Skip to main content

Home/ EmergingSocialSoftware/ Group items tagged study

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Deanya Lattimore

Enhancing the agency of the listener: introducing reception theory in a lecture - Journ... - 0 views

www.informaworld.com/...tent~content=a911161096~db=all

reception-theory audience lecturing active-learning interact dialog

shared by Deanya Lattimore on 15 May 09 - Cached
  • Deanya Lattimore on 15 May 09
     
    Enhancing the agency of the listener: introducing reception theory in a lecture Author: Karen Elaine Smyth a Affiliation: a School of Literature and Creative Writing, University of East Anglia, Norwich, Norfolk, UK DOI: 10.1080/03098770902856660 Publication Frequency: 4 issues per year Published in: journal Journal of Further and Higher Education, Volume 33, Issue 2 May 2009 , pages 131 - 140 Subject: Higher Education; Abstract This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning 'dialogue strategies'. This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. Keywords: lecturing; cognitive; interactional; reception theory; active; learning
  • Deanya Lattimore on 15 May 09
     
    Article could be used to more substantially position projected Twitter or live blogging in a classroom environment. Enhancing the agency of the listener: introducing reception theory in a lecture Author: Karen Elaine Smyth a Affiliation: a School of Literature and Creative Writing, University of East Anglia, Norwich, Norfolk, UK DOI: 10.1080/03098770902856660 Publication Frequency: 4 issues per year Published in: journal Journal of Further and Higher Education, Volume 33, Issue 2 May 2009 , pages 131 - 140 Subject: Higher Education; Abstract This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning 'dialogue strategies'. This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. Keywords: lecturing; cognitive; interactional; reception theory; active; learning
Deanya Lattimore

`IM me': Instant messaging as relational maintenance and everyday communication -- Rami... - 0 views

spr.sagepub.com/...291

IM instant-messaging communication personal-relationship

shared by Deanya Lattimore on 31 Jul 09 - Cached
  • Deanya Lattimore on 31 Jul 09
     
    (Sage has free access to this journal for a couple of months after August 1st if you register.) `IM me': Instant messaging as relational maintenance and everyday communication Artemio Ramirez, Jr Arizona State University, artemio.ramirezjr.1@asu.edu Kathy Broneck Pima Community College Few studies to date have examined the use of Internet applications in enacting `everyday' routine relational maintenance and even fewer assess how such tools complement more traditional forms of communication to sustain involvements. This exploratory study examines the role of one such tool, instant messaging (IM), in relational maintenance. Participants (N = 402) reported their general use of IM (Stage 1) and subsequently conducted and reported on a specific interaction occurring either through IM or face to face (Stage 2). Among IM users, significant gender and the types of relationships differences emerged in `every communication.' Findings also indicate how IM is being utilized in conjunction with other communication channels. New research opportunities for examining relational maintenance processes employing IM are advanced. Key Words: computer-mediated communication * instant messaging * Internet * relational maintenance * routine interaction Journal of Social and Personal Relationships, Vol. 26, No. 2-3, 291-314 (2009) DOI: 10.1177/0265407509106719
  • Deanya Lattimore on 31 Jul 09
     
    `IM me': Instant messaging as relational maintenance and everyday communication Artemio Ramirez, Jr Arizona State University, artemio.ramirezjr.1@asu.edu Kathy Broneck Pima Community College Few studies to date have examined the use of Internet applications in enacting `everyday' routine relational maintenance and even fewer assess how such tools complement more traditional forms of communication to sustain involvements. This exploratory study examines the role of one such tool, instant messaging (IM), in relational maintenance. Participants (N = 402) reported their general use of IM (Stage 1) and subsequently conducted and reported on a specific interaction occurring either through IM or face to face (Stage 2). Among IM users, significant gender and the types of relationships differences emerged in `every communication.' Findings also indicate how IM is being utilized in conjunction with other communication channels. New research opportunities for examining relational maintenance processes employing IM are advanced. Key Words: computer-mediated communication * instant messaging * Internet * relational maintenance * routine interaction Journal of Social and Personal Relationships, Vol. 26, No. 2-3, 291-314 (2009) DOI: 10.1177/0265407509106719
Rebecca Davis

Study Finds No Link Between Social-Networking Sites and Academic Performance - Wired Ca... - 2 views

chronicle.com/...25541

facebook socialmedia socialnetworking research study

shared by Rebecca Davis on 15 Jul 10 - Cached
  • Researchers at Northwestern University found no connection between time spent on social-networking sites and academic performance. The study, the results of which appear in the latest issue of Information, Communication & Society, included responses from approximately 1,000 first-year students at the University of Illinois at Chicago.
Deanya Lattimore

Is There Social Capital in a Social Network Site?: Facebook Use and College Students' L... - 0 views

www3.interscience.wiley.com/...abstract

JCMC facebook college-students

shared by Deanya Lattimore on 26 Aug 09 - No Cached
  • Deanya Lattimore on 26 Aug 09
     
    Is There Social Capital in a Social Network Site?: Facebook Use and College Students' Life Satisfaction, Trust, and Participation1 Sebastián Valenzuela 1 Namsu Park 1 Kerk F. Kee 1 1 University of Texas at Austin 1 Earlier versions of this study were presented at the 2008 International Symposium on Online Journalism and the 2008 APSA Preconference on Political Communication. For intellectual and financial support on this research, we thank Sharon Strover. Helpful comments at various stages were provided by Jeff Gulati and Talia Stroud. Corresponding author: Sebastián Valenzuela [sebastianvalenzuela@mail.utexas.edu] ABSTRACT This study examines if Facebook, one of the most popular social network sites among college students in the U.S., is related to attitudes and behaviors that enhance individuals' social capital. Using data from a random web survey of college students across Texas (n = 2,603), we find positive relationships between intensity of Facebook use and students' life satisfaction, social trust, civic engagement, and political participation. While these findings should ease the concerns of those who fear that Facebook has mostly negative effects on young adults, the positive and significant associations between Facebook variables and social capital were small, suggesting that online social networks are not the most effective solution for youth disengagement from civic duty and democracy.
Daisy PhD

LA Learning Success Examiner: Facebook does not cause lower GPAs - 0 views

www.examiner.com/book-does-not-cause-lower-GPAs

social media researchpractices methods

shared by Daisy PhD on 19 Apr 09 - Cached
  • Don’t folks love these studies that make them hang on to their seats! It’s a research murder mystery turned cliff hanger! The reality is no one knows who “dunnit”! People can guess all they want. Parents can play it safe and deactivate accounts without any real basis, but it might make them feel better. The truth is we won’t know unless further study is completed some day in the future after more data is collected and described. Then and only then can some patterns be looked at and then perhaps a study looking at causation could be undertaken. And that will be a long time from now.So what are parents to do? If parents have been vigilant about how much time children spend on technology whether computer, television, video games, or the internet, keep up the good work. If parents have not been monitoring time spent with technology, then maybe some consideration is needed. But parents should do so not because they are fearful of lower grades. Instead, parents should monitor social networking because, done in excess, it keeps teens from doing other activities that are probably better for them in the long run in achieving a balanced life and true learning success. 
  • Daisy PhD on 19 Apr 09
     
    great counterargument to the Ohio State report that got everyone talking last week
Deanya Lattimore

Coherence in political computer-mediated communication: analyzing topic relevance and d... - 0 views

dcm.sagepub.com/...195

chat politics online-discussion CMC political-discourse discourse-analysis

shared by Deanya Lattimore on 12 May 09 - Cached
  • Deanya Lattimore on 12 May 09
     
    Discourse & Communication, Vol. 3, No. 2, 195-216 (2009) DOI: 10.1177/1750481309102452 Coherence in political computer-mediated communication: analyzing topic relevance and drift in chat Jennifer Stromer-Galley UNIVERSITY AT ALBANY,SUNY,USA, jstromer@albany.edu Anna M. Martinson INDIANA UNIVERSITY, USA, anna.m.martinson@gmail.com There is a general perception that synchronous, online chat about politics is fragmented, incoherent, and rife with ad hominem attacks because of its channel characteristics. This study aims to better understand the relative impact of channel of communication versus topic of communication by comparing chat about four different topics. Discourse analysis and coding for topic drift were applied to two hours of chat devoted to the topics of politics, auto racing, entertainment, and cancer support. Findings demonstrate that topic may have an effect on the coherence of chat, with discussion in the politics chat room surprisingly being more coherent than in the other rooms. This research suggests that users can sustain relatively coherent interaction on political talk, suggesting chat technology may not be an inherently problematic medium for political discourse. Key Words: CMC * coherence * dynamic topic analysis * online discussion * political chat * topic
Deanya Lattimore

Blogs, social networks the next hot spot for brands - 0 views

app.subscribermail.com/dspcd.cfm

internet statistics marketing Twitter Facebook MySpace branding

shared by Deanya Lattimore on 13 Apr 09 - Cached
  • Deanya Lattimore on 13 Apr 09
     
    New Lempert marketing study says that "Internet users worldwide spend one out of every 11 minutes" at "member communites" sites like Facebook, Twitter, and MySpace.
Rebecca Davis

DHQ: Digital Humanities Quarterly: Designing Choreographies for the New Economy of Atte... - 0 views

www.digitalhumanities.org/...000049.html

digital_humanities attention backchannel twitter socialmedia pedagogy

shared by Rebecca Davis on 01 Mar 11 - Cached
  • n an information society, the scarce commodity is not information — we are choking on that — but the human attention required to make sense of it.
  • the scarce commodity is not information — we are choking on that — but the human attention required to make sense of it.
  • Are these new technologies reshaping human attention in ways that undermine key practices of teaching and learning? Or do they provide a framework for new curricular designs and alternative conceptions of attention that occur at an order of complexity appropriate to teaching and learning in this "new economy"?
  • ...44 more annotations...
  • Rather than seeking to ban these devices from the lecture hall and the classroom, we aim to ask what precisely they have on offer for a culture that equates individual attentional behavior with intellectual and moral aptitude.
  • his comes into clear relief in the context of formal education.
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      especially note the focus on "engaging students"--essentially we are focusing on getting them to pay attention
  • By the early 20th century, this rational-empiricist conception of mind had become pervasive and the command of attention was considered a normative aspect of modern life.
  • In short, distraction is a logical by-product of a successive array of technologies of attention.
  • the ability to focus one’s attention is tantamount to proper socialization.
  • Rather than assuming that their presence "takes away" from an established order of attention, we are seeking to understand how they reconfigure that order in ways that might allow for new methods of engagement.
  • The present essay grows out of a project funded by the National Endowment for the Humanities where we are studying the integration methods of remote participation and digital backchannels into live scholarly events (http://digitallyceum.org).
  • New technologies are employed to make attentive the naturally distracted minds of youth,
  • In the absence of strong conventions for shaping the conduct of these events, the presence of the network and multiple channels for interaction could, indeed, prove highly disorienting
  • we suggest that, if properly choreographed, these channels, just like the organization of chairs and podiums in a lecture hall, can augment the live event in new and powerful ways
  • controlled distraction enables participants to experience richer, multimodal relations without wandering outside the space(s) of the event.
  • Goffman’s contention is that, in comparison to other live performances like a stage play or a ballet, the lecture typically aspires to diminish attention to the staging and organization and direct the audience toward a focus on the subject matter itself
  • These efforts and "special effects" might be a good opening joke, an interesting aside, an evocative turn of phrase, or a moment of clarity in an otherwise abstruse topic that transports the audience members from their natural state of distraction toward a focus on the topic-at-hand.
  • audience members communicate constantly with one another, through, for instance, smiles or unsettled glances between two people, the shifting in chairs that takes place when an audience collectively expects the talk to be over, or the quiet contemplation during a particularly riveting moment.
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      is this possible with telepresence?
  • we might speculate that the hesitancy on the part of some academics to integrate emerging media into their pedagogical practice is part of a larger hesitancy to consider these performative conventions as central to their craft as educators.
  • It is our contention that the presence of laptops and other networked devices within "live" academic events changes the texture, flow, and distribution of attention, and that this change in the practical order of these events therefore requires a rethinking and a redesign of how they are organized and performed.
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      And yet, on a couple of recent occasions I have seen the attempt to integrate twitter fail due to a lack of committment. Instead people fall back on their conventions.
  • On this argument, the ability to shape people’s attention is now a more valuable commodity than the things around which our attention is presumably focused.
  • But if significant choices that require little energy (like aiming at a fly in a urinal) are designed into our environments, we are more likely to make use of them. If economists, architects, and lecturers, actually pay attention to fluff, then stuff will get done.
  • when network spaces are left unplanned, they add complexity without encouraging focus, dissemination without articulating message. User attention needs our attention.
  • When there is no choice architecture to nudge the distracted participant, there is little motivation for her to integrate additional information channels into the way she assimilates information and there is no framework for her to share that information with the event community.
  • gently nudging attention instead of commanding it,
    • Rebecca Davis
      Rebecca Davis on 01 Mar 11
       
      reminds me of John Seely Brown
  • When backchannels are successfully implemented, the parameters of the lecturer’s work must, in turn, expand to take account of the user practices that are part of the overall composition of the event.
  • transforming what is typically referred to as backchannels into channels of parallel discourse that amplify audience participation.
  • n 2007, two thirds of U.S. college classrooms were wireless [CCS 2007]. However, the pedagogical need to design the sort of communication made possible by that access is routinely ignored.
  • This physical set-up provided a good context for introducing digital backchannels. We built a tool that aggregated feeds from Delicious, the social bookmarking site, and Flickr, the photo sharing site; it also included a video feed, a space in Second Life and an open source question tool called backchan.nl (http://backchan.nl) [Harry et al. 2008]. When the symposium started, we announced that these features were available and we invited everybody’s participation. Throughout the day, we periodically projected various feeds onto the secondary screen and the live moderator referenced questions and discussions that were taking place online.
  • There is significant research on how computers and networks facilitate collaboration ([Billinghurst et al. 2007]; [Liang et al. 2005]; [Page et al. 2005]; [Billinghurst and Hirokazu 2002], but little has been written about how the practices associated with these technologies transform the presentation, assimilation and dissemination of knowledge within large educational spaces.
  • We do acknowledge, however, that more channels do not necessarily equal richer communication.
  • providing these channels crippled the participatory capabilities of those without laptops, making the un-connected participant feel left out of the conversation.
  • The successful choreography of attention, therefore, considers how architectural space, digital channels and screens combine to produce a situation that is inclusive and expansive.
  • During our symposium, we could have taken several measures to mitigate user fatigue or unproductive distraction. By providing more onscreen prompts to help participants find the designated tools we could have reduced barriers to participation.
  • One of the challenges we confronted early on was the integration of proximate and remote audiences.
  • he Second Life audience had no access to the live audience.
  • those attending virtually had the most forward-focused attentional experience of the event.
  • Another element that fell short in our experiment was the frequency with which the moderator addressed the backchannel conversations.
  • raditional structures of attention should not simply be protected or rejected; they should be negotiated. Along with tables and chairs, wifi accessibility and data projection, the twenty-first century education environment has to design the frameworks of attention into its four walls.
  • Bauerlein 2007 Bauerlein, Mark. 2007. The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30). New York: Penguin Books.
  • Billinghurst and Hirokazu 2002 Billinghurst, Mark, and Kato Hirokazu. 2002. "Collaborative Augmented Reality". Communications of the ACM 45 (7):64-70.
  • Billinghurst et al. 2007 Billinghurst, Mark, S. Hayes, A. Gupta, Y. Sannohe, H. Kato, and K. Kiyokawa. 2007. "Communication Behaviors of Co-Located Users in Collaborative AR Interfaces". Paper read at International Symposium on Mixed and Augmented Reality, at Darmstadt, Germany.
  • Lanham 1997 Lanham, Richard. 1997. "A Computer-Based Harvard Red Book: General Education in the Digital Age". In Gateways to Knowledge: The Role of Academic Libraries in Teaching, Learning and Research, edited by L. Dowler. Cambridge, MA: MIT Press.
  • Lanham 2006 Lanham, Richard. 2006. The Economics of Attention: Style and Substance in the Age of Information. Chicago: University of Chicago Press.
  • Liang et al. 2005 Liang, J., T. Liu, H. Wang, B. Chang, Y. Deng, and J. Yang. 2005. "A Few Design Perspectives on One-on-one Digital Classroom Environment". "Journal of Computer Assisted Learning" 21 (3):181-189.
  • Meyrowitz 1985 Meyrowitz, Joshua. 1985. No Sense of Place: The Impact of Electronic Media on Social Behavior. New York: Oxford University Press.
  • Page et al. 2005 Page, K., D. Michaelides, D. D. Roure, N. Shadbolt, C. Yun-Heh, and J. Dalton. 2005. Collaboration in the Semantic Grid: A Basis for e-learning. Applied Artificial Intelligence 19 (9/10):881-904.
  • Thaler and Sunstein 2008a Thaler, Richard, and Cass Sunstein. 2008. Nudge: Improving Decisions About Health, Wealth, and Happiness. New Haven: Yale University Press.
  • Rebecca Davis on 01 Mar 11
     
    Good examination of the role of the backchannel in a public lecture and the economy of attention.
Kim De Vries

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

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

web2.0 education twitter socialmedia

shared by Kim De Vries on 25 Mar 09 - Cached
  • Daisy PhD on 25 Mar 09
     
    digital natives or something else? i wonder if the teachers will have to go through a crash course seminar on twitter!?
1 - 11 of 11
Showing 20▼ items per page