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Corinna Lo

How People Learn: Brain, Mind, Experience, and School: Expanded Edition - 0 views

books.nap.edu/catalog.php

book learning

shared by Corinna Lo on 21 Dec 08 - Cached
  • Corinna Lo on 21 Dec 08
     
    This book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. You can read the entire book online for free.
S Spaeth

Google Gadget Ventures - 1 views

www.google.com/gadgetventures

assessment

shared by S Spaeth on 05 Dec 09 - Cached
  • S Spaeth on 05 Dec 09
     
    Google Gadget Ventures is a new Google pilot program dedicated to helping developers create richer, more useful gadgets. Inspired by the success of iGoogle, which has been driven by the creation by 3rd-party developers of a broad range of gadgets, Gadget Ventures provides two types of funding: Grants of $5,000 to those who've built gadgets we'd like to see developed further. You're eligible to apply for a grant if you've developed a gadget that's in our gadgets directory and gets at least 250,000 weekly page views. To apply, you must submit a one-page proposal detailing how you'd use the grant to improve your gadget. Seed investments of $100,000 to developers who'd like to build a business around the gadgets platform. Only Google Gadget Venture grant recipients are eligible for this type of funding. Submitting a business plan detailing how you plan to build a viable business around the gadgets platform is a required part of the seed investment application process. It's our hope that Google Gadget Ventures will give developers the opportunity to create a new generation of gadgets to benefit users. ---------- Consider this form of authentic assessment and the metrics they apply.
Gary Brown

New test measures students' digital literacy | eCampus News - 0 views

www.ecampusnews.com/...ures-students-digital-literacy

tests information literacy critical thinking

shared by Gary Brown on 13 Apr 10 - Cached
  • Employers are looking for candidates who can navigate, critically evaluate, and make sense of the wealth of information available through digital media—and now educators have a new way to determine a student’s baseline digital literacy with a certification exam that measures the test-taker’s ability to assess information, think critically, and perform a range of real-world tasks.
  • iCritical Thinking Certification, created by the Educational Testing Service and Certiport, reveals whether or not a person is able to combine technical skills with experiences and knowledge.
  • Monica Brooks, Marshall University’s assistant vice president for Information Technology: Online Learning and Libraries, said her school plans to use iCritical Thinking beginning in the fall.
  • Gary Brown on 13 Apr 10
     
    the alternate universe, a small step away...
Theron DesRosier

Pupils to study Twitter and blogs in primary shake-up | Education | The Guardian - 0 views

www.guardian.co.uk/...ary-schools-twitter-curriculum

curriculum twitter education pedagogy

shared by Theron DesRosier on 01 Apr 09 - Cached
  • Theron DesRosier on 01 Apr 09
     
    "Pupils to study Twitter and blogs in primary schools shake-up * New curriculum will give teachers more freedom * Second world war and Victoria not compulsory" Interesting article about the new proposed curriculum for primary school students in the UK. Also has a lot of embedded discussion for the diigo crowd.
Joshua Yeidel

The Wired Campus - Could Google Wave Replace Course-Management Systems? - The Chronicle... - 3 views

chronicle.com/...8354

higher_education coursemanagement google_wave google

shared by Joshua Yeidel on 08 Oct 09 - Cached
  • Joshua Yeidel on 08 Oct 09
     
    Not much new in the article, but the comments have an interesting backward-looking quality, referring often to integration of campus systems, and not at all to new ways of learning.
Gary Brown

The New Literacy: Stanford study finds richness and complexity in students' writing - 1 views

www.physorg.com/news174577580.html

Lundsford writing change.

shared by Gary Brown on 13 Oct 09 - Cached
  • Writing as vehicle of change For these students, "Good writing changes something. It doesn't just sit on the page. It gets up, walks off the page and changes something," whether it's a website or a poster for a walkathon. More than earlier generations, said Lunsford, "Young people today are aware of the precarious nature of our lives. They understand the dangers that await us." Hence, "Writing is a way to get a sense of power."
  • Gary Brown on 13 Oct 09
     
    We've nabbed this study before, but it is rendered here in new ways with new implications, still noting the difference between writing "in school" and writing, more useful for students, "in the real world."
Nils Peterson

New Grilling of For-Profits Could Turn Up the Heat for All of Higher Education - Govern... - 1 views

chronicle.com/...66020

shared by Nils Peterson on 25 Jun 10 - Cached
  • Congress plans to put for-profit colleges under the microscope on Thursday, asking whether a higher-education model that consumes more than double its proportionate share of federal student aid is an innovation worthy of duplication or a recipe for long-term economic disaster.
  • The evaluation threatens new headaches for an industry that is sometimes exalted by government policy makers as a lean results-oriented example for the rest of academe, and other times caricatured as an opportunistic outlier that peddles low-value education to unprepared high school dropouts.
  • Economic bubbles such as the unsustainable surge in housing prices "typically are built on ignorance and borrowed money," says one prominent pessimist on the matter, Glenn Harlan Reynolds, a professor of law at the University of Tennessee at Knoxville. "And the reason you've got a higher-education bubble is ignorance and borrowed money," Mr. Reynolds said.
  • ...4 more annotations...
  • Congress and colleges still lack a firm sense of "what our higher education system is producing," said Jamie P. Merisotis, president of the Lumina Foundation for Education.
  • Mr. Reynolds said. Colleges of all type have been raising tuition for years as the government offers ever-growing amounts of grant aid and loan money, he said. The price inflation is driven by the fact that a government-backed loan, while offering students only a slight break from market interest rates, "looks cheap because you don't have to make payments for a while,"
  • That determination to expand the distribution of federal tuition assistance has left Congress and the White House seeking other ways to ensure that students get quality for their money. Just last week, the House education committee held a hearing in which Democratic members joined the Education Department's inspector general in pressing accrediting agencies to more clearly define the "credit hour" measurement used in student-aid allocations. Some colleges have objected, wanting more flexibility in defining their educational missions.
  • Whether it involves defining credit hours or setting accreditation standards, the root of the problem may be that the government is looking for better ways to ensure that its money is spent on worthwhile educational ventures, and yet it doesn't want to challenge the right of each college to define its own mission. So far that has proven to be a fundamental contradiction in judging the overall value of higher education, said Mr. Merisotis, of the Lumina Foundation. "There's got to be a third way," he said. "We don't have it yet."
Gary Brown

Quick Takes: May 13, 2010 - Inside Higher Ed - 2 views

www.insidehighered.com/...qt

accreditation

shared by Gary Brown on 07 Jun 10 - Cached
  • A proposed change in the Council for Higher Education Accreditation's policies for recognizing accrediting agencies is drawing criticism from the National Association of Independent Colleges and Universities. Under the proposed change, which is part of a larger revision of the council's procedures for reviewing the work of accreditors, would require agencies to show that they "inform the public of decisions on [individual colleges' or programs'] accreditation status and the reasons for these decisions."
  • CHEA language is ambiguous about the purpose of the new requirement." CHEA is seeking comment on the new standards.
  • Gary Brown on 07 Jun 10
     
    changing pressures influencing changes in accreditation, and a link to weigh in....
Kimberly Green

Movie Clips and Copyright - 0 views

www.insidehighered.com/...copyright

assessment teaching

shared by Kimberly Green on 28 Jul 10 - Cached
  • Kimberly Green on 28 Jul 10
     
    Video clips -- sometimes the copyright question comes up, so this green light is good news. Video clips may lend themselves to scenario-based assessments -- instead of reading a long article, students could look at a digitally presented case to analyze and critique -- might open up a lot of possibilities for assessment activities. a latest round of rule changes, issued Monday by the U.S. Copyright Office, dealing with what is legal and what is not as far as decrypting and repurposing copyrighted content. One change in particular is making waves in academe: an exemption that allows professors in all fields and "film and media studies students" to hack encrypted DVD content and clip "short portions" into documentary films and "non-commercial videos." (The agency does not define "short portions.") This means that any professors can legally extract movie clips and incorporate them into lectures, as long as they are willing to decrypt them - a task made relatively easy by widely available programs known as "DVD rippers." The exemption also permits professors to use ripped content in non-classroom settings that are similarly protected under "fair use" - such as presentations at academic conferences.
Gary Brown

What's Wrong With the American University System - Culture - The Atlantic - 3 views

www.theatlantic.com/...60458

higher education

shared by Gary Brown on 31 Jul 10 - Cached
  • But when the young superstar sat down with the department chair, he seemed to have only one goal: to land a tenure-track position that involved as many sabbaticals and as little teaching as possible
  • Hacker and his coauthor, New York Times writer Claudia Dreifus, use this cautionary tale to launch their new book, a fierce critique of modern academia called Higher Education? "The question mark in our title," they write, "is the key to this book." To their minds, little of what takes place on college campuses today can be considered either "higher" or "education."
  • They blame a system that favors research over teaching and vocational training over liberal arts.
  • ...10 more annotations...
  • Tenure, they argue, does anything but protect intellectual freedom
  • Schools get status by bringing on professors who are star researchers, star scholars. That's all we really know about Caltech or MIT or Stanford. We don't really know about the quality of undergraduate teaching at any of these places. And it's the students who suffer.
  • Claudia and I were up at Harvard talking to students, and they said they get nothing from their classes, but that doesn't matter. They're smart already—they can breeze through college. The point is that they're going to be Harvard people when they come out.
  • So tenure is, in fact, the enemy of spontaneity, the enemy of intellectual freedom.
  • Good teaching can't be quantified at the college level.
  • or instance, Evergreen College, a sweet little state school in Olympia, Washington. We spent three days there and it was fantastic. They don't give grades, and they don't have academic departments. There are no faculty rankings. Almost all the classes we saw were taught by two professors—say, one from philosophy and one from psychology, teaching jointly on Henry and William James. Even though they don't give grades, the professors write out long evaluations for students. And the students have no problem getting into graduate schools.
  • I like Missouri Western State. It's a third-tier university, but the faculty realize they're going to stay there, they're not going to get hired away by other colleges, so they pitch in and take teaching seriously. At a school like that, you have a decent chance of finding a mentor who will write you a strong recommendation, better than you would at Harvard.
  • We believe the current criteria for admissions—particularly the SAT—are just so out of whack. It's like No Child Left Behind. It really is. It's one of the biggest crimes that's ever been perpetrated.
  • Professor X. He argued that some students just aren't ready for college. What's your view on that? Our view is that the primary obligation belongs to the teacher. Good teaching is not just imparting knowledge, like pouring milk into a jug. It's the job of the teacher to get students interested and turned on no matter what the subject is. Every student can be turned on if teachers really engage in this way. We saw it at Evergreen and other places that have this emphasis.
  • This is the hand I was dealt this semester. This is my job." Some people say to me, "Your students at Queens, are they any good?" I say, "I make them good." Every student is capable of college. I know some people have had difficult high school educations. But if you have good teachers who really care, it's remarkable how you can make up the difference.
  • Matthew Tedder on 31 Jul 10
     
    In case you haven't already seen this.  While don't deny higher education needs attention, I personal wish there'd be far more attention paid to lower education and regressive education (my own term for, redressing and improving the education of all U.S. citizens).  We are in the process of destroying our country and our world.  Education as at the very heart of any solution.
  • Gary Brown on 11 Aug 10
     
    More of the discussion in the news--the Atlantic
Nils Peterson

The New Muscle: 5 Quality-of-Learning Projects That Didn't Exist 5 Years Ago - Special ... - 0 views

chronicle.com/...124205

shared by Nils Peterson on 30 Aug 10 - Cached
  • The New Muscle: 5 Quality-of-Learning Projects That Didn't Exist 5 Years Ago   Lumina Foundation for Education's Tuning USA Year started: 2009 What it does: Supports statewide, faculty-led discussions, meetings, and surveys to define discipline-specific knowledge and skills that college and state officials, students, alumni, and employers can expect graduates of particular degree programs to have.
    • Nils Peterson
      Nils Peterson on 30 Aug 10
       
      That they lump VSA in here with the others suggests to me that the Chronicle's author doesn't distinguish the nuance.
Joshua Yeidel

Higher Education: Assessment & Process Improvement Group News | LinkedIn - 2 views

www.linkedin.com/news?viewArticle=&articleID=228514267&gid=1171287&type=news&item=228514267&articleURL=http%3A%2F%2Fnews%2Egoogle%2Ecom%2Fnews%2Furl%3Fsa%3Dt%26fd%3DR%26usg%3DAFQjCNFtGpxVvvSMHWFLYe7182CFKjFmIQ%26url%3Dhttp%3A%2F%2Fchronicle%2Ecom%2

Assessment accountability

shared by Joshua Yeidel on 18 Oct 10 - No Cached
  • Joshua Yeidel on 18 Oct 10
     
    "Colleges and universities have transformed themselves from participants in an audit culture to accomplices in an accountability regime."
  • Joshua Yeidel on 18 Oct 10
     
    A philosophical critique of a rapidly-approaching "metric future", with "comensuration" (assigning meaning to measurements) run amok. While the application of student learning outcomes given in the article is not ours, the critique of continuous quality improvement challenges some of our assumptions.
Kimberly Green

Constant Curricular Change - 1 views

www.insidehighered.com/...pod

assessment teaching

shared by Kimberly Green on 08 Nov 10 - No Cached
  • Kimberly Green on 08 Nov 10
     
    Faculty members routinely change their courses from semester to semester, experimenting with both minor changes and major innovations, according to a national survey released Saturday by the Association of American Colleges and Universities. But while professors see curricular innovation as part of their jobs, they remain uncertain about whether pedagogical efforts are appropriately rewarded, the study found. The survey -- of faculty members at all ranks at 20 four-year colleges and universities, including both public and private institutions -- found that 86.6 percent make some revision to courses at least once a year. Revisions could be relatively minor, with changes in the syllabus, readings or assignments qualifying. But about 37 percent reported adopting a significant new pedagogy in at least one of their courses at least once a year -- with new pedagogies being defined as such approaches as experiential learning, service learning and learning communities. Only 3 percent of faculty members surveyed said that they never or "almost never" make changes in the courses they teach from year to year.
Joshua Yeidel

Higher Education: Assessment & Process Improvement Group News | LinkedIn - 2 views

www.linkedin.com/news

assessment education

shared by Joshua Yeidel on 01 Nov 10 - No Cached
  • Joshua Yeidel on 01 Nov 10
     
    So here it is: by definition, the value-added component of the D.C. IMPACT evaluation system defines 50 percent of all teachers in grades four through eight as ineffective or minimally effective in influencing their students' learning. And given the imprecision of the value-added scores, just by chance some teachers will be categorized as ineffective or minimally effective two years in a row. The system is rigged to label teachers as ineffective or minimally effective as a precursor to firing them.
  • Joshua Yeidel on 01 Nov 10
     
    How assessment of value-added actually works in one setting: the Washington, D.C. public schools. This article actually works the numbers to show that the system is set up to put teachers in the firing zone. Note the tyranny of numerical ratings (some of them subjective) converted into meanings like "minimally effective".
Nils Peterson

2009 Annual Meeting | Conference Program - 0 views

www.aacu.org/...program.cfm

shared by Nils Peterson on 22 Jan 09 - Cached
  • This session explores the notion that assessment for transformational learning is best utilized as a learning tool. By providing timely, transparent, and appropriate feedback, both to students and to the institution itself, learning is enhanced – a far different motive for assessment than is external accountability.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      need to get to these guys with our harvesting gradebook ideas...
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      decided to attend another session. Hersh was OK before lunch, but the talk by Pan looks more promising
  • Academic and corporate communities agree on the urgent need for contemporary, research-based pedagogies of engagement in STEM fields. Participants will learn how leaders from academic departments and institutions have collaborated with leaders from the corporate and business community in regional networks to ensure that graduates meet the expectations of prospective employers and the public.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      here is another session with links to CTLT work, both harvesting gradebook and the ABET work
  • Professor Pan will discuss the reflective teaching methods used to prepare students to recognize and mobilize community assets as they design, implement, and evaluate projects to improve public health.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Students tasked to learn about a community, ride the bus, make a Doc appt. Then tasked to do a non-clinical health project in that community (they do plenty of clinical stuff elsewhere in the program). Project must build capacity in the community to survive after the student leaves. Example. Work with hispanic parents in Sacramento about parenting issue, ex getting kids to sleep on time. Student had identified problem in the community, but first project idea was show a video, which was not capacity building. Rather than showing the video, used the video as a template and made a new video. Families were actors. Result was spanish DVD that the community could own. Pan thinks this is increased capacity in the community.
  • ...17 more annotations...
  • Freshman Survey annually examines the academic habits of mind of entering first-year students.  Along with academic involvement, the survey examines diversity, civic engagement, college admissions and expectations of college. 
  • The project aims to promote faculty and student assessment of undergraduate research products in relation to outcomes associated with basic research skills and general undergraduate learning principles (communication and quantitative reasoning, critical thinking, and integration and application of knowledge).
  • They focus educators on the magnitude of the challenge to prepare an ever-increasingly diverse, globally-connected student body with the knowledge, ability, processes, and confidence to adapt to diverse environments and respond creatively to the enormous issues facing humankind.
  • One challenge of civic engagement in the co-curriculum is the merging of cost and outcome: creating meaningful experiences for students and the community with small staffs, on small budgets, while still having significant, purposeful impact. 
  • a)claims that faculty are the sole arbiters of what constitutes a liberal education and b) counter claims that student life professionals also possess the knowledge and expertise critical to defining students’ total learning experiences.  
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      also, how many angels can dance on the head of a pin?
  • This session introduces a three-year national effort to document how colleges and universities are using assessment data to improve teaching and learning and to facilitate the dissemination and adoption of best practices in the assessment of college learning outcomes.
  • Exciting pedagogies of engagement abound, including undergraduate research, community-engaged learning, interdisciplinary exploration, and international study.  However, such experiences are typically optional and non-credit-bearing for students, and/or “on top of” the workload for faculty. This session explores strategies for integrating engaged learning into the institutional fabric (curriculum, student role, faculty role) and increasing access to these transformative experiences.
  • hands-on experiential learning, especially in collaboration with other students, is a superior pedagogy but how can this be provided in increasingly larger introductory classes? 
  • As educators seek innovative ways to manage knowledge and expand interdisciplinary attention to pressing global issues, as students and parents look for assurances that their tuition investment will pay professional dividends, and as alumni look for meaningful ways to give back to the institutions that nurtured and prepared them, colleges and universities can integrate these disparate goals through the Guilds, intergenerational membership networks that draw strength from the contributions of all of their members.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      see Theron's ideas for COMM.
  • Civic engagement learning derives its power from the engagement of students with real communities—local, national, and global. This panel explores the relationship between student learning and the contexts in which that learning unfolds by examining programs that place students in diverse contexts close to campus and far afield.
  • For institutional assessment to make a difference for student learning its results must result in changes in classroom practice. This session explores ways in which the institutional assessment of student learning, such as the Wabash National Study of Liberal Arts Education and the Collegiate Learning Assessment, can be connected to our classrooms.
  • Interdisciplinary Teaching and Object-Based Learning in Campus Museums
  • To address pressing needs of their communities, government and non-profit agencies are requesting higher education to provide education in an array of human and social services. To serve these needs effectively, higher educationneeds to broaden and deepen its consultation with practitioners in designing new curricula. Colleges and universities would do well to consider a curriculum development model that requires consultation not only with potential employers, but also with practitioners and supervisors of practitioners.
  • Should Academics be Active? Campuses and Cutting Edge Civic Engagement
  • If transformational liberal education requires engaging the whole student across the educational experience, how can colleges and universities renew strategy and allocate resources effectively to support it?  How can assessment be used to improve student learning and strengthen a transformational learning environment? 
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Purpose of university is not to grant degrees, it has something to do with learning. Keeling's perspective is that the learning should be transformative; changing perspective. Liberating and emancipatory Learning is a complex interaction among student and others, new knowledge and experience, event, own aspirations. learners construct meaning from these elements. "we change our minds" altering the brain at the micro-level Brain imaging research demonstrates that analogical learning (abstract) demands more from more areas of the brain than semantic (concrete) learning. Mind is not an abstraction, it is based in the brain, a working physical organ .Learner and the environment matter to the learning. Seeds magazine, current issue on brain imaging and learning. Segway from brain research to need for university to educate the whole student. Uses the term 'transformative learning' meaning to transform the learning (re-wire the brain) but does not use transformative assessment (see wikipedia).
  • But as public debates roil, higher education has been more reactive than proactive on the question of how best to ensure that today’s students are fully prepared for a fast-paced future.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Bologna process being adopted (slowly) in EU, the idea is to make academic degrees more interchangeable and understandable across the EU three elements * Qualification Frameworks (transnational, national, disciplinary). Frameworks are graduated, with increasing expertise and autonomy required for the upper levels. They sound like broad skills that we might recognize in the WSU CITR. Not clear how they are assessed * Tuning (benchmarking) process * Diploma Supplements (licensure, thesis, other capstone activities) these extend the information in the transcript. US equivalent might be the Kuali Students system for extending the transcript. Emerging dialog on American capability This dialog is coming from 2 directions * on campus * employers Connect to the Greater Exceptions (2000-2005) iniative. Concluded that American HE has islands of innovation. Lead to LEAP (Liberal Education and America's Promise) Initiative (2005-2015). The dialog is converging because of several forces * Changes in the balance of economic and political power. "The rise of the rest (of the world)" * Global economy in which innovation is key to growth and prosperity LEAP attempts to frame the dialog (look for LEAP in AACU website). Miami-Dade CC has announced a LEAP-derived covenant, the goals must span all aspects of their programs. Define liberal education Knowledge of human cultures and the physical and natural world intellectual and practical skills responsibility integrative skills Marker of success is (here is where the Transformative Gradebook fits in): evidence that students can apply the essential learning outcomes to complex, unscripted problems and real-world settings Current failure -- have not tracked our progress, or have found that we are not doing well. See AACU employer survey 5-10% percent of current graduates taking courses that would meet the global competencies (transcript analysis) See NSSE on Personal and social responsibility gains, less tha
  • Dr. Pan will also talk about strategies for breaking down cultural barriers.
    • Nils Peterson
      Nils Peterson on 24 Jan 09
       
      Pan. found a non-profit agency to be a conduit and coordinator to level the power between univ and grass roots orgs. helped with cultural gaps.
Theron DesRosier

Educational advocate speaks at UMass - News - 0 views

media.www.dailycollegian.com/....Speaks.At.Umass-1624548.shtml

Kozol weighing the lamb

shared by Theron DesRosier on 16 Jan 09 - Cached
  • Kozol came to Amherst to promote his latest book, "Shame of the Nation: The Restoration of Apartheid Schooling in America," which discusses "re-segregation" of public schools and the difficulties facing schools with a high minority population.
  • Kozol explained the failing of such testing, saying, "You don't fatten your lambs by weighing them. Our lambs are getting thinner yet we're weighing them more often."
  • Theron DesRosier on 16 Jan 09
     
    Kozol came to Amherst to promote his latest book, "Shame of the Nation: The Restoration of Apartheid Schooling in America," which discusses "re-segregation" of public schools and the difficulties facing schools with a high minority population.
Theron DesRosier

Publish in Wikipedia or perish : Nature News - 0 views

www.nature.com/...news.2008.1312.html

wikipedia publishing biology

shared by Theron DesRosier on 18 Dec 08 - Cached
  • Theron DesRosier on 18 Dec 08
     
    Wikipedia, meet RNA. Anyone submitting to a section of the journal RNA Biology will, in the future, be required to also submit a Wikipedia page that summarizes the work. The journal will then peer review the page before publishing it in Wikipedia.
Nils Peterson

Service | Change.gov - 0 views

www.change.gov/service

obama service learning

shared by Nils Peterson on 07 Nov 08 - Cached
  • Nils Peterson on 07 Nov 08
     
    CTLT has experience with how to implement this goal integrated with curriculum. From HD and DecSci to new experiments with Harvesting Gradebook.
  • Nils Peterson on 07 Nov 08
     
    Require 100 Hours of Service in College: Obama and Biden will establish a new American Opportunity Tax Credit that is worth $4,000 a year in exchange for 100 hours of public service a year.
Theron DesRosier

techPresident - Daily Digest: Did the Internet Matter? - 0 views

www.techpresident.com/...digest_did_the_internet_matter

techpresident politics 2.0

shared by Theron DesRosier on 01 Dec 08 - Cached
  • "Does the Internet Matter?": That's the title of a new report out from Temple University's Institute for Business and Information Technology. Making use of some techPresident data, Temple's Sunil Wattal, David Schuff, and Munir Mandviwalla considered how social media in particular shaped the '08 presidential primaries. Their conclusion? While YouTube and MySpace may help lesser-known candidates find footing, only blogs seem to correlate with boosts in Gallup poll numbers. ( You might notice that the report requires a password, but we've got one for you: "templeowls.")
  • Theron DesRosier on 01 Dec 08
     
    From the Techapresident post: "Does the Internet Matter?": That's the title of a new report out from Temple University's Institute for Business and Information Technology. Making use of some techPresident data, Temple's Sunil Wattal, David Schuff, and Munir Mandviwalla considered how social media in particular shaped the '08 presidential primaries. Their conclusion? While YouTube and MySpace may help lesser-known candidates find footing, only blogs seem to correlate with boosts in Gallup poll numbers. ( You might notice that the report requires a password, but we've got one for you: "templeowls.")
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