make a conscious attempt to portray a particular image and, as predicted, their intended image was related to whether they posted inappropriate information. Those who believed they portrayed a hardworking image were unlikely to post inappropriate information, whereas students who felt they portrayed an image that was sexually appealing, wild, or offensive were most likely to post such information. Limitations, implications for business education, and directions for future research are discussed.   [More]  Descriptors: Social Networks, Web Sites, Profiles, Influences

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Bibliography: Facebook (page 68 of 72)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the FakeBookMedia website.  Some of the authors featured on this page include Lila Guterman, Susan E. Clark, Molly S. Wantz, Eliza T. Dresang, Bogdan Patrut, Gail A. Cole-Avent, Rebecca A. Brey, Charles Hannon, Sophia B. Liu, and Biljana Belamaric Wilsey.

Peters, Michael A., Ed.; Bulut, Ergin, Ed. (2011). Cognitive Capitalism, Education and Digital Labor, Peter Lang New York. Cognitive capitalism–sometimes referred to as "third capitalism," after mercantilism and industrial capitalism–is an increasingly significant theory, given its focus on the socio-economic changes caused by Internet and Web 2.0 technologies that have transformed the mode of production and the nature of labor. The theory of cognitive capitalism has its origins in French and Italian thinkers, particularly Gilles Deleuze and Felix Guattari's "Capitalism and Schizophrenia," Michel Foucault's work on the birth of biopower and Michael Hardt and Antonio Negri's "Empire and Multitude," as well as the Italian Autonomist Marxist movement that had its origins in the Italian operaismo (workerism) of the 1960s. In this collection, leading international scholars explore the significance of cognitive capitalism for education, especially focusing on the question of digital labor. Contents of this book include: (1) Foreword (Antonio Negri); (2) Introduction (Michael A. Peters and Ergin Bulut); (3) Intellectual Labor (Timothy Brennan); (4) A Critique of "Cognitive Capitalism" (George Caffentzis); (5) On Affective Labor (Silvia Federici); (6) Cognitive Capitalism or Informational Capitalism? The Role of Class in the Information Economy (Christian Fuchs); (7) Cognitive Capitalist Pedagogy and Its Discontents (Jonathan Beller); (8) Creative Economy: Seeds of Social Collaboration or Capital's Hunt for General Intellect and Imagination? (Ergin Bulut); (9) Learning to Immaterial Labour 2.0: Facebook and Social Networks (Mark Cote and Jennifer Pybus); (10) Pedagogies of Cognitive Capitalism–Challenging the Critical Subject (Emma Dowling); (11) Creativity as an Educational Problematic within the Biopolitical Economy (Alex Means); (12) For Fun, For Profit, For Empire: The University and Electronic Games (Toby Miller); (13) Algorithmic Capitalism and Educational Futures (Michael A. Peters); (14) The Limits of Autonomy: Cognitive Capitalism and University Struggles (Alberto Toscano); (15) In the Ruined Laboratory of Futuristic Accumulation: Immaterial Labour and the University Crisis (Nick Dyer-Witheford); (16) The Confinement of Academic Freedom and Critical Thinking in a Changing Corporate World: South African Universities (Tahir Wood); and (17) Afterword: The Unmaking of Education in the Age of Globalization, Neoliberalism and Information (Cameron McCarthy).   [More]  Descriptors: Foreign Countries, Social Systems, Academic Freedom, Global Approach

Dresang, Eliza T. (2008). Radical Change: Books for Youth in a Digital Age, Contemporary Issues in Technology and Teacher Education (CITE Journal). "Radical Change: Books for Youth in a Digital Age" (Dresang, 1999) is a landmark work that examines ways in which young readers are affected by the Digital Age. The impetus for the book grew out of Eliza Dresang's observation that printed books with nonlinear, interactive qualities appeal strongly to contemporary children. She noted that digital media have served as a catalyst leading to new styles of printed books with graphics in new forms and formats, nonsequential organization, and multiple layers of meaning. Re-examination of the book's premise is warranted due to sufficient time passing since its publication. Changes in the digital environment, such as MySpace, FaceBook, YouTube, and Twitter amplify the initial thesis of "Radical Change," making reconsideration of its implications worthwhile. Republication makes this evaluation accessible to a broader audience that extends beyond librarians, and provides common ground for a conversation regarding technological and social events occurring outside of schools and its implications. [This article is a republication of the preface and introductory chapter of "Radical change: Books for Youth in a Digital Age" (Eliza Dresang, 1999).]   [More]  Descriptors: Electronic Publishing, Librarians, Childrens Literature, Books

Hoover, Eric (2008). Colleges Face Tough Sell to Freshmen, Survey Finds, Chronicle of Higher Education. Freshmen are more concerned about academic quality and affordability than they have been in decades, according to an annual survey conducted by the Higher Education Research Institute at the University of California at Los Angeles. Sixty-three percent of students said academic reputation was a very-important factor in selecting a college, an increase of 5.6 percentage points from 2006. Thirty-nine percent cited a financial-aid offer as key to their selections, a rise of 5.1 percentage points. And 52 percent listed "graduates get good jobs" as a top reason for their college choices, up 2.6 percentage points. All those figures were the highest they have been in 35 years. Concerns about costs may have kept many freshmen from attending their dream colleges. In 2007, 80.6 percent of freshmen were admitted to their first-choice colleges, but only 64.1 percent ended up enrolling in them. The survey is a widely cited source of data on college demographics and attitudinal trends. Other findings challenged the conventional wisdom about students' behavior in several areas. The 2007 survey also complicated the popular conception of "helicopter parents" as nuisances: Sizable percentages of freshmen reported that their parents had too little involvement in some college decisions, particularly after they matriculated. A new set of questions on this year's survey revealed that while students frequently use Facebook or MySpace, they are not necessarily devoting less time to other pursuits.   [More]  Descriptors: Reputation, College Choice, College Freshmen, Educational Quality

Patrut, Bogdan; Patrut, Monica; Cmeciu, Camelia (2013). Social Media and the New Academic Environment: Pedagogical Challenges, IGI Global. As web applications play a vital role in our society, social media has emerged as an important tool in the creation and exchange of user-generated content and social interaction. The benefits of these services have entered in the educational areas to become new means by which scholars communicate, collaborate and teach. Social Media and the New Academic Environment: Pedagogical Challenges provides relevant theoretical frameworks and the latest research on social media the challenges in the educational context. This book is essential for professionals aiming to improve their understanding of social media at different levels of education as well as researchers in the fields of e-learning, educational science and information and communication sciences and much more. Contents include: (1) Future Learning Spaces: The Potential and Practice of Learning 2.0 in Higher Education (Charlotte Holland and Miriam Judge); (2) How Social Design Influences Student Retention and Self-Motivation in Online Learning Environments (Derek E. Baird and Mercedes Fisher); (3) Student-Faculty Communication on Facebook: Prospective Learning Enhancement and Boundaries (Laurentiu Soitu and Laura Paulet-Crainiceanu); (4) Integrating Mobile Learning, Digital Storytelling and Social Media in Vocational Learning (Miikka Eriksson, Pauliina Tuomi, and Hanna Vuojarvi); (5) Enhancing Social Presence and Communities of Practice in Distance Education Courses through Social Media (Lori B. Holcomb and Matthew Kruger-Ross); (6) Framing Non-Formal Education through CSR 2.0 (Bogdan Patrut, Monica Patrut, and Camelia Cmeciu); (7) Social Media Audit and Analytics: Exercises for Marketing and Public Relations Courses (Ana Adi); (8) Functions of Social Media in Higher Education: A Case Study (Violeta Maria Serbu); (9) A User's Perspective on Academic Blogging: Case Study on a Romanian Group of Students (Mihai Deac and Ioan Hosu); (10) Uses and Implementation of Social Media at University: The Case of Schools of Communication in Spain (Maria-Jesus Diaz-Gonzalez, Natalia Quintas Froufe, Almudena Gonzalez del Valle Brena, and Francesc Pumarola); (11) Web Use in Public Relations Education: A Portuguese Example (Sonia Pedro Sebastiao); (12) Social Media Usage among University Students in Malaysia (Norsiah Abdul Hamid, Mohd Sobhi Ishak, Syamsul Anuar Ismail, and Siti Syamsul Nurin Mohmad Yazam); (13) Social Media and other Web 2.0 Technologies as Communication Channels in a Cross-Cultural, Web-Based Professional Communication Project (Pavel Zemliansky and Olena Goroshko); (14) E-Learning Records: Are There Any to Manage? If so, How? (Luciana Duranti and Elizabeth Shaffer); (15) The Influence of Twitter on the Academic Environment (Martin Ebner); (16) Academic Perspectives on Microblogging (Gabriela Grosseck, Carmen Holotescu and Bogdan Patrut); (17) The Impact of Social Media on Scholarly Practices in Higher Education: Online Engagement and ICTs Appropriation in Senior, Young, and Doctoral Researchers (Antonella Esposito); (18) Digital Literacy for Effective Communication in the New Academic Environment: The Educational Blogs (Ruxandra Vasilescu, Manuela Epure and Nadia Florea); (19) Implementation of Augmented Reality in "3.0 Learning" Methodology: Case Studies with Students of Architecture Degree (Ernest Redondo, Isidro Navarro, Albert Sanchez and David Fonseca); and (20) Digital Social Media Detox (DSMD): Responding to a Culture of Interconnectivity (Theresa Renee White).   [More]  Descriptors: Higher Education, Educational Environment, School Holding Power, Interpersonal Relationship

Guterman, Lila (2008). Specially Made for Science: Researchers Develop Online Tools For Collaborations, Chronicle of Higher Education. Blogs, wikis, and social-networking sites such as Facebook may get media buzz these days, but for scientists, engineers, and doctors, they are not even on the radar. The most effective tools of the Internet for such people tend to be efforts more narrowly aimed at their needs, such as software that helps geneticists replicate one another's experiments. That was the underlying message of many presentations at the annual conference of the Professional and Scholarly Publishing Division of the Association of American Publishers. Examples include: (1) "The New England Journal of Medicine" Clinical Decisions at the Web where, every few months, the editors create a fictional patient for whom there is no obvious best treatment; an expert on the patient's disease writes an argument to back each of three possible remedies; and readers of the journal vote on which treatment they would choose, with comments; (2) SciVee, where scientists can link videos to their research papers that appear in open-access biomedical journals; (3) GenePattern, an application that makes computational work repeatable and expandable by other scientists; (4) Engineering Village, an online research tool from publisher Elsevier, which enables researchers to quickly search across multiple databases of engineering content; and (5) Annotations to published articles of the Royal Society of Chemistry, that allow users to click on a chemical name, and see other names for that compound, a diagram of its structure, and links to related articles.   [More]  Descriptors: Web Sites, Research Reports, Research Tools, Engineering

Tyma, Adam (2011). Connecting with What Is Out There!: Using Twitter in the Large Lecture, Communication Teacher. With the desire for more and more campuses to develop their online or hybrid curricula, expanding pedagogy to include real-time technology in the classroom not only makes sense but can also be done with little or no additional technological investment. The use of technology in the classroom to aid in student learning, help streamline grading, assignments, and discussions, or simply to alleviate physical office hour meetings has not only been around for some time but has been pushed, debated, and left many faculty feeling the "hype" surrounding classroom technology does not meet their needs. Research into that same use of technology, particularly with the rise of Facebook, "clickers," and Blackboard (or its peers), has recently increased in the academic literature. For communication scholars and teachers, however, the "how-tos" that are often necessary with such technologies are not that easy to find. Since web-based social media technologies within the classroom are relatively new, this is not surprising. Particularly in a large lecture course, Twitter (a social media networking tool) can be used as an additional way for students to have voice in the large lecture classroom. Twitter provides students with an additional channel to communicate in the classroom using technology with which they are already familiar. The logic behind using Twitter in the classroom is threefold: (1) it is free to use; (2) it allows for a cataloging of the conversations; and (3) the chance of students bringing appropriate technology into the classroom (e.g., laptop, Smartphone, mobile phone with a texting plan) is rather high–why not use the technology to teachers' advantage? Other web-based platforms are available for teachers to use on campuses (e.g., BlackBoard; Desire2Learn) and have similar functionality. However, unlike those other platforms, Twitter can be accessed by either computer or mobile phones (smartphones by application or web browser, other mobile phones by text message). In addition, Twitter's inherent limitations (no more than 140 characters may be entered and transmitted at a time) construct an environment where students must be on-task and to the point in their communication. Other disciplines have begun using this particular technology in their classrooms, with both successes and additional questions coming out of the experiences. This article presents how Twitter was used in the introductory mass communication course at a medium-sized, Midwestern, urban university. A list of references and suggested readings is included.   [More]  Descriptors: Campuses, Urban Universities, Educational Technology, Appropriate Technology

Mangan, Katherine (2008). Medical-School Curriculum Goes Interactive, Online… and Hip-Hop, Chronicle of Higher Education. This article reports that Canadian medical students, inspired by an online community and an obscure heart condition, have ditched their books and transformed their class notes into a pulsating, hip-hop music video. "Diagnosis Wenckebach"–the name comes from a type of abnormal heart rhythm–was created as just one of many innovative study tools by medical students at the University of Alberta, with the help of Homer, a recently unveiled online learning system. Homer is meant to conjure up images of the Greek poet as students set forth on "an epic journey of lifelong learning." Once students log in, they can link to their schedules, class notes, slides, online libraries, learning games, and journal articles with a single password, and also access their e-mail, Facebook, and other networking tools. What sets Homer apart from other online learning systems, like Blackboard, is that it gives students the chance to contribute their own quizzes, questions, and study tips. The system is a leading example of a new emphasis at medical schools, like those at Stanford and Wake Forest Universities, on interactive online learning and collaboration in a field that has historically been dominated by lectures and top-down instruction.   [More]  Descriptors: Medical Students, Medical Schools, Web Based Instruction, Student Motivation

Brey, Rebecca A.; Clark, Susan E.; Wantz, Molly S. (2008). This Is Your Future: A Case Study Approach to Foster Health Literacy, Journal of School Health. Today's young people seem to live in an even faster fast-paced society than previous generations. As in the past, they are involved in sports, music, school, church, work, and are exposed to many forms of mass media that add to their base of information. However, they also have instant access to computer-generated information such as the Internet, YouTube, Facebook, blogs, and so forth. Family and friends also contribute to their base of information. Young people cannot be expected to automatically know how to sift through this abundance of information. Nor can they always determine what is good and bad for them. The ability to problem solve and think critically continues to be an essential skill necessary to identify and determine the best way to enhance one's health and well-being. This ability takes practice and experience. Practice is vital for skill development. This strategy, using case studies, was designed to help young people begin to develop a level of understanding about health literacy and to help them incorporate the components of health literacy, particularly critical thinking and problem solving into an action plan. This article provides a description of this teaching technique which may be used for grades 9 through 12 and also may be adapted for younger learners as well as adult learners.   [More]  Descriptors: Web Sites, Case Studies, Skill Development, Case Method (Teaching Technique)

Hannon, Charles (2008). Paper-Based Computing, EDUCAUSE Quarterly. Faculty have a great deal of control over their lectures, lecture notes, and slides. This article discusses a coming wave of recording devices and other classroom technologies–this time wielded by the students–which will test this control and force serious conversations about how to best help students learn, what it means to own an idea, and what is meant when talking about developing a community of learners on campus. The harbinger of this wave is the Livescribe Pulse smart pen, created by an MIT engineer and initially aimed directly at the college student market. The smart pen points a tiny camera at specially marked paper, captures what is written, and converts the writing to PDF files and plain text in what is being called paper-based computing. The pen comes with microphones that capture audio and software that synchronizes it with the written notes. A student can replay an entire lecture at a later time, either by interacting with the written notes or through a computer. The pen's software also makes it easy to share recorded class sessions with other students at the Livescribe website or through Facebook.   [More]  Descriptors: Instructional Materials, Intellectual Property, Notetaking, Technology Uses in Education

Liu, Sophia B. (2011). Grassroots Heritage: A Multi-Method Investigation of How Social Media Sustain the Living Heritage of Historic Crises, ProQuest LLC. Unprecedented uses of information and communication technology (ICT) and particularly social media (e.g., Wikipedia, Facebook, and Twitter) are occurring in times of crisis. This dissertation investigates the socio-technical practices emerging from the use of social media and how these practices help to "sustain the living heritage" of historic crises. The purpose is to provide empirical evidence on how heritage is a living and participatory phenomenon that needs to be considered when designing technology for heritage matters. The concepts of "grassroots heritage" and "socially-distributed curation" are offered as a way of interpreting heritage in the context of the participatory culture.   This dissertation presents a multi-method investigation to determine what crisis narratives appeared in social media and how social media were used to sustain these narratives through curatorial activities. The first study surveys the social media presence of 111 crisis events that occurred between 1960 and 2010 to examine if and how past historically significant crisis events were being commemorated in the present day through new media. Then, ethnographic and automated collection methods were used to identify narratives appearing in the social media landscape for four crisis events that exhibited a high social media presence in the survey. The dissertation presents five meta-narratives for two crisis cases: (1) the 1984 Bhopal gas leak and (2) the 2001 September 11 attacks. One critical finding is that people sustain the heritage of historic crises in the digital world by perpetually revising narratives while adapting these messages to the new media of today. The second study critiques both the concept of "curator" as a profession as well as the concept of "curation" that is emerging from the social web to develop an initial conceptual model of curation. The final study involved the application and assessment of this initial conceptual model by analyzing the curatorial activities that produced the crisis narratives found in the first study. From this assessment, I articulate a theoretical model called "socially-distributed curation" to inform the design of future social technology.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Foreign Countries, Mixed Methods Research, Web 2.0 Technologies, Influence of Technology

Belamaric Wilsey, Biljana (2013). Ecological View of the Learner-Context Interface for Online Language Learning: A Phenomenological Case Study of Informal Learners of Macedonian, ProQuest LLC. Studies of informal language learning and self-instruction with online materials have recently come into prominence. However, those studies are predominantly focused on more commonly taught languages and there is a gap in the literature on less commonly taught languages (LCTL), precisely the languages that are often studied outside of formal settings. The current research aims to begin to fill that gap by examining the experiences of learners of Macedonian. Using a qualitative approach, the author presents an ecological perspective of the phenomenon of learning Macedonian informally as reported by the learners themselves through interviews. Eleven participants from Albania, Canada, Greece, Hungary, Macedonia, Russia, and the United States described how their learning context impacted their study through self-instruction with online resources (n = 5) and with the additional help from tutors (n = 6). The study results were presented through the lenses of Ecological Systems theory and Learner-Context Interface theory. Most of the participants in the study reported support, albeit limited, for their Macedonian language learning and maintenance in their microsystem, as well as through Internet resources in their exosystem, whereas their macrosystem exerted a negative impact upon their language study. Most participants stated that their biggest obstacle was finding opportunities to practice the language and most participants were open to the remedy of practicing in virtual learning communities. All the participants used online means to search for resources, most were comfortable using online materials, and they considered them effective. In addition, all of the participants were simultaneously using multiple resources, such as Web sites which stream Macedonian content (news, movies, music, and e-textbooks from Macedonia), Web sites which explain Macedonian grammar and vocabulary (such as the recruitment site for the study, the Macedonian Language E-Learning Center), online dictionaries and Google translate, Facebook, Skype, radio, online flashcards, and tutoring. These conclusions taken together point to a normalization of online technologies for LCTL study. The researcher also found that most of the learners did not have specific goals and objectives on which they based their searches for and use of materials and technology, but instead had general end-goals, such as speaking Macedonian fluently. In addition, none of the participants spoke about evaluating the quality of the resources (including physical and human) that they found before starting to use them. Deducing from these two findings, it can be concluded that although the learners were experienced language learners (all of them had studied other foreign languages before), they still needed guidance on choosing effective resources and achieving their goals. This guidance is the task of instructional designers and tutors. Designers of materials for LCTLs need to be explicit about the goals and objectives on which resources are based in order to facilitate the learners' understanding of a path towards a goal. They also need to provide learners with information how to best navigate and adapt materials to fit their own needs and preferences. Furthermore, learners need to be educated that not all online resources are equally effective, trustworthy, or appropriate for their needs and they need assistance with learning to evaluate resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Second Language Learning, Informal Education, Independent Study, Slavic Languages

Sander, Libby (2008). New Web-Monitoring Service Worries Some Legal Experts, Chronicle of Higher Education. A software program that searches for offensive content on college athletes' social-networking sites has drawn skeptical reactions from legal experts, who say it could threaten students' constitutional rights. Billed as a "social-network monitoring service" and marketed exclusively to college athletics departments, YouDiligence was on display at the trade show held during the National Collegiate Athletic Association's 1008 annual convention. The program conducts real-time searches of athletes' profiles on Facebook and MySpace for up to 500 words and phrases, including profanity and slang used to describe drugs. It does not delve into areas of the sites that are protected by passwords. If the program finds anything, it sends an e-mail alert to a designated athletics official, with a link to the offending page. Some large collegiate programs already have coaches who occasionally view athletes' pages on social networking sites, hoping to catch potentially embarrassing or incriminating material before it brings the university negative attention. Three experts in constitutional law told "The Chronicle of Higher Education" that the new software was probably lawful: once a student posts words or photos that the general public can see, the material is fair game. But all three agreed the software raises tricky legal and ethical questions, and that athletics departments should think carefully about using it.   [More]  Descriptors: College Athletics, Athletes, Social Networks, Web Sites

Howard, Keith (2013). Using Facebook and Other SNSs in K-12 Classrooms: Ethical Considerations for Safe Social Networking, Issues in Teacher Education. The purpose of this article is to examine the potential risks of bringing social networking sites (SNS) into the classroom through the lens of Moor's (1999) just-consequentialist theory. Moor compares the setting of ethical policies in the fast-changing world of technology to a sailor trying to set a course while sailing. His analogy could not be more appropriate for educators' attempts to cope with the question of online social networking in schools. Educators must weigh the potential advantages of using SNSs in educational settings against the risks that such inclusion would entail. If the proper precautions are not taken, student safety, privacy, and psychological well-being are at risk. Additionally, administrators risk school reputation and legal liability. Teacher education programs must accept the responsibility of ensuring that teachers enter their classrooms with an understanding of both the transformative capabilities of new technologies and the risks that they may present. By highlighting the advantages of education-specific platforms in terms of controlling potential risks, teacher educators will likely facilitate increased teacher competence and confidence in incorporating the technology that is vital for student learning in the 21st century.   [More]  Descriptors: Social Networks, Educational Technology, Elementary Secondary Education, Ethics

Junco, Reynol; Cole-Avent, Gail A. (2008). An Introduction to Technologies Commonly Used by College Students, New Directions for Student Services. Today's college students, the Net generation, have woven technology into their everyday repertoire of communication and connection tools. They use the Internet, e-mail, instant messaging, blogs, and social networking Web sites like Facebook and MySpace at higher rates than individuals from any other generation. Student affairs professionals, however, use technology less and in different ways than their students do, lagging in their use of technology for newer forms of communication. Indeed, there is an inverse relationship between age and going online, having high-speed access at home, using the Internet for academic research, text messaging, using social networking Web sites, instant messaging, reading and creating blogs, and downloading music and videos. It is important for student affairs professionals to be familiar with the technology that students use, especially since newer technologies can be used in ways that increase student engagement and ultimately improve educational outcomes. In this article, the authors review the research on college student technology use, the more popular technology tools that today's college students use, and the importance of this information to student affairs professionals.   [More]  Descriptors: College Students, Student Personnel Workers, Internet, Technology Uses in Education

Rhoades, Emily B.; Irani, Tracy; Telg, Ricky; Myers, Brian E. (2008). Internet as an Information Source: Attitudes and Usage of Students Enrolled in a College of Agriculture Course, Journal of Agricultural Education. With Internet usage in the United States at an all-time high, information technology use in education has continued to increase. Research has shown that many students are utilizing these materials to search out information and assist with completing class assignments. Many college students have described the Internet as a functional tool that helps them to communicate with professors, conduct research, and access library materials. As more and more students and educators use the Internet as a source for information in the classroom, it is important to monitor students' attitudes and usage to ensure students know how to use technology effectively by recognizing credible sources and utilizing the correct technology for each situation. This study utilizes a descriptive survey to explore the current usage and attitudes toward the Internet by students enrolled in college of agriculture courses at the University of Florida. Findings indicate that these students are substantial users of the Internet and programs like Facebook, MySpace, and search engines. Students indicate believing that the Internet is easy to understand, important, beneficial, believable, and accurate. Recommendations are offered as to what these findings mean for instructors in the classroom.   [More]   [More]  Descriptors: Library Materials, Student Attitudes, Agricultural Education, Search Engines

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Bibliography: Facebook (page 67 of 72)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the FakeBookMedia website.  Some of the authors featured on this page include Stephanie Cole, John Green, Mark Andrew Ellison, Darrell M. West, Carol Bowdoin, Grover J. Whitehurst, Pedro Isaias, Olubunmi P. Aborisade, Kim Pennington, and Joseph Janangelo.

Lay, Misty M. (2010). Securing a Place at the Table: School Psychologists as Educational Leaders, Communique. For some educators, being an integral part of a school community happens naturally. School psychologists, however, often are inhibited by the "visitor syndrome," whereby they walk into a building, sign in the visitor register, and immediately seek the help of an administrative assistant or custodian to help them find a place to land. This is especially true for the school psychologists who service multiple schools on their caseload. Recent changes, however, have prompted them to become less of a visitor and more of a leader in their schools. The evolution of social media (24-hour news channels, MySpace, Facebook, Twitter, etc.), the policy changes associated with NCLB and IDEA 2004, and the budget crisis have propelled schools to do more with less, and school psychologists are a part of that equation. Integrating oneself into the learning centers/school systems can be challenging, and becoming a leader in the system requires preparation and effort. First, it is important to know oneself and one's skill set. School psychologists know data, they know children, and they know about problem solving; but it is equally important to understand what is happening both inside and outside the walls of the classroom. Strengthening one's knowledge set beyond the realm of the typical school psychology role is an important step in leadership in education. The author advises school psychologists to learn more about current instructional practices and the curriculum so that they speak the same language as teachers. This will likely help in the areas of assessment and consultation as well. In this article, the author describes how school psychologists can build relationships in the schools by building mutual respect and trust, fostering effective collaboration, and increasing communication and visibility.   [More]  Descriptors: School Psychologists, School Psychology, Teaching Methods, Leaders

Ellison, Mark Andrew (2010). An Exploratory Study of the Restorative Benefits of Hiking in Wilderness Solitude and Its Relationship to Job Satisfaction, ProQuest LLC. The purpose of this exploratory research was to examine the relationship between the restorative benefits of hiking in wilderness solitude (RBHWS) and job satisfaction. This research is a jumping off point, intended to guide future research on the RBHWS, and the practical utilization of this in human resource development. This research sought to identify if there was an association between the independent and dependent variables, not to determine if there was causality. The opportunity to leave a work environment that causes stress and fatigue to experience solitude and restoration may have an impact on an employee's attitudes toward the job and the workplace. Theoretical support for this research is found in the work of: 1) Westin (1967) and his theory on privacy, which is extended by Hammitt & Brown (1984); and 2) Fishbein (1963, 1967, 1973, 1980); Ajzen & Fishbein (1977, 2008); and Fishbein and Ajzen (1975) and their theory and research on attitudes. The survey instrument used for this research was adapted from research instruments related to: 1) functions of wilderness privacy (Hammitt & Brown, 1984); 2) recollected benefits of wilderness solitude (Walker, Hull & Roggenbuck, 1998); and 3) the Minnesota Satisfaction Questionnaire Short Form (Weiss, Dawis, England, & Lofquist, 1967). This is the first known empirical research on this topic. Three research questions guided the research: 1) Is there a relationship between the RBHWS and the job satisfaction of individuals who are employed, or have recently been employed in any occupational setting? 2) Is the relationship between the RBHWS and the job satisfaction of individuals who are employed, or have recently been employed in an occupational setting impacted by age, gender, income or education level? 3) Is the relationship between the RBHWS and the job satisfaction of individuals who are employed, or have recently been employed in any occupational setting impacted by selected moderating variables?   A convenience sample was utilized for this research. Hikers had access to the survey via the internet at "" Information about the survey was made available on the Facebook pages of hiking related groups such as the Appalachian Trail Conservancy (ATC). The ATC also sent a message to its Facebook "fans" to promote the survey.   Preliminary data analysis included addressing missing data, detecting outliers, and testing for linearity, independence, and normality. Cronbach's alpha was used to examine internal consistency. Exploratory factor analysis was done to ensure each of the instruments factored into the appropriate constructs for this population.   A Pearson's correlation was used to answer question one. Stepwise multiple regression was used to answer questions two and three.   Findings indicated that there was a slight negative relationship between the RBHWS and job satisfaction, which was significant. A negligible relationship was identified between the recollected benefits of wilderness solitude factor related to work. A stepwise regression showed attending graduate school (step 1), graduating from high school (step 2), age (step 3), living in an urban environment (step 4), noise level at work (step 5), job inside or outside (step 6), income $10,000-$14,999 (step 7), income $25,000-$34,999 (step 8), income $20,000-$24,999 (step 9), recollected benefits factor two and hours worked (step 10), recollected benefits two and high school graduation (step 11), recollected benefits two and income $10,000-14,999 (step 12), and wilderness sum and income $25,000-34,999 (step 13) could be used to explain 18.5% of the variance of job satisfaction.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Recreational Activities, Job Satisfaction, Employment, Age Differences

Bowdoin, Carol (2014). Thinking Like a Nurse and Perceived Readiness for Professional Practice: A Mixed Methods Study, ProQuest LLC. Thinking like a nurse (TLN) has been identified as a core competency of professional nursing practice. The term embraces the full context of the daily metacognitive process nurses use to provide competent nursing care and was theorized in this study to have four attributes: critical thinking, clinical judgment, moral reasoning, and professional competence. The purpose of this mixed methods study was to explore relationships among the attributes of thinking like a nurse and prelicensure nursing students' perceived readiness for professional practice. Using a convergent, parallel mixed methods design, a convenience sample of 110 pre-licensure nursing students were recruited via web-based methods including email and Facebook. Quantitative data about moral reasoning (Professional Values Scale), professional competence (Professional Actions Survey), and readiness for practice (Casey-Fink Readiness for Practice Survey); along with qualitative data around thinking like a nurse were collected using SurveyMonkey(TM)software. Critical thinking and clinical judgment were measured with the proprietary Health Sciences Reasoning Test. Qualitative data were analyzed using analytic methods of van Manen (1990; 2007), Lincoln and Guba (1985), and Creswell and Plano-Clark (2010). Results indicated the sample was predominately female (91.8%) and White (82.7%), with a mean age of 27.2 SD 8.4) years. The majority were currently enrolled in a baccalaureate (BSN) program (93.6%) in the Southern region of the United States (95.4%). Correlational analyses indicated greater perception of professional competence was significantly associated with greater moral reasoning (r = 0.21, p<0.05). Multiple regression analyses of predictors of perceived readiness for practice revealed the regression model was statistically significant (R[superscript 2] = 0.23, p < 0.001). Younger age (p = 0.02), prior or current healthcare experience (p = 0.02), and greater professional competence (p = 0.002) were statistically significant predictors of greater perceived readiness for professional practice. Qualitative themes around thinking like a nurse included: "thinking quickly", "always doing the right thing", "patient advocacy and compassion", and "having a different state of mind". Themes emerging from the data when students reported a situation where they thought like a nurse included: "rescue situations", "skilled assessment", and "non-academic experiences". Two themes emerged from qualitative data focused on perceived readiness for practice: "ready, confident learner" and "not ready, need more clinical skills". Convergence of the quantitative and qualitative data was demonstrated. The findings from this study uniquely contribute to the evolving body of nursing education research by providing a rich description of the experiences of nursing students as they learn to think like a nurse and prepare to transition to the professional nursing role. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Mixed Methods Research, Nursing Students, Career Readiness, Metacognition

Pritchard, Kate (2010). Let's Get This Party Started: Pump up the Volume. Streaming Music Is a Great Way to Connect with Older Kids, School Library Journal. It's not always easy to get teens talking. But when the author became a young adult specialist at the Wilbraham (Massachusetts) Public Library four years ago, that's exactly what she had to do. Her main mission was to bring in as many high schoolers as possible. She needed to find out exactly what they wanted from the library. when she asked them about music, a few suggestions for new CDs soon turned into a flood of recommendations. Before long, they were sharing music with one another on a regular basis, mostly through the power of streaming music Web sites. Teens are increasingly turning to Web sites like,, or as an alternative to buying CDs or downloading songs from iTunes. The first streaming music site she used with her teens was She suggested that the first step in promoting and using streaming music sites is to identify the ones most suitable to one's library. Once one decided on the Web site that works best for her/him, it's time to start involving kids in creating playlists and sharing music. Playlists that revolve around certain themes or holidays are always a big hit, whether they appear on the Web site or end up as background music during a program. She believes that it's not too early to promote one's summer reading program–one can just post a play-list with summer-themed songs on one's blog, Web site, or Facebook page. In this article, the author outlines various streaming music Web sites that librarians should keep on their radar.   [More]  Descriptors: Web Sites, Electronic Publishing, Music, Reading Programs

Aborisade, Olubunmi P. (2010). How Technology Transforms Journalism Business through Citizen-Reporters in Nigeria, ProQuest LLC. The use of technology and media modalities in digital technologies in today's media has created a new form of journalism. While some call it citizen-reporting, some dub it we media, or participatory news reporting. The new press evolves with the engagement of ordinary citizens in news gathering and distribution. Apart from helping to enhance the work of newsmen, the use of technology and media modalities by non-journalists to report the news is seen by some journalists as a usurpation of their traditional roles by ordinary citizens. This study identified and discussed the impacts of media technologies and media modalities in digital technologies such as the Global System for Mobile Communications, digital cameras, Facebook, MySpace, Twitter, iReport, YouTube, news blogs, online news Web sites, mailing lists, online discussion groups, and so forth, on the journalism business. Since many of these technologies and media modalities have been extensively studied in relation to the Western press, this study focused on those commonly used by Nigerians to evaluate their impacts on journalism practice and business in Nigeria. This study will, therefore, help to better understand how media technologies and media modalities in digital technologies transform people of different nations and different technological backbones and media culture. It will also help to build the theoretical foundation on how technology transforms the news business in Nigeria by adding to the emerging literature on the topic in relation to Nigeria and the world view of the citizen news business.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Foreign Countries, Citizen Participation, Handheld Devices, Influence of Technology

Welker, Heidi Stevenson (2010). Principal Perspectives on Social Networking and the Disruptive Effects of Cyberbullying, ProQuest LLC. Cyberbullying on social networking sites such as MySpace and Facebook has had negative effects on children at school. Cyberbullying disruption during the school day adds to the complexity of maintaining school operations, safety, and academic achievement. With the advancement of technology, there is a gap in the literature on the disruption in schools, particularly on schools' culture, from cyberbullying. In this exploratory qualitative case study, principal perceptions were investigated to better understand the relationship of cyberbullying to the culture of the school and school disruptions as well as effective and ineffective interventions used to limit cyberbullying. The framework was based on the concepts of indirect aggression and reinforcement, suggesting cyberbullying is likely reinforced in social networking sites and with peers in the school. Ten middle school (Grades 5-8) principals within a suburban school district in the Midwestern United States were interviewed and a focus group of 5 principals was conducted. The district code of conduct, antiharassment, and bullying policies were used to support findings in this case study. For data analysis, notes and transcripts were reviewed and analyzed, identifying code words and patterns. The main findings, related to the 3 research questions, highlighted the importance of understanding principals' perceptions that prevention and intervention impact culture, indirect aggression, technology's influence on student behavior, and principals' roles in teaching, learning, and leadership. This study may promote positive social change by providing insight into the ways school employees may minimize physical and mental health issues that cyberbullying may cause students as well as improve communication with students' parents.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Suburban Schools, Student Behavior, Social Change, Data Analysis

Green, John (2010). The Future of Reading: Don't Worry. It Might Be Better than You Think, School Library Journal. It is a fun parlor game to speculate about what the future of books will look like. The author wonders whether stories will be read on screens and supplemented with gaming, illustration, video, and multimedia riddles. In this essay, the author shares his vision of the future of reading and describes what he learned from writing a story based on some strange emails he received a few weeks earlier through the help of creator Alexander Basalyga, a student from Penn State who liked riddles. The novella which he calls This Is Not Tom (TINT), tells the story of a young woman who calls herself YFN (Your Faithful Narrator) and who has access to technology that allows her to experience virtual-reality interactions with the likes of David Foster Wallace and Kurt Cobain. To reach each chapter of the story, one must first solve three insanely complex riddles that involve literature, video, audio, mathematics, and quite a lot of Bible verses. Today, This Is Not Tom is almost finished. The novella has attracted a couple thousand passionately dedicated readers. The author believes that someday soon, someone will come along with a more entertaining story told behind a curtain that is easier to part, and some variant on the TINT Internet-based book will find a much broader audience. He does not think books have anything to fear from movies or television or Facebook. He sees no evidence that reading itself is in mortal danger but how people read will change or continue to change. In this essay, the author shares some great advice (which he got from his brother Hank). He states that participating in technological innovation allows one to "shape" the change innovation makes. He encourages readers to take part in change, so that they can help "shape" the future.   [More]  Descriptors: Story Telling, Innovation, Novels, Library Materials

Breeding, Marshall (2010). Architecting New Library Frameworks, Computers in Libraries. People live in an era of social, enterprise-oriented, and increasingly cloud-based technology; a dramatic shift away from stand-alone isolated silos that previously dominated. Computing systems can flourish today only when built to easily exchange data and services. An application that stands alone may provide practical functionality but may not live up to the full needs of organizations, such as libraries, involved with complex computer needs. Most libraries today operate in partnership with a variety of other organizations, including their parent institutions such as universities, colleges, agencies, or local government; other peer libraries; and suppliers of all varieties. More importantly, library users access services with an ever-broader array of devices–some with desktops, laptops, smartphones, or tablets and others through some intervening application such as their academic courseware system, corporate intranet, or even social networking sites such as Facebook. This reality of interconnectedness should shape the way that libraries adopt technologies as well as guide those who create software for libraries. In this article, the author contends that an evolving transition to software architectures designed for interconnectivity is necessary if one is to find much-needed efficiencies in the way that technology support is provided for library operations and to enable the creation of end-user interfaces that deliver services on the web in more powerful and more elegant ways. This transition will happen gradually and will find momentum as libraries buy and build software that not only meets the functional requirements at hand but also embodies these much-needed qualities of interconnectedness.   [More]  Descriptors: Computer Software, Libraries, Educational Technology, Internet

Woglom, Lauren; Pennington, Kim (2010). The Bystander's Dilemma: How Can We Turn Our Students into Upstanders?, Social Education. While bullying is often accepted as an integral aspect of "growing up," it can have detrimental and lasting effects on its victims. Bullying can occur in a variety of forms, including direct teasing and threatening, the use of physical violence, and in the spreading of malicious gossip and rumors. With the proliferation of new technology, bullying can occur in a number of new ways where it is more difficult for adults to intervene, including texting and the assorted forms of social media (like Facebook). For most students, such acts of bullying are devastating and can have tangible and lasting impacts. The effects of bullying, however, do not only impact those students that are directly involved in the exchange. Students who witness incidents of violence or bullying at school as bystanders are also affected in significant ways. This article discusses the Exploring Humanitarian Law (EHL) program which provides a toolkit of relevant, meaningful and high-interest lessons that enable teachers to address these topics within the framework of their existing plans. EHL focuses on the role that "bystanders" play in mitigating the suffering of victims, whether the individual is a victim of violence in armed conflict or the victim of school bullying. In making the lessons of history and current events pertinent to the experiences of youth, teachers have the opportunity to inspire student confidence to speak out against inequity. Through the use of the EHL curriculum, teachers are able to contribute to the education of an interested and engaged generation of youth who are able to think critically in the face of social dilemmas and comprehend the complexity of domestic and international issues. This generation of upstanders, moreover, will be grounded in the principles of humanitarianism and refuse to passively accept injustice.   [More]  Descriptors: Violence, Bullying, Victims of Crime, Student Behavior

Cole, Stephanie (2010). Quit Surfing and Start "Clicking": One Professor's Effort to Combat the Problems of Teaching the U.S. Survey in a Large Lecture Hall, History Teacher. Teaching an introductory survey course in a typical lecture hall presents a series of related obstacles. The large number of students, the size of the room, and the fixed nature of the seating tend to maximize the distance between instructor and students. That distance then grants enrolled students enough anonymity to skip class too frequently and offer only limited attention when there. The advent of wireless internet service has compounded the problem by bringing lecturers into competition with Facebook and other Web sites that have a high potential to absorb student-viewers, and thus seem to offer more significant distraction than texting, or its predecessor, notepassing. In the spring of 2004, a publishing representative introduced the author to classroom response systems (CRS), alternately referred to as audience response systems or "clickers". This wireless classroom technology allows every student to respond with handheld devices to multiple choice questions posed by the instructor, most commonly via PowerPoint and a projector, though some programs pose the questions in other formats. Clickers both allow instructors to engage the entire class in participation, and provide records of who is attending class and more or less paying attention. In this essay, the author presents an overview of her experience with clickers in a U.S. history survey course which points out potential pitfalls and highlights what has been helpful in the larger audience response system literature. She shares how she successfully used clickers to teach critical thinking skills and presents a brief case study of her strategy in teaching slavery at the survey level. ["Quit Surfing and Start "Clicking": One Professor's Effort to Combat the Problems of Teaching the U.S. Survey in a Large Lecture Hall" was written with Gregory Kosc.]   [More]  Descriptors: Introductory Courses, United States History, History Instruction, Undergraduate Students

Papadima-Sophocleous, Salomi, Ed.; Bradley, Linda, Ed.; Thouôsny, Sylvie, Ed. (2016). CALL Communities & Culture: Short Papers from EUROCALL 2016 (23rd, Limassol, Cyprus, August 24-27, 2016), The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability–a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ãìlafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU–a web portal for e-learning of Croatian (Matea Filko, DaÅ°a FarkaÅ°, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think–a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping–the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages–still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing–Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included.   [More]  Descriptors: Conference Papers, Computer Assisted Instruction, Second Language Instruction, English (Second Language)

Straubhaar, Rolf (2015). The Methodological Benefits of Social Media: "Studying Up" in Brazil in the Facebook Age, International Journal of Qualitative Studies in Education (QSE). While conducting research on the organizational cultures of elite nonprofit organizations in Rio de Janeiro, the author encountered many access issues identified in the current literature: in particular, difficulty in encountering research subjects due to the transitional nature of educational nonprofits and the role of secretaries and administrators as gatekeepers. This article explores two previously undeveloped methodological innovations utilized by the author to overcome these difficulties with regard to access: namely, the use of social media as a participant recruitment tool and the use of an organization's online marketing presence as an alternative data source.   [More]  Descriptors: Foreign Countries, Research Methodology, Innovation, Social Networks

Sampson, Demetrios G., Ed.; Spector, J. Michael, Ed.; Ifenthaler, Dirk, Ed.; Isaias, Pedro, Ed. (2013). Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (Fort Worth, Texas, October 22-24, 2013), International Association for Development of the Information Society. These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality, and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference–cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair–School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and FaiÃßal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning–A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Merilçinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kçrnç, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge–Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.   [More]  Descriptors: Conference Papers, Cognitive Processes, Learning Processes, Short Term Memory

West, Darrell M.; Whitehurst, Grover J.; Dionne, E.J., Jr. (2010). Re-Imagining Education Journalism, Brookings Institution. Education journalism is going through a gut-wrenching transformation of its business model and its organizational structure, even as the ways in which news is delivered are changing rapidly. Old business models have collapsed, and new ones are struggling to find their footing. Digital technologies have fundamentally altered the way news is delivered. People are accessing information through Kindles, iPads, mobile devices, laptops, RSS feeds, Twitter, Facebook, and desktop computers. Much of the content consumers once paid for when it was delivered on paper is available for little or nothing in digital form. The result is a media ecosystem that is dramatically different from earlier eras. In trying to imagine ways of improving and expanding the coverage of education, we have canvassed the views of leaders in the field and conducted case studies of specific ventures. This paper summarizes new trends in education coverage and how major news organizations are re-imagining their futures. It outlines the development of niche publications, news aggregators, social media, and new content providers. We also look at alternative business models, including subsidized content, for-profit models, and indirect public subsidies. We conclude that while education journalism faces great challenges, it is transforming into a new digital form that looks and behaves differently than the models to which we're accustomed. It has clear strengths, including immediacy, interactivity, and diversity. But these virtues must be linked more effectively to the delivery of an old-fashioned product, namely in-depth substantive reporting. We also note the enduring importance of what remains the most important source of education news for millions of our citizens, the "old" media. The key challenge for national leaders is to build on strengths of new media platforms, while finding ways to develop high-quality coverage that is crucial for democratic governance.   [More]  Descriptors: Journalism Education, Governance, Journalism, Internet

Janangelo, Joseph (2010). Life Writing Lite: Judy Garland and Reparative Rhetorics of Celebrity Life Writing, College English. This essay offers a rhetorical reading of entertainer Judy Garland's early life writing projects. The author focuses on two open letters Garland published in 1950, in which she talks to the public and press to let them know "the truth" ("Open") about her life and how much her audience means to her. As a troubled celebrity, Garland had for years been the subject of many public inquiries about her well-being. Many of them involved suspicions of mental illness and chemical dependency. Yet if stories about Garland's life offered her multiple occasions to eat crow, she never did. Rather, she was an effective rhetorician who was adept at defusing such stories by offering cheerful and measured responses to them. The author's argument is that those texts, which appeared in fan magazines, served as effective vehicles of recalling and renewing bonds with her audience and repairing damage done to her reputation and career. In analyzing how those informal yet very public texts assert kinship with fans, the author hopes to draw attention to the understudied ways in which pre-Internet era celebrities communicated with the public. His point is that these texts offer effective communicative templates for contemporary troubled celebrities who use public discourse in ubiquitous and understudied genres (for example, Facebook, Twitter, MySpace, websites, blogs, and YouTube) to rebut bad press and repair bonds with fans. While rhetorical critics and theorists have felt increasingly committed to analyzing public discourse, they have not paid as much attention as they should to these particular uses of media, which engage mass attention even if the rhetor involved is an entertainer rather than, say, a politician. After examining Garland's texts, the author also notes the hints they offer contemporary rhetorics for crafting online life writing projects.   [More]  Descriptors: Rhetoric, Writing (Composition), Public Relations, Personal Narratives

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This annotated bibliography is compiled and customized by the Center for Positive Practices for the FakeBookMedia website.  Some of the authors featured on this page include Laura Haines, Amber Woodard, Kay Kyeong-Ju Seo, Piotr Konieczny, Shaoke Zhang, Shida R. Henneberry, Debra A. Pellegrino, John T. Mann, Carissa DiCindio, and Michael McVey.

Wu, Anna (2012). Supporting Place Sensemaking with Multidimensional Information Representation on Mobile Devices, ProQuest LLC. Knowing the living environments is an intrinsic part of human development for building self-confidence and meeting social requirements. Proliferation of mobile devices has greatly changed our interaction with the physical environments. The problem for existing mobile navigation tools is that it only emphasizes the spatial factor by offering step-by-step route directions, not helps us better understand the place. Such approach is inadequate in situations like moving to a new city where people need to build comprehensive awareness, rather than a one-shot solution to the problem. In this research, I propose a view to see navigation as a sensemaking process. I coined the term "place sensemaking" to refer to the process of maintaining awareness and building comprehensive knowledge of the environment. Specifically, this work represents my effort in representing information that could transform our understanding of a physical space into a vivid place by taking advantage of mobile technology and online resources. To interrogate this topic, this work practiced a holistic set of research methods: First, I applied works in sensemaking from information science in the context of physical navigation and proposed a place sensemaking framework. Based on the existing literature and my empirical work on spatial information representation, I have developed a theoretical framework that identifies the core components in making sense of a place, such as a person's ongoing spatial task, internal spatial mental model, and external environmental information, and emphasizes the role of interactive information visualization and exploration in mediating the relationships among the above components. Second, based on this framework and empirical users' requirement analysis, I proposed design goals to support place sensemaking by providing not only spatial information, but also the social and temporal aspects of the place. Third, targeting the design goals, I designed and implemented a mobile application on the Android platform to facilitate place sensemaking by integrating multiple online resources, such as Facebook, Foursquare, Panoramio, and Wikipedia. Finally, results from a field evaluation with 18 participants in several weeks showed the benefits of our approach in support of comprehensive space exploration and elevation from space, a concept that focuses more on the objective and geographical properties of a physical environment, to place, a notion that embodies the physical features, individual spatial sense, and social aspects of the environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Handheld Devices, Navigation, Physical Environment, Design

Austin, Richard John (2012). An Investigation of the Use of Synchronous Text-Based Communication Technologies by Undergraduate University Students, ProQuest LLC. This dissertation presents the results of an exploratory study which examined the use of synchronous text-based communication technologies (SMS texting and instant messaging) by undergraduate university students generally 18 to 24 years old. Preliminary focus groups were conducted in order to gain additional understanding of their usage of these communication technologies and to help refine the final questions used in the online survey. About a third of the over 200 students contacted, participated in the online survey investigating their usage of these technologies. The study revealed that among this group, SMS texting is the most frequently used synchronous text-based technology but many are also using other types such as Facebook Chat and instant messaging. This group used multiple devices to conduct their communications with text-enabled cell phones and laptop computers being the most widely used. While mobility is claimed to be an important advantage of these devices and technologies, over 82% of their communications take place from their home, dorm room, or workplace. The students also find these synchronous text-based technologies to be overwhelmingly effective for communicating with friends, siblings, and acquaintances but much less so for communicating with parents, teachers, and employers. One unanticipated finding from the study was that 37% of the undergraduate students were actually over 24 years old. This finding opened up another avenue of investigation, a comparison of the responses of the students from the two age groups. Numerous measurable differences were discovered between the two age groups when their responses we analyzed. Finally, the study explored some relevant theories which may explain in part or in whole the texting behaviors of undergraduate students as observed in the study. Three theories that fall into this category were examined: Media Richness Theory, the Technology Acceptance Model, and the Uses and Gratifications Theory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Synchronous Communication, Computer Mediated Communication, Undergraduate Students, Handheld Devices

Bent, Lauren G. (2012). Young Alumni Giving: An Exploration of Institutional Strategies, ProQuest LLC. An economy struggling to rise out of recession presents a difficult time for institutions of higher education as state and federal support for higher education is not keeping pace with costs (Newman, Couturier, & Scurry, 2004; Wellman, Desrochers, & Lenihan, 2009). It is essential for colleges and universities to raise funds from external sources, particularly alumni, which have continued to wane in recent years. More specifically, institutions should focus on the cultivation of young alumni donors to maximize long-term fundraising efforts (Engagement Strategies Group [ESG], 2010; Hurvitz, 2010; Mann, 2007; Meer, 2010; Monks, 2003). McMillan and Chavis' (1986) "sense of community" theory, which highlights membership; influence; integration and fulfillment of needs; and shared emotional connection, was used as a framework to explore the following research question: What strategies do institutions with high young alumni participation rates employ to promote young alumni giving? Using a qualitative descriptive design, semi-structured interviews (N = 16) were conducted at institutions (N = 4) falling under the same Carnegie classification of Arts & Sciences focus/no graduate co-existence in the northeast. The chief advancement officer, the chief alumni relations officer, the assistant director of young alumni giving, and a young alumnus/a peer agent were interviewed to gather data in a four-strata approach. Data were coded and analyzed using Rubin & Rubin's (2005) interpretive framework. Finally, document analyses of websites, Facebook pages, and campaign letters provided rich content to triangulate the data obtained from the interviews. Five key findings emerged, including: foster a sense of community; treat young alumni as partners; institute philanthropy education; gain feedback; and draw upon emotional connections. Leaders in higher education may benefit from these strategies, which can be used to cultivate young alumni donors, and they may adopt and implement these tactics at their own institutions. Colleges and universities with high young alumni participation rates will benefit from long-term fiscal sustainability (ESG, 2010), and with increased funds, will be more likely to meet their strategic goals (Mann, 2007). Future generations of college students will also benefit because the burden that students acquire due to rising tuition costs may be alleviated through the generosity of alumni. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Alumni, Fund Raising, Colleges, Private Financial Support

Kyeong-Ju Seo, Kay, Ed.; Pellegrino, Debra A., Ed.; Engelhard, Chalee, Ed. (2012). Designing Problem-Driven Instruction with Online Social Media, IAP – Information Age Publishing, Inc.. Designing Problem-Driven Instruction with Online Social Media has the capacity to transform an educator's teaching style by presenting innovative ways to empower problem-based instruction with online social media. Knowing that not all instructors are comfortable in this area, this book provides clear, systematic design approaches for instructors who may be hesitant to explore unchartered waters and offers practical examples of how successful implementations can happen. Furthermore, it is a reference for instructors who need to solve issues that occur when developing a class utilizing problem-driven instruction with online social media. With the recent exponential growth of Twitter and Facebook, the potential for social media as an educational venue brings an urgent call for researchers to increase their concentration in this area to investigate further the educational possibilities of this format. These factors combined illustrate the mission of this book that is to enable instructors in the areas of instructional design, multimedia, information science, technology, and distance learning to have an evidence-based resource for this underexplored niche in instruction. This book is divided into four units. Unit I, Overview, contains the following: (1) Going from Obsolete to Innovative: Empowering Problem-Based Learning with Online Social Media (Chalee Engelhard and Kay Kyeong-Ju Seo. Unit II, K-12 Application, contains the following: (2) ReTweeting History: Exploring the Intersection of Microblogging and Problem-based Learning for Historical Reenactments (Victor R. Lee, Brett E. Shelton, Andrew Walker, Tom Caswell, and Marion Jensen); and (3) RePowering Reading and Writing: Energizing Content Area Curriculum with Online Social Media (Debra A. Pellegrino and Mary P. Mahaffey). Unit III, Higher Education, contains the following: (4) A Design Model of Harnessing Wiki for Collaborative Problem-Based Instruction in Higher Education (Ying Xie and Seung Kim); (5) Recorded Voice Reflection in Problem-Based Learning Scenarios (Dana A. Tindall and Kay Kyeong-Ju Seo); and (6) Using Online Social Media to Facilitate Clinical Reasoning in Entry Level Occupational Therapy Students (Marlene Joy Morgan and Amy Frey Gerney). Unit IV, Beyond the Classroom, contains the following: (7) Utilizing Social Media for Democratic Service-Learning Practice: A Framework and Guide for Educators (Cara R. Lynch, Elizabeth E. Henry, Lisa V. Bardwell, and Jennifer A. Richter); and (8) Design Principles for Problem-Driven Instruction with Online Social Media in Korean Contexts (Jihyun Si and Dongsik Kim).   [More]  Descriptors: Foreign Countries, Higher Education, Elementary Secondary Education, Distance Education

McVey, Michael (2009). To Block or Not to Block? The Complicated Territory of Social Networking, School Business Affairs. Online social networking is more than just a passing fad; it's a phenomenon that unifies people of all ages across the Internet and around the world. The most popular social networking sites are Facebook and MySpace–both founded in the United States. However, the United States does not have a corner on the market. Hi-5 is rooted in Asia, Skyrock in France, and LinkedIn in the United Kingdom. Such applications may be valuable to educators attempting to network and reach out to a larger community, but they should be aware that they can and should adjust their privacy settings so details of their profiles are available only to those whom they invite. With hundreds of millions of users of social networking sites, there is a new and overwhelming pressure to begin unblocking server ports. There are valid networking sites with a role to play during school hours. White-label Websites have been particularly helpful for schools wishing to enhance communication with parents or the broader community. It would be more valuable and set a better precedent for emerging tools and applications if districts took a proactive stance and educated students and employees on the power of this social networking reality.   [More]   [More]  Descriptors: Foreign Countries, Social Networks, Internet, Computer Uses in Education

Bobick, Bryna; DiCindio, Carissa (2012). Advocacy for Art Education: Beyond Tee-Shirts and Bumper Stickers, Art Education. Advocacy is not new to art education. Over the years, Goldfarb (1979), Hodsoll (1985), and Erickson and Young (1996) have written about the importance of arts advocacy, but the concept of advocacy has evolved with the times. For example, in the 1970s, arts advocacy was described as a "movement" and brought together art educators, administrators, and members of the art community. Furthermore, Dorn (1977) wrote that for art education programs to continue, they must be qualitatively significant. In other words, there must be quality in art content learning and teaching and support must be given for art supplies and classrooms. The 1980s raised the question: "What is the art education that we wish to advocate?" as art educators sought to clarify their positions. In addition, (Lynch, 1989) pointed out that Disciplined-Based Art Education advocated for art education through a comprehensive approach derived from the teaching of aesthetics, art history, art criticism, and art production. As the 1990s approached, there was new pressure to justify the value of art to the public with the introduction of "cultural wars." Strategies for educators included demonstrating measurable benefits of art education because "visual arts teachers will find more success if they learn to speak the language of administrators." Arts educators often had to justify their place in K-12 education. Art education included state and national standards for art activities and formal assessment in K-12 art classrooms. More recently, arts advocacy adapted to the pressures of the No Child Left Behind Act (NCLB) and relating art education to other academic subjects in a multi-disciplinary approach rather than emphasizing its position as a completely separate subject. As the Internet became a widespread resource for information, various art organizations included advocacy on their websites. Facebook, YouTube, and Twitter provide new outlets to support arts advocacy. For arts advocacy to be successful, art educators must play an active role. They cannot sit on the sidelines and expect others to advocate for them. By working together with museums and arts organizations, they can facilitate personal experiences in creating and looking at art that will help more people understand the immeasurable value of art education. In this article, the authors offer some suggestions for those who seek ways to infuse art advocacy in art education curricula and museum education.   [More]  Descriptors: Art History, Visual Arts, Elementary Secondary Education, Art Activities

Schaffhauser, Dian (2009). Boundless Opportunity, T.H.E. Journal. The easy availability of both web-based communication tools and classroom internet access presents teachers with myriad ways to engage their students in projects with kids all over the globe. Two teachers–English teacher Hagit Goldstein in Israel and Spanish teacher Allison Baugher in the US–were connecting students through an online classroom network called ePals so their two classes could express their unique cultures and learn about music and dance specific to other parts of the world. The service, which is free to users, provides secure e-mail that enables students to communicate one-on-one with each other, blogging capabilities, and a function called Classroom Match that allows teachers to post or participate in activities with other classes. The possibilities for international classroom collaboration in projects such as this one have never been more promising. Internet access is nearly ubiquitous in US schools, and online collaborative tools–Skype, Google Docs, Ning, Facebook, TeacherTube, blogs, e-mail, chat rooms–are more abundant than ever, rendering borders and barriers inconsequential. This article presents resources that can help link teachers and students and collaborate on projects. It also offers tips for students about connecting with their peers across the world.   [More]  Descriptors: Web Sites, Electronic Publishing, Foreign Countries, English Teachers

Colburn, Selene; Haines, Laura (2012). Measuring Libraries' Use of YouTube as a Promotional Tool: An Exploratory Study and Proposed Best Practices, Journal of Web Librarianship. With the emergence of social networking and Web 2.0 applications, libraries have the means to reach users through interactive Web-based tools patrons already use in their personal lives, such as Facebook and YouTube. In this study the authors aim to understand the ways that libraries are using YouTube for outreach purposes. Using a methodology adapted from studies in medical literature, the authors identified and analyzed library promotional videos on YouTube, both in relation to other works depicting libraries and librarians and as a unique category of content. In order to analyze the viewership of library promotional videos and its growth over time, view counts were compared at three points in time over a period of sixteen months. Using data made available by YouTube, the authors analyzed the top five referring Web sites to each video, thus allowing a basic understanding of the viewership of library promotional videos and their abilities to reach intended audiences. The authors also analyzed the many interactive features supported by YouTube to gain insight into the ways viewers were responding to and interacting with videos, including comments and the ability to mark videos as favorites. Finally, three examples of promotional videos created by libraries were selected as case studies. The creators of each video were interviewed about the creation processes and their insights into the effectiveness of their videos. A key finding was that while library professionals comprise a significant portion of viewers for library promotional videos, creators can increase viewership by the intended audience if they frequently and strategically feature online video content in Web sites, local or campus communication vehicles, and social media environments. The quantitative and qualitative measures developed for this study are offered as possible metrics for the assessment and evaluation of online library video content, and for libraries' use of social media forms. Based on these measures, and following the review of hundreds of videos with library-based content, the authors have derived a set of evidence-based best practices for the use of online video as a promotional tool by libraries.   [More]  Descriptors: Libraries, Web Sites, Video Technology, Outreach Programs

Woodard, Amber (2009). From Zero to Web 2.0: Part 1, Computers in Libraries. Cumberland University (CU), where the author serves as a library technical assistant, is a small, private liberal arts college located in Lebanon, Tennessee, about 30 miles east of Nashville. CU was the first college in Tennessee to have campuswide wireless internet access, and organizations such as the Alumni Association have a strong presence in the world of social networking. The Doris and Harry Vise Library's web presence consists of a website, a blog for campuswide reading program (iRead), and a burgeoning Twitter account. Although this is a good start, Vise Library is still working on a new branding campaign for the library's presence. In this article, the author discusses six key ways to increase Vise Library's web presence: (1) create a more user-friendly and dynamic website; (2) activate and maintain accounts on social networking sites such as Facebook, MySpace, and Twitter; (3) produce a library blog that allows students, staff, and faculty to learn about library news and events without having to wait on the biannual library newsletter; (4) implement text reference services and improve chart reference services; (5) establish a library YouTube account and make fun and informative videos about library services and database and create a virtual tour of the building for distance education students; and (6) podcast class sessions and iRead sessions.   [More]  Descriptors: Web Sites, Library Services, Library Development, Library Automation

Tucciarone, Krista M. (2009). Speaking the Same Language: Information College Seekers Look for on a College Web Site, College and University. The purpose of this qualitative study is to analyze and understand what information students seek from a college's Web site during their college search. Often, college Web sites fail either to offer students an interactive dialogue or to involve them in the communicative process, negatively affecting students' college search. Undergraduate participants were selected on the basis of their availability and accessibility. Study participants are students enrolled in media studies courses at a public, four-year institution in St. Louis, Missouri. The results of the research suggest that prospective students rely heavily on information presented on a college's Web site, to the extent that the information available will either encourage or discourage their college choice. Prospective and current students utilize college Web sites because of their convenience and speed. Information most searched includes majors and tuition, followed by ranking, size, and location, as well as pictures, videos, and virtual tours. Student message boards and blogs (e.g., Facebook and also are highly sought out by college seekers, though most colleges do not feature links to these sites on their own Web sites.   [More]  Descriptors: Majors (Students), Web Sites, Electronic Publishing, College Choice

Zhang, Shaoke (2012). Babel or Great Wall: Social Media Use in an Acculturation Context, ProQuest LLC. The era of globalization is marked by communications penetrating national or cultural boundaries in all sorts of areas. Unprecedented levels of mobilization or migration, and the boom of information communication technologies (ICTs) such as social media, which free people from the limitations of space and time, have been two highly salient features that are rapidly and irrevocably changing the world. They brought many new opportunities for learning and exchange as well as social problems and challenges. In the dissertation, I explored social media use in an acculturation context: Chinese students living in the United States. From an interview study of 20 participants, I collected 329 social media use activities. Based on these activities and existing use and gratification theories I developed a two-layer coding system of social media use, which evolved as the interview study went on. Furthermore, I explored these social media uses for acculturation processes. I identified two kinds of acculturation strategies: the Babel strategy, which refers to American identification efforts to get assimilated into new culture, and the Great Wall strategy, which refers to Chinese identification efforts to maintain their original self. I found that while social media helped students adapt to new culture through the uses such as maintaining weak tie and information surveillance, students extensively used Chinese social media to maintain their original self, through uses such as social bonding and social participation. Based on a questionnaire study of 253 Chinese students in America, I compared the use patterns among four kinds of social media: American SNS (e.g. Facebook), Chinese SNS (e.g. Renren), American microblogs (e.g. Twitter), and Chinese microblogs (e.g. Weibo). I further conducted a SEM model to explore how social media use would help cope with culture shock through different acculturation strategies: American identification, Chinese identification, and bicultural identity integration. This study expands existing HCI work on inter-cultural communication and collaboration activities toward consideration of acculturation strategies, online support for identity, and designing for individual development. The social media use work refines use and gratification theories in the context of different kinds of social media, which provide design representations for new media. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Social Networks, Coding, Acculturation, Interviews

Mann, John T.; Henneberry, Shida R. (2012). What Characteristics of College Students Influence Their Decisions to Select Online Courses?, Online Journal of Distance Learning Administration. The primary goal of this study was to identify a wide range of characteristics of college students that may influence their decisions to select online courses. The motivation underlying this study is the realization that online courses are no longer exclusively being taken by non-traditional students (for undergraduates, that would be students age 25 years and older with career, family, and/or social obligations). In fact, there are recent reports indicating that traditional undergraduate students (on-site students that are age 18-24) are now including online courses in their course curriculum. To accomplish the goal of this study, an ordered logit model was developed in which a Likert scale question asking students how likely/unlikely they were to take an online course was used at the dependent variable. The independent variables were based on a wide range of responses to questions regarding student demographic, experience, and preference information (these are the students' characteristics). The data for this study is from a 2010 Oklahoma State University campus-wide student survey. The results of the study have identified a number of considerations that may be helpful to administrators wishing to improve and/or expand online course offering, as well as areas that can be further investigated in future studies. For example, undergraduate and graduate students enrolled in business majors were more likely than those in other majors to select online courses. On the other hand, undergraduate students (traditional and non-traditional) enrolled in engineering majors and graduate students enrolled in anatomy, biochemistry, biology, and botany major were the least likely groups of students to select online courses. Freshman and sophomores were found to be more likely than juniors and seniors to select online courses, and were much more likely than graduate students to select online courses. With respect to residency, out-of-state/non-residents (not including international students) were the most likely to select online courses, while international students were the least likely to select online courses. Finally, a significant and positive relationship was identified between some web 2.0 technologies, such as online social networking (e.g. Facebook) and live video chatting (e.g. Skype), and students' likelihood of selecting online courses.   [More]  Descriptors: Predictor Variables, Correlation, Web 2.0 Technologies, Majors (Students)

Konieczny, Piotr (2012). The Impact of Modern Information and Communication Technologies on Social Movements, ProQuest LLC. Information and communication technologies (ICTs) have empowered non-state social actors, notably, social movements. They were quick to seize ICTs in the past (printing presses, television, fax machines), which was a major factor in their successes. Mass email campaigns, blogs, their audio- and video- variants (the podcasts and the videocasts), social networks like Facebook and MySpace, and other tools, such as Twitter, are increasingly popular among the movements and their activists. The extremely rapid diffusion of new technologies has raised a lot of questions about their impact on many areas of life from macroeconomic consequences to interpersonal relations, including much comment on their impact on social movements. Social historians are even rethinking the whole history of media. However, up to this point, we have no broad view of how social movement organizations are making use of the media. What types of movements are making use of new media? In what way are they using them and for what purposes? Are they more common in younger organizations, or in organizations that operate on larger geographic scales? Does their use lead to a sense of democratic empowerment? To answer these questions, this study analyzes an internet-based survey of four populations of social movement organizations ranging from the local to the international in geographic scope (four specific populations analyzed are: Pittsburgh (USA), Poland, the international movements, and the movements with high visibility online). This dissertation explores the use (and the non-use) of ICTs in the first broad survey on their use by modern social movements. It provides a broad overview of the movement's demographics (location, range, goal) and their membership (size, activity). It details the diffusion and use of over twenty ICTs, analyzing the success stories of email, static websites, phones and social networking, as well as the relatively poor performance of blogs, podcasts and faxes. Primary research questions revolve around the blurring boundaries between members and non-members (unofficial supporters and volunteers), the use of new media (by whom and for what), and the consequences of those trends (such as opposition to professionalization, or the empowerment of activists). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Information Technology, Social Change, Social History, Online Surveys

Thompson, Penny Marie (2012). The Popular Profile of the Digital Learner: Technology Use Patterns and Approaches to Learning, ProQuest LLC. The purpose of this study was to investigate the claims made in the popular press about the "digital native" generation as learners. Because students' lives today are saturated with digital media at a time when their brains are still developing, many popular press authors claim that this generation of students thinks and learns differently than any generation that has come before. They urge educators to change their teaching to meet the needs of this supposedly unique generation, but the evidence to support their claims and recommendations is scarce. This study used a survey to gather data on the technology use of university freshmen, the degree to which they identified with the claims being made about their approaches to learning, and the productiveness (in terms of focused attention, deep processing, and persistence) of their approaches to learning. Interviews with a purposefully selected group of participants helped to further illuminate the findings from the survey. Valid surveys were received from 388 freshmen at a large Midwestern land grant university. The self-report survey consisted of a Digital Characteristics scale (developed by the researcher based on the popular press claims about the digital natives), a Productive Learning Habits scale (developed by the researcher based on the popular press claims about the digital natives), and a measure of the frequency of use of 41 technology tools. The data were analyzed using a factor analysis to identify patterns of technology use, descriptive statistics, and analysis of correlations and extreme group t-tests to explore any relationships between technology use patterns, Digital Characteristics, and Productive Learning Habits. The findings indicate some positive correlations between use of digital technology and Digital Characteristics, and some negative correlations between some categories of technology use and Productive Learning Habits. The Rapid Communication Technology category, which included texting, instant messaging, and Facebook, had the strongest negative relationship with Productive Learning Habits, and therefore needs to be investigated further. The interviews revealed that some digital natives are very aware of the influence of technology in their lives and are strategic in how they balance its demands against the demands of their university coursework. Overall, however, the small to moderate relationships suggest a less deterministic relationship between technology and learning than what the popular press writers claim. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Technology Uses in Education, Surveys, College Freshmen, Educational Technology

Hurn, Karl (2012). The Impact of Social Software in Product Design Higher Education, Design and Technology Education. It is difficult to ignore the impact that Web 2.0 and the subsequent social software revolution has had on society in general, and young people in particular. Information is exchanged and interpreted extremely quickly and in ways that were not imagined 10 years ago. Universities are struggling to keep up with this new technology, with outdated intranet systems and limited research into its application within the higher education sector. The aim of this paper is to firstly develop a greater understanding of the use of social software by students in product design education and the impact of blogs, wiki's, Facebook groups, Flickr images, Myspace pages, RSS feeds, Tweets and YouTube video posts on their learning processes. The research for the project involved a number of discrete methods over a four year period, initially involving a review of the technological platforms and the e-learning software available to product design academic staff and students and the effect this has had thus far on teaching practices. Product design academic staff were then asked to rank existing platforms against a number of criteria. This was followed by the examination of case studies of successful applications of social software within the writer's institution with a view to establishing if these technologies could be better integrated into higher education and current pedagogic practices in order to provide an enhanced learning experience for the student product designer. The first phase of the research culminated in a literature review to establish the state of play in the wider academic community and beyond. This preliminary research fed into action research which consisted of the formulation and design of a blog and information website for the institutions product design programmes. Semi-structured interviews were then conducted to establish the views and opinions of the blog from key stakeholders including university marketing directors, academics and the student cohort. Questionnaires followed so that qualitative and quantitative data could be analysed. The paper concludes with a description of the perceived validity and possible future developments for the blog and social software as a whole in the product design higher education sector.   [More]  Descriptors: Foreign Countries, Higher Education, Web 2.0 Technologies, Influence of Technology

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Bibliography: Facebook (page 65 of 72)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the FakeBookMedia website.  Some of the authors featured on this page include Jane D. Brown, Richard Halverson, Steve Kolowich, Punya Mishra, Ruth Cox Clark, Matthew Koehler, Susannah Stern, Tonia Gray, Frank Ganis, and Peter Webster.

Waters, John K. (2009). E-Portfolios Come of Age, T.H.E. Journal. Industry analysts say the systems have reached a mature adolescence, having grown from mere electronic filing cabinets into multimedia platforms that can operate with a variety of e-learning tools. Their fullest potential still lies ahead. This article talks about electronic portfolios–better known as e-portfolios, and how e-portfolios are taking on new capabilities by integrating with a range of other e-learning technologies. E-portfolios were among a handful of maturing educational technologies that have cleared the fin and are now heading, slowly, toward mainstream adoption. The sexiest e-portfolio enhancement of the moment is social networking technology (blogs, wikis, IM, etc.). Helen Chen, research scientist at Stanford University's Center for Innovations in Learning, has been investigating how social networking services, such as Facebook and MySpace, might help e-portfolio developers evolve their systems to better serve the digital natives who use them. The author presents a sampling of some of the major providers of e-portfolios that are jostling for position in the marketplace.   [More]  Descriptors: Electronic Learning, Portfolios (Background Materials), Web Sites, Electronic Publishing

Lipka, Sara (2009). Colleges "Don't Own the Conversation Anymore", Chronicle of Higher Education. Higher education traffics in reputations. To thrive as an institution means keeping up with competitors while setting yourself apart. But as good as colleges have become at building brands, the game is shifting to social media, where there is perpetual motion and little control. Data from the Center for Marketing Research at the University of Massachusetts at Dartmouth show that last fall 61 percent of admissions offices were using social-networking sites and 41 percent had blogs, up from 29 percent and 33 percent, respectively, in 2007. Dozens of colleges have started dispatching updates on Twitter, and by last month two-thirds of institutions had official Facebook pages, according to Brad J. Ward, co-founder of the Web-based-marketing firm BlueFuego. Staying current isn't the only challenge. With social media, anyone can chime in. Colleges once occupied with staying on message are warily opening up to the e-masses–and trying to get used to it. "You don't own the conversation anymore," Mr. Ward tells clients. "You have to let go." In social media, pitfalls may be more apparent than good techniques. Some colleges are treading the new territory with specific strategies–to recruit students or engage alumni–while others are showing up and feeling their way, working with or fending off an increasing number of vendors in the field.   [More]  Descriptors: Higher Education, Web Sites, Electronic Publishing, Marketing

O'Hanlon, Charlene (2007). If You Can't Beat 'Em, Join 'Em, T.H.E. Journal. According to a January 2007 survey by the Pew Internet & American Life Project, 55 percent of teens (ages 12 to 17) report having created a personal profile online, and an equal number regularly use social networking sites such as MySpace or Facebook. Of those, 91 percent use the sites to stay in touch with friends they see frequently. With all that screen time, students are acutely attuned to–and sometimes more comfortable with–living in the digital world. Thus, it follows that their learning should become more digital, say proponents of social networking in education. In this article, the author describes how educators, who have recognized how much social networking engages and informs students, are taking an if-you-can't-beat-'em-join-'em attitude. Many of these educators are now creating their own sites as learning tools that foster collaboration among students, teachers, and parents.   [More]  Descriptors: Internet, Social Networks, Adolescents, Student Motivation

Ganis, Frank (2009). "Social Learning" Buzz Masks Deeper Dimensions: Mitigating the Confusion Surrounding "Social Learning", Online Submission. There is a century of rich literature on social learning from the fields of education, psychology, and sociology characterizing a wide variety of practical applications such as instructional techniques, consumer behavior conditioning and determining criminal motives. In social learning theory, according to Bandura, there are four fundamental requirements. One issue with today's offerings for social software in education is that they are being presented as "social learning" solutions, but they are not being designed, packaged or integrated with the greater concepts of social learning theory in mind. There has been a recent trend in which teachers and course designers simply plug in a variety of free social media tools such as Blogger, Delicious, Digg, Facebook, Flickr, LinkedIn, Ning, PBwiki, PBworks, Twitter, WordPress and YouTube into online learning management systems such as Blackboard and Moodle and claim to have "social learning." Creating a well-crafted social learning platform would most likely require a deeply collaborative effort among a group of technology experts, educators, social learning theorists, psychologists, sociologists and students. Until there is a serious effort to create a holistic online learning platform that is based on facilitating the fundamental principles of social learning theory, the term "social learning" should not be used to describe learning platforms which simply include social media capabilities.   [More]  Descriptors: Socialization, Interdisciplinary Approach, Electronic Learning, Social Theories

Mishra, Punya; Koehler, Matthew (2009). Too Cool for School? No Way! Using the TPACK Framework: You Can Have Your Hot Tools and Teach with Them, Too, Learning & Leading with Technology. This is the age of cool tools. Facebook, iPhone, Flickr, blogs, cloud computing, Smart Boards, YouTube, Google Earth, and GPS are just a few examples of new technologies that bombard people from all directions. As individuals people see a new technology and can appreciate its coolness, but as educators they wonder how these tools can be used for teaching. The fact that a technology is innovative and popular does not make it an educational technology. But these technologies have the potential to fundamentally change the way people think about teaching and learning. Repurposing these cool tools for educational purposes, however, is not simple. If educators are to repurpose tools and integrate them into their teaching, they require a specific kind of knowledge that is called technological pedagogical and content knowledge (TPACK). In this article, the authors provide three examples of technology that can be repurposed for educational ends–microblogging, visual search engines, and music DJ software. All of these examples were developed by a team of Punya Mishra's graduate students.   [More]   [More]  Descriptors: Graduate Students, Web Sites, Search Engines, Engines

American Psychologist (2009). How Technology Changes Everything (and Nothing) in Psychology: 2008 Annual Report of the APA Policy and Planning Board. It seems that every day, in some conversation or another, the talk turns to technology. It can be about the delight taken in a well-designed website or the ease of accessing data when one needs it; it can be a 50-something-year-old complaining that the BlackBerry needs to be redesigned for newly arthritic baby boomer fingers; it may be a parent boasting about a young child's mastery of electronic equipment or complaining about a teenager's obsession with instant messaging, text messaging, or Facebook. The conversation might also involve a psychologist voicing concerns about the lack of confidentiality of electronic health records or complaining about being inundated with e-mails from colleagues, patients, and listservs. Although the pleasures and frustrations of technology are now widely recognized in personal life, in the classroom, and in the boardroom, technology's impact on social and organizational life is often not fully appreciated. Putnam (2000), in his book "Bowling Alone: The Collapse and Revival of American Community," however, has alerted people to the significant ways in which technology is shaping social life. This article takes a more focused view by exploring the fundamental implications–positive and negative, immediate and long term–that technology has for the science and practice of psychology and, more directly, for the American Psychological Association (APA).   [More]  Descriptors: Psychology, Annual Reports, Influence of Technology, Professional Associations

Clark, Ruth Cox (2009). Teen Savvy, Web Literate, and Multi-Talented: New Authors and Their Debut Novels for Young Adults, Library Media Connection. Secondary school libraries often look much like research centers with banks of computers linked to databases related to curriculum topics. A glance into the library shows teens using online resources for research while trying to check their MySpace or Facebook page when they think the teacher or librarian is not looking. The librarian's weekly calendar is filled with classes signed up for research or instruction on how to use electronic resources. People sometimes forget that secondary school librarians are also the gatekeepers to the world of leisure reading for teens. It is tempting for the busy school librarian to quickly scan reviews and recommended lists and order the new Young Adult (YA) titles by recognized authors such as Chris Crutcher, Walter Dean Myers, Alex Flinn, Gail Giles, Laurie Halse Anderson, Nancy Werlin, Meg Cabot and others whose titles circulate well. But what about new authors who have no immediate name recognition? How does the busy school librarian ensure teens have an opportunity to experience debut novels by authors who may become favorites? This article presents new voices on the YA literature scene and discusses how to locate information about them.   [More]  Descriptors: Young Adults, School Libraries, Librarians, Novels

Kolowich, Steve (2009). Archiving Writers' Work in the Age of E-Mail, Chronicle of Higher Education. The job of literary archivist is changing as paper manuscripts yield to laptops, Blackberry's, and Facebook content, and digital preservation lets scholars learn more about authors' creative process than ever before. Personal computers and external storage devices have been around for more than a quarter-century, but only now, as the famous literary figures of the 20th century begin to pass away, are these technologies used by archivists. According to Naomi L. Nelson, interim director of the manuscript, archives, and rare-book library at Emory University's Robert W. Woodruff Library, once archivists learned how to preserve paper, they were good. However, it has not really changed a lot, it is only a different kind of preservation with computers. Still, three things are becoming clear. First, these trappings of the digital age will transform the way libraries preserve and exhibit literary collections. Second, universities are going to have to spend money on new equipment and training for their archivists. And finally, scholars will be able to learn more about writers than they ever have before.   [More]  Descriptors: Preservation, Archives, Library Automation, Influence of Technology

Raths, David (2009). Web 2.0 for R&R, Campus Technology. Are colleges and universities doing enough to take advantage of Web 2.0 and social networking tools in their recruitment and retention efforts? "Not even close," says Sam Richard, a 23-year-old junior in the College of Public Programs at Arizona State University in Phoenix. Richard is one of six students in ASU's Student Ambassadors for Recruitment (StAR) program who writes a blog, answers e-mail from students, and communicates using students' Facebook pages. He points out that too many schools are still relying on the traditional recruiting practice of setting up a card table and a banner in a high school gym. Although most schools' recruitment efforts are now more technologically sophisticated than Richard's description of card table and banner, studies by the National Research Center for College & University Admissions suggest that most universities are still quite cautious in their approach to Web 2.0 tools. In this article, the author discusses the use of Web 2.0 for student recruitment and retention.   [More]  Descriptors: Internet, Social Networks, Creativity, Information Technology

Downey, Greg; Gray, Tonia (2012). Blogging with the Facebook Generation: Studying Abroad with Gen Y, Australian Association for Research in Education (NJ1). Web 2.0 technologies create opportunities for distance learning with particular promise for students while they are on international exchange. The current generation of students departing for study abroad is electronically literate or "digital natives", who have thoroughly integrated internet and communication technologies into their daily lives. But their modes of interacting may not be adequate to really gain all that they might learn through study abroad. Many international exchange programs, at the same time, have not kept pace and are missing significant opportunities to reinforce intercultural learning while students are sojourning abroad. This paper reports on qualitative and strategic findings from the project "Bringing the Learning Home," an Australian Learning and Teaching Council-funded pilot project to develop reflection-based curriculum for improving study abroad outcomes. In particular, we discuss qualitative findings from in-country blogging and reentry workshops using photo elicitation, reflection-based learning, and meta-cognitive teaching strategies, with intercultural skills and professionalization as primary goals. Perhaps most importantly, we found that online tools and visual literacy, with adept instruction and practice, could produce a virtual "third space" where students could better reflect on cultural differences, sharpen their own intercultural skills, and gain the metacognitive skills necessary to become life-long learners from experience.   [More]  Descriptors: Foreign Countries, Educational Technology, Web 2.0 Technologies, Electronic Publishing

Webster, Peter (2007). The Library in Your Toolbar: You Can Make It Easy to Search Library Resources from Your Own Browser, Library Journal. For years, patrons have been able to access library services from home and in the library building, but in the world of Google, Yahoo, YouTube, MySpace, and Facebook, library web sites and catalogs are too often not the first place people go to look for information.  The innovative use of toolbars could change this. Toolbars have been popular for several years, but it is now easier than ever to offer customized search services and tie new library resources like federated search and "ask a librarian" services directly to users. This article takes a look at how library toolbars work and addresses some of the concerns with using this technology.   [More]  Descriptors: Web Sites, Library Facilities, Library Services, Internet

Brown, Jane D.; Keller, Sarah; Stern, Susannah (2009). Sex, Sexuality, Sexting, and SexEd: Adolescents and the Media, Prevention Researcher. The traditional media (television, radio, movies, magazines) and new, digital media (the Internet, Social Networking Sites such as Facebook and Myspace, and cell phones) have become important sex educators for adolescents. Adolescents in the United States spend six to seven hours a day with some form of media, often using more than one kind simultaneously. Studies show that exposure to the frequent, yet typically unhealthy sexual content in traditional media is related to sexual outcomes ranging from body dissatisfaction, to earlier sexual intercourse, less contraceptive use, and even pregnancy. Preliminary research about the uses of the new media suggest that adolescents are using the Internet to find sexual health information, and social networking to express sexual identity and desires, and to find and maintain relationships. Traditional and new media have also been used to promote healthier sexual behavior among adolescents with promising results. This article reviews how youth are using the new media to learn about sex, and how it can be employed to promote healthier sexual behavior.   [More]  Descriptors: Pregnancy, Adolescents, Sexuality, Sexual Identity

Collins, Allan; Halverson, Richard (2009). Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America. Technology, Education–Connections (TEC) Series, Teachers College Press. The digital revolution has hit education, with more and more classrooms plugged into the whole wired world. But are schools making the most of new technologies? Are they tapping into the learning potential of today's Firefox/Facebook/cell phone generation? Have schools fallen through the crack of the digital divide? In "Rethinking Education in the Age of Technology", Allan Collins and Richard Halverson argue that the knowledge revolution has transformed our jobs, our homes, our "lives", and therefore must also transform our schools. Much like after the school-reform movement of the industrial revolution, our society is again poised at the edge of radical change. To keep pace with a globalized technological culture, we must rethink how we educate the next generation or America will be "left behind." This groundbreaking book offers a vision for the future of American education that goes well beyond the walls of the classroom to include online social networks, distance learning with "anytime, anywhere" access, digital home schooling models, video-game learning environments, and more. [Foreword by John Seely Brown.]   [More]  Descriptors: Distance Education, Home Schooling, Educational Change, Social Networks

Li, Lei; Pitts, Jennifer P. (2009). Does It Really Matter? Using Virtual Office Hours to Enhance Student-Faculty Interaction, Journal of Information Systems Education. The use of Web-based learning technologies has increased dramatically over the past decade providing new opportunities and avenues for students to interact with their professors virtually using computer-mediated communication (CMC) technologies. In this article, the authors share their experiences and findings with the use of virtual office hours as a medium for students to communicate with their professors using a Web 2.0 technology, namely Facebook's instant messaging (IM) client. Participants in the study included both traditional and nontraditional undergraduate students enrolled in on-campus MIS courses at a public U.S. university in the southeast. The findings suggest that students' use of virtual office hours is not significantly different from their use of traditional office hours; however, participants in classes that offered virtual office hours reported higher levels of satisfaction with office hours than students in classes that offered only traditional face-to-face office hours. Implications for faculty designing courses using virtual office hours as a teaching and learning tool are discussed.   [More]  Descriptors: Undergraduate Students, Computer Mediated Communication, Distance Education, Computer Uses in Education

Mayer, Caroline E. (2009). The Inner Circle: While Some Institutions Have Dropped Their Private Networks, Others Have Seen Them Thrive, CURRENTS. For years, the University of California, Los Angeles, has been a rare holdout. As other colleges, universities, and independent schools rushed to create their own private online social networks, the UCLA Alumni Association stood on the sidelines. This fall, UCLA will join the game, launching its own online community. According to Ralph Amos, assistant vice chancellor of alumni relations, when it comes to private social networks, an institution can't live without one. The University of South Carolina, on the other hand, thinks one can. On June 30, the Carolina Alumni Association shut down its four-year-old Gamecock Network because the traffic had become "almost nonexistent." The conflicting views of UCLA and South Carolina reflect the ongoing debate at many institutions: Is an institution's own private social network relevant in this era of Facebook, LinkedIn, and Twitter? In this article, the author discusses the rise and fall of private networks and describes some institutions that have dropped their private networks and those that have not.   [More]  Descriptors: Alumni, Alumni Associations, Social Networks, Network Analysis

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Bibliography: Facebook (page 64 of 72)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the FakeBookMedia website.  Some of the authors featured on this page include Alison J. Head, Kay Cahill, Lauren Kacvinsky, Douglas Rushkoff, Ashley Clayson, Lindley Shedd, Stan Karp, Michael B. Eisenberg, Valerie Glenn, and Terry Anderson.

Rushkoff, Douglas (2011). We Interrupt This Program: Media Theorist Douglas Rushkoff Has Second Thoughts about Our Digital Practices, School Library Journal. When asked what Facebook is for, kids will say that it's there to help them make friends. The kids the author celebrated in his early books as "digital natives," capable of seeing through all efforts of big media and marketing, have actually proven less able to discern the integrity of the sources they read and the intentions of the programs they use than struggling adults are. If they do not know what the programs they're using are even for, they do not stand a chance at using them effectively. They're less likely to become power users than the used. It is the job of educators to change all this. Educators are students' best chance of becoming media–or new media–literate. Yet educators' digital practices betray their own unconscious approach toward these media. They employ technologies in their lives and their curriculums by force of habit or fear of being left behind. America is one of the only developed nations that doesn't teach programming in its public schools. The author believes this is a great mistake, suggesting that what we think of as "literacy" must be redefined every time a new medium emerges. Literacy once meant the ability to read and write text. Now it's the ability to read and write programs. If we continue to treat programming as a menial skill to be outsourced to developing nations, we'll lose our innovative superiority as well. In this article, the author shares his second thoughts about educators' digital practices.   [More]  Descriptors: Reading Instruction, Librarians, Teachers, Librarian Teacher Cooperation

Ko, Moo Nam (2011). User-Centric Secure Cross-Site Interaction Framework for Online Social Networking Services, ProQuest LLC. Social networking service is one of major technological phenomena on Web 2.0. Hundreds of millions of users are posting message, photos, and videos on their profiles and interacting with other users, but the sharing and interaction are limited within the same social networking site. Although users can share some content on a social networking site with people outside of the social networking sites using a public references to their content, appropriate access control mechanisms are not supported. In this dissertation, we outline a cross-site interaction framework and identity mapping approaches that enable social network users to share their content across social networking sites. We propose a cross-site interaction framework "x-mngr", allowing users to interact with others on other social networking sites, with a cross-site access control policy. We also propose identity-mapping approaches that map user's identities across social networking sites. The partial mapping approach based on a supervised learning mechanism which provides user's identity mapping based on a training set composed of a small subset of the profile mappings. We provide mechanisms to enable users to fuse identity-mapping decisions that are provided by their friends or others on the social network. Furthermore, we propose a Game With A Purpose (GWAP) approach that provides identity-mappings using a social network game. The proposed framework and game are implemented on real social networking sites such as Facebook and MySpace. The experiments are performed to evaluate the feasibility of our approaches. A user study is also performed and the result is included as part of our evaluation efforts for the proposed framework.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Interaction, Social Networks, Web 2.0 Technologies, Models

Karp, Stan (2011). Superhero School Reform Heading Your Way: Now Playing in Newark, NJ, Rethinking Schools. Watching the rise to fame of Michelle Rhee, the former Washington, D.C., schools chancellor who is one of the heroes of director Davis Guggenheim's "Waiting for 'Superman'," the author was struck by how the targets had changed. Clark's baseball bat was aimed at the young black males who were demonized as a criminal element in the schoolyard. Rhee's weapon was a broom to sweep away all those lousy teachers and their unions. Across the country, "Waiting for 'Superman'" has mobilized celebrity star power and high-profile political support for an education "reform" campaign that is destabilizing even relatively successful schools and districts while generating tremendous upheaval in struggling ones. The now-familiar buzzwords are charter schools, merit pay, choice, and accountability. But the larger goal, to borrow a phrase from the Democrats for Education Reform (DFER), a political lobby financed by hedge fund millionaires that is a chief architect of the campaign, is to "burst the dam" that has historically protected public education and its $600 billion annual expenditures from unchecked commercial exploitation and privatization. In New Jersey, an odd alliance of Oprah Winfrey, Facebook billionaire Mark Zuckerberg, Republican Gov. Chris Christie, and "rock star mayor" Cory Booker has put Newark in the forefront of this effort to impose business model education reform. Newark is a test case for celebrities and big money to "burst the dam" that has protected public education.   [More]  Descriptors: Merit Pay, Charter Schools, School Restructuring, Privatization

Raju, P. K.; Clayson, Ashley (2011). NSF GK-12 Program Must Be Saved: What You Can Do to Help, Journal of STEM Education: Innovations and Research. According to reports earlier this year, the National Science Foundation is cutting the Graduate Science, Technology, Engineering, and Mathematics Fellows in K-12 Education Program, more commonly known as the GK-12 Program, or simply GK-12. GK-12 places graduate students in STEM (science, technology, engineering, and math) fields directly into K-12 schools to bring their research to elementary, middle, and high school students. The program is designed to address multiple factors at once: STEM graduate students' lackluster communication skills, K-12 teachers' lack of confidence in their subject-matter knowledge, and recruitment and retention of K-12 students into STEM fields. The GK-12 program is essential to improving many of the current areas of concern in STEM education. Science Magazine reports that much of the STEM community is "outraged" at the GK-12 cut: "No other program, they say, puts graduate students into the classroom and creates a unique learning opportunity for students, their teachers, and the fellows themselves" (Mervis, 2011). It is this unique combination of stakeholders (teachers, students, and fellows) that makes the GK-12 program absolutely vital to the future of STEM in this country. The authors believe that because of the unique combination of benefits of GK-12, it is imperative that the program continues to grow and develop–instead of getting the axe. They sincerely hope GK-12 can be saved. They urge everyone to take any action to help save the GK-12 program. They encourage those who use social media to seek out the "Save GK-12" community on Facebook, or to send a brief email or letter to senators or representatives encouraging them to support the GK-12 program.   [More]  Descriptors: Graduate Students, Elementary Secondary Education, Engineering, Communication Skills

Thalmayer, Amber Gayle; Saucier, Gerard; Eigenhuis, Annemarie (2011). Comparative Validity of Brief to Medium-Length Big Five and Big Six Personality Questionnaires, Psychological Assessment. A general consensus on the Big Five model of personality attributes has been highly generative for the field of personality psychology. Many important psychological and life outcome correlates with Big Five trait dimensions have been established. But researchers must choose between multiple Big Five inventories when conducting a study and are faced with a variety of options as to inventory length. Furthermore, a 6-factor model has been proposed to extend and update the Big Five model, in part by adding a dimension of Honesty/Humility or Honesty/Propriety. In this study, 3 popular brief to medium-length Big Five measures (NEO Five Factor Inventory, Big Five Inventory [BFI], and International Personality Item Pool), and 3 six-factor measures (HEXACO Personality Inventory, Questionnaire Big Six Scales, and a 6-factor version of the BFI) were placed in competition to best predict important student life outcomes. The effect of test length was investigated by comparing brief versions of most measures (subsets of items) with original versions. Personality questionnaires were administered to undergraduate students (N = 227). Participants' college transcripts and student conduct records were obtained 6-9 months after data was collected. Six-factor inventories demonstrated better predictive ability for life outcomes than did some Big Five inventories. Additional behavioral observations made on participants, including their Facebook profiles and cell-phone text usage, were predicted similarly by Big Five and 6-factor measures. A brief version of the BFI performed surprisingly well; across inventory platforms, increasing test length had little effect on predictive validity. Comparative validity of the models and measures in terms of outcome prediction and parsimony is discussed.   [More]  Descriptors: Test Validity, Personality Measures, Test Length, Undergraduate Students

Eberhardt, David M. (2007). Facing Up to Facebook, About Campus. While college educators have long recognized the intensely social quality of campus life, many faculty and administrators have watched student culture become even more social in recent years as various interactive technologies, including online social networks, have emerged. Starting before students arrive on campus and continuing into their days as alumni, online social networking has become routine behavior for many college students on American campuses. As online social networking has spread, numerous questions have emerged about its implications for today's college students. Perhaps the most important one is, How significantly does it affect their learning? In this article, the author provides an overview of how online social networks have become immense virtual communities comprising innumerable subcommunities, which students join more easily and in which they sometimes interact more frequently than at the physical campuses that they inhabit. He concludes by offering a list of suggestions on how faculty, staff, and administrators can develop approaches and strategies to help students use their networking behavior to enhance their learning and development.   [More]  Descriptors: College Students, Social Networks, Computer Mediated Communication, Web Sites

Sciutto, Mark J. (2015). Using Facebook to Supplement Participant Pools for Class Research Projects: Should We Like It?, Teaching of Psychology. In-class research projects are a valuable way of providing research experience for undergraduate students in psychology. This article evaluates the use of online social networks to supplement sample recruitment for in-class research projects. Specifically, this article presents a systematic analysis of seven student research projects that recruited through social networks and a traditional participant pool. Data from these studies suggest that the social network and participant pool samples were very similar in participant characteristics and overall levels of the dependent measures. Similarly, the magnitude and direction of the effect sizes were very similar across the studies. Results suggest that online recruiting may be a viable way of supplementing sample sizes while also providing additional opportunities to address learning goals related to statistical analyses. However, the pedagogical benefits of increasing sample size through online recruiting must be considered in conjunction with the potential ethical and methodological limitations of recruiting through online social networks.   [More]  Descriptors: Undergraduate Students, Psychology, Student Projects, Student Research

Moreno, Megan A.; Grant, Allison; Kacvinsky, Lauren; Egan, Katie G.; Fleming, Michael F. (2012). College Students' Alcohol Displays on Facebook: Intervention Considerations, Journal of American College Health. Objective: The purpose of this study was to investigate college freshmen's views towards potential social networking site (SNS) screening or intervention efforts regarding alcohol. Participants: Freshmen college students between February 2010 and May 2011. Methods: Participants were interviewed; all interviews were audio-recorded and transcribed. Qualitative analysis was conducted using an iterative approach. Results: A total of 132 participants completed the interview (70% response rate), the average age was 18.4 years (SD 0.49), and 64 were males (48.5%). Three themes emerged from our data. First, most participants stated they viewed displayed alcohol content as indicative of alcohol use. Second, they explained they would prefer to be approached in a direct manner by someone they knew. Third, the style of approach was considered critical. Conclusions: When approaching college students regarding alcohol messages on SNSs, both the relationship and the approach are key factors.   [More]  Descriptors: Criticism, Intervention, Age, Drinking

Head, Alison J.; Eisenberg, Michael B. (2011). Balancing Act: How College Students Manage Technology While in the Library during Crunch Time. Project Information Literacy Research Report, Project Information Literacy. The paper presents findings from 560 interviews with undergraduates on 10 campuses distributed across the US, as part of Project Information Literacy (PIL). Overall, the findings suggest that students use a "less is more" approach to manage and control all of the IT devices and information systems available to them while they are in the library during the final weeks of the term. In the hour before we approached them for an interview, more respondents had checked for messages (e.g., Facebook, email, texts, IMs) more than any other task while they were in the library. A majority of respondents who had checked for messages during the previous hour had also prepared assignments and/or studied for courses. More respondents reported using library equipment, such as computers and printers, more than they had used any other library resource or service. Over half the sample considered their laptop their most essential IT device and most had a Web browser and, to a lesser extent, a word processing application running at the time of the interviews. Most students were using one or two Web sites at the time of the interviews, but there was little overlap among the Web sites they were using. A large majority of the respondents could be classified as "light" technology users, i.e., students who use one or two IT devices to support one or two primary activities (at the time of the interviews). A preliminary theory is introduced that describes how students' technology usage may be influenced by locale (i.e., the campus library) and circumstance (i.e., crunch time). Recommendations are made for how campus-wide stakeholders–faculty, librarians, higher education administrators, and commercial publishers–can work together to improve pedagogies for 21st century undergraduates. Appended are: (1) Methods; and (2) Interview Script.   [More]  Descriptors: Undergraduate Students, Interviews, Use Studies, Library Equipment

Vengersammy, Ormilla (2011). Libraries Adding Value with Technology Training, Computers in Libraries. Traditional libraries are being redefined. They are not only places to access books in print, but are also rich resources for digital assets. As a result, technology training programs need to progress beyond basic "mouse and keyboard" in order to meet the ever-changing needs and demands of the public. As library collections transition to a digital format, the focus should be on showing nontech users how they can benefit from using online resources. Libraries need to provide electronic resources such as access to training tutorials and digital reference databases for individuals and small businesses. Another concept to consider is that not all computer-savvy users learn best in an online environment. The need for social interaction and face-to-face learning is still preferred by many. OCLS, with headquarters in downtown Orlando, serves the residents of Florida's Orange County Library District. OCLS offers a wide array of informational and educational computer classes to the public at all library locations. Computer training ranges from basic classes such as How to Use the Mouse and Keyboard, Email, and Internet to more advanced classes such as Web Development, Photoshop, Quick-Books, and The Microsoft Office 2010 Suite. Classes such as Ebooks and Audiobooks, iPad, NOOK and More, and Facebook are also offered on a regular basis. By making curriculum relevant and available in multiple formats (in-person classroom instruction, in-person small-group instructional workshops, live online interactive classes, and computer-based self-paced tutorials), OCLS continues to meet the needs of many learning styles and lifestyles. Creating curriculum once and presenting it many times in multiple formats gives the public a great return on its investment in the library. The community has demonstrated a high approval rating for OCLS through its repeated and robust use of the library's tech-savvy services.   [More]  Descriptors: Library Automation, Library Development, Library Instruction, Library Materials

George Lucas Educational Foundation (2011). Home-to-School Connections Guide: Tips, Tech Tools, and Strategies for Improving Family-to-School Communication. Communication between home and school is good for kids. Keeping families up-to-date about upcoming events is important, but it's not enough to fully engage parents as partners. When schools and families really work together, that sets the stage for all kinds of benefits. The National Coalition for Parent Involvement in Education reports that family-school partnerships lead to gains for just about everyone involved in education. What's more, students with involved parents tend to do better regardless of family background. From better social skills to more regular attendance to increased graduation rates, kids of all socioeconomic levels show gains across a variety of indicators when their families connect with school, according to research by the Southwest Educational Development Laboratory. This practical guide shares tips, tools, and strategies to strengthen the bonds between schools, families, and communities. Many suggestions have come from "Edutopia" community members who have contributed a host of good ideas in blogs and online discussion groups ( Technology tools offer great potential for connecting home and school. Several tips focus on ways to use these tools to bring parents closer to the classroom. This guide includes suggestions for using popular social-media tools such as Facebook as well as technology platforms designed specifically for school settings. This guide offers ten tips: (1) Go where your parents are; (2) Welcome everyone; (3) Being there, virtually; (4) Smart phones, smart schools; (5) Seize the media moment; (6) Make reading a family affair; (7) Bring the conversation home; (8) Student-led parent conferences; (9) Get families moving; and (10) Build parent partnerships.   [More]  Descriptors: Parent Participation, Parent School Relationship, Parent Conferences, Family School Relationship

Battles, Jason; Glenn, Valerie; Shedd, Lindley (2011). Rethinking the Library Game: Creating an Alternate Reality with Social Media, Journal of Web Librarianship. In recent years, libraries have made efforts to create games, often for the purpose of information literacy instruction. Games can provide an interactive alternative to traditional instruction by introducing research tools and resources while also teaching problem solving skills within a collaborative learning environment. Despite the benefits, the limited resources of most libraries make it difficult to build games that appeal to a generation of students accustomed to games like World of Warcraft. It is a challenge to find a balance between the right format and the available skills and assets. The desire to create an engaging game within the confines of existing resources led the University of Alabama Libraries to create the Web-based alternate reality game Project Velius. Serving the research needs of faculty and more than 30,000 students, the University Libraries are a vital part of Alabama's oldest public university. University of Alabama librarians leveraged popular social media sites and applications, including Facebook and YouTube, along with the story-driven alternate reality game format, to build a game that would engage undergraduate students. The game's two main goals were to provide informal information literacy instruction and highlight important library resources, balanced with the desire to provide a fun and interesting game experience. In the creation and execution of Project Velius, the librarians-turned-game developers learned much about this new medium, including the complexity of writing a compelling story, the importance of precisely tracking player progress, and the need for an easily re-playable game. Looking forward, the successes and shortcomings of this initial project will guide the plans and, through this article, hopefully help colleagues understand some of the challenges and rewards.   [More]  Descriptors: Undergraduate Students, Research Tools, Research Libraries, Information Literacy

Cahill, Kay (2011). Going Social at Vancouver Public Library: What the Virtual Branch Did Next, Program: Electronic Library and Information Systems. Purpose: The purpose of this paper is to follow up on the 2009 publication "Building a virtual branch at Vancouver Public Library (VPL) using Web 2.0 tools" and to explore the work that VPL has been doing in the social media space over the past two years. Design/methodology/approach: Following the launch of its new web site in 2008, Vancouver Public Library has continued to expand its online presence, both via its own web properties and in the social media space. At the core of the library's approach to web services is the desire to take the community development model online, and engage with communities in the spaces of their choosing. Findings: The Web Team has been active in moving into the social media space, and was an early adopter of popular social networking sites such as Facebook and Twitter. The social bookmarking site Delicious also became an integral part of the new web site, being used as a management tool for the library's extensive collection of recommended web links. Since 2008 the Web Team has piloted a variety of other Web 2.0 and social media tools, pushing the library's online presence into new spaces while continuing to build on the successes experienced by its established accounts. Originality/value: Libraries are very conscious of the need to leverage social media tools to engage with patrons, but are also facing the challenge of managing these tools with reduced staff and funding. VPL's success in this space offers a model of how to use these tools effectively to engage patrons, develop community, and maximize resources in a time of constrained budgets.   [More]  Descriptors: Foreign Countries, Public Libraries, Library Services, Web Sites

Poellhuber, Bruno; Anderson, Terry (2011). Distance Students' Readiness for Social Media and Collaboration, International Review of Research in Open and Distance Learning. In recent years, there has been a rapid growth in the use of social networking tools (e.g., Facebook) and social media in general, mainly for social purposes (Smith, Salaway & Caruso 2009). Many educators, including ourselves, believe that these tools offer new educational affordances and avenues for students to interact with each other and with their teachers or tutors. Considering the traditional drop-out rate problem documented in distance courses (Rovai, 2003; Woodley, 2004), these tools may be of special interest for distance education institutions as they have potential to assist in the critical "social integration" associated with persistence (Sweet, 1986; Tinto, 1975). However, as distance students are typically older than regular on-campus students, (Bean & Metzner, 1985; Rovai, 2003), little is known about their expertise with social media or their interest in harnessing these tools for informal learning or collaborating with peers. To investigate these issues, an online questionnaire was distributed to students from four large Canadian distance education institutions. A systematic sampling procedure lead to 3,462 completed questionnaires. The results show that students have diverse views and experiences, but they also show strong and significant age and gender differences in a variety of measures, as well as an important institution effect on the student's interest in collaboration. Males and younger students scored higher on almost all indicators (past teamwork experience, cooperative preferences, attitudes toward technology, experience with social software, etc.). These age and gender differences should be interpreted cautiously, however, as they are based on self-reported measures. The limits of the study, as well as future developments and research questions, are outlined.   [More]  Descriptors: Expertise, Social Integration, Distance Education, Questionnaires

Kelsey, Todd (2011). Sustainable Multilingual Communication: Managing Multilingual Content Using Free and Open Source Content Management Systems, ProQuest LLC. It is often too complicated or expensive for most educators, non-profits and individuals to create and maintain a multilingual Web site, because of the technological hurdles, and the logistics of working with content in different languages. But multilingual content management systems, combined with streamlined processes and inexpensive organizational tools, make it possible for educators, non-profit entities and individuals with limited resources to develop sustainable and accessible multilingual Web sites.   The research included a review of what's been done in the theory and practice of designing Web sites for multilingual audiences. On the basis of that review, a series of sustainable multilingual Web sites were created, and a series of approaches and systems were tested, including MediaWiki, Plone, Drupal, Joomla, PHPMyFAQ, Blogger, Google Docs and Google Sites. There was also a case study on "Social CMS", which refers to emergent social networks such as Facebook. The case studies are reported on, and conclude with high-level recommendations that form a roadmap for sustainable multilingual Web site development. The basic conclusion is that Drupal is a recommended system for developing a multilingual Web site, based on a variety of factors. Google Sites is also a recommended system, based on the fact that it is free, easy to use, and very flexible.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Web Sites, Management Systems, Multilingualism, Audiences

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