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Research Questions

1. How can we better prepare students for academic and professional writing? (eportfolios, service learning, online learning, ezines)
2. How can we engage faculty across disciplines to work with us to better prepare students?
3. What empirical support can we provide to help the academic and professional community bettter understand our methods? (Too much anecdoted work in C.S.)
4. How are writing spaces and composing research processes changing as a result of new technologies? (ETDs, tech com)
5. How have tools and software redefined literacy, and, as a result, how must our reaching and disciplinary practices evolve?
6. Mediation and Hypnosis--on being creative.

posted @ 1/25/2005 9:29 AM by Joe Moxley

Trying to Get some MOMO on my ETD 2005 Proposal




posted @ 9/28/2004 1:08 PM by Joe Moxley

Brainstorming about NDLTD 2005

Am very excited about NDLTD in Australia. I do wish it were at the usual time, but I thank Ed Fox for keeping me focused on what matters--Graduate Education.

I need to develop a proposal for the Conference, something that will be interesting and Maybe I could work on developing my resources for writers to help doctoral students....http://www.writersatwork.us/default.html or http://researchblog.org/

posted @ 9/21/2004 9:21 AM by Joe Moxley


Here's an inspiring piece on conducting research:

Principles of Effective Research by M. Nielson, http://www.qinfo.org/people/nielsen/blog/archive/000120.html

I need tomove to this blog from my other blog at writingblog....We haven't seen any growth here and I need to work to make this a more focused, helpful place.


posted @ 9/16/2004 10:05 AM by Joe Moxley

Blogs as Academic Research, Only More Rigorous

Exploring the Use of Blogs as Learning Spaces in the Higher Education Sector The authors write that "the chief purpose of this paper is to comment, critically, on the potential for blogs as 'learning spaces' for students within the higher education sector," which it does with an examination of how blogs have been used at Harvard Law School and Queensland University of Technology. Some interesting bits, including some reflection on the dearth of refereed literature about blogging (the edu-bloggers tending to put the work in their blogs instead, where it is subject to a rather more vigorous screening). "The fact of the matter is that blogging, for all intents and purposes, is a grassroots phenomenon. For this reason, academic bloggers, if they are true to their ideals, may be more concerned about spreading their message in the blogosphere than in the 'Journal of Obscure Facts'! ... blogging seems to be working in practice, but does it work in theory?" Some empirical research, which may as well be published in an academic journal, where standards are lower, since a sample of 51 self-selected people wouldn't stand a moment's scrutiny in the blogging community. By Jeremy B Williams and Joanne Jacobs, Australasian Journal of Educational Technology, Summer, 2004 From Stephen Downes - OLDaily

posted @ 9/10/2004 9:50 AM by Joe Moxley

Saltmine Report: Agenda, Submitted by Patty

Go over individual instructor's lesson plans.
Finalize due date madness.
Distributed Assessment
Use of technology: who needs tutorials? We need to make tutorials available to ALL TA's.
(Should we offer a tutorial during TA orientation this summer as part of this course's development?)

posted @ 6/18/2004 10:36 AM by Online Community Research Blog

Nicole's aggregate email

Instead of answering each email individually and filling up your emails with the site of my type (sound of my voice? :) ), I've compiled the other emails and responded to particular areas. Here you go...

Deborah says:>I hesitate to have stuff due Saturday. If we have any religious Jews who don't use power on the Sabbath, we're sending out a clear message to them (and yes, I might be a little sensitive about this because I happen to be Jewish, albeit not Sabbath-observant).

Up in my oblivious cloud, I didn't even think about that. But isn't 7th day Adventists not allowed to work after dusk on Fridays, so that rules that out as well. That durned 4th of July holiday on a Sunday is making our lives difficult ;) how ironic! but as Matt says

>, if the student has any obligations, he/she can always submit it >early. No problem!< and greg says >I think that an initial statement that the due dates are only "the last minute" will resolve some of the problems.

And there we have it. We do give them multiple days to finish their work by, AND technically they signed up for a Saturday online course!

Matt says: >I am a bit frustrated about our lack of unity, but that could be because we have a bad habit of leaving so many fundamental issues unresolved at meetings.

I agree! Every time we leave the meetings I'm thinking, 'but I thought we'd go over the projects together one by one and see what we all think about each and what we'd done so far.' and fretting about due dates being settled. and wondering why we didn't cover this or that...and why are we leaving already?

Now on another matter, Patty says: >I think it is important to keep in mind that what we are looking for is a way to create LESS work, not more. Use of multiple tools helps that. Use of open source software helps. I don't see how we can tie our hands with Blackboard when there may be other, more beneficial, tools out there.

I'm worried, at this point, about getting things in on time. 10 days! However, is our work on building this course limited to this single teaching experience? or are we looking to create a template for the future? If it is the latter, then couldn't we continue to build this course while we're in the midst of teaching it in order to create an online experience for future teaching? even if our current students will not benefit from the complete experience, future classes can? Then we can work on Matt's idea with the video and audio experience plus any others we can think of...and even, perhaps, if it's ready by mid-semester, ask students to test it out, get their written feedback, and offer a bit of extra credit for their work? and we could throw Greg's idea about the list serve into that as well. Perhaps even offering their feedback into such?

Now regarding an older email of Deborah's...do we want a diagnostic on grammar and a second diagnostic on working with blackboard? The second would have to be created later once we get everything completely set up and know, ourselves, where everything is. Did anyone volunteer to create a grammar diagnostic? I could work out something using an old copy of the Simon & Schuster handbook and compiling some of the exercises listed therein.

posted @ 6/18/2004 10:18 AM by Online Community Research Blog

Amazing Growth

1.9 million Americans enrolled in at least one online course in 2003: http://www.sloan-c.org/resources/sizing_opportunity.pdf

I met w/ the Amazing Dr. B. yesterday to come up w/ a work flow strategy for our online pilot. Sometimes hard to move forward when there are so many tool choices




posted @ 6/15/2004 7:34 AM by Joe Moxley

Coalesence of Trends

While @ ETD 2004, I became aware of an important and intriguing trend. Three formerly isolated initiatives are becoming viewed as three essential puzzle pieces to a new vision for higher education:
  • eportfolios
  • ETDs
  • erepositories

Obviously, eportfolios and ETDs are not "new." Innovative universiteis started requiring eportfolios in the middle 1990s and ETDs by around 2000. Requiring eportfolios and requiring lap tops of undergrads is no longer an innovation; it's just good pedagogy. Erepositories (databasing all faculty work) are fairly new to me, though....

But what is really new, which I find clever and interesting, is bringing these three pieces together--viewing eportfolios as an undegrad initiative; ETDs as a grad initiative, and erepositories as a faculty initiative.

My understanding is that the innovators are brainstorming on developing DSpace (MIT's searchable, open-source, electronic archive of digital research) to integrate these initiatives. (I know others are paying the money to outside vendors (Proquest) to sheppard their content but the innovators are innovating).

For someone like me, who is interested in how literacy is evolving, these are really interesting changes. Maybe it should have been obvious all along. The common thread to these initiatives, beyond increasing access or creating a new writing space, seems to be our innate effort to organize and communicate.

posted @ 6/13/2004 11:37 AM by Joe Moxley

Join Us @ Research To Practice.Org

Join Us @ Research To Practice.Org


Writing an Electronic Thesis or Dissertation?  Chairing or sitting on an ETD committee? 


We invite you to join our community of scholars at http://researchtopractice2016.com.au.


Established for graduate students, faculty, and librarians involved in the electronic thesis or dissertation process, Research To Practice.org provides a free writing space for the development of ideas and research, linking all in an international dialogue.


Unlike other weblogs where individuals search the web for bloggers with similar interests, Research To Practice.org hopes to bring the community to the individual.  On the homepage of Research To Practice.org the twenty most recent blog entries are posted allowing for the development of conversations among those with similar interests, and allowing for communication across disciplines.  Research To Practice.org also groups the twenty most recent blog entries in one research area, allowing for the growth of more in depth conversations within a single discipline.    


Why Blog?

Check out this online Blog Tutorial:

Check out our blogging movie: http://toolsforwriters.org/films/researchblogfilm.wmv


Blogging at researchblog.org helps you:

·         Develop the discipline of writing.

·         Network with other researchers and scholars internationally.

·         Maintain research links.

·         Develop research ideas.

·         Connect to other disciplines.

·         Receive responses to ideas and writings.

·         Create a dialog over texts.



JOIN Research To Practice.ORG TODAY!







posted @ 6/1/2004 6:32 PM by Joe Moxley

NDLTD Conference

Conference registration for ETD 2004 is now open!  Please see the
conference website for online registration and other information
http://www.uky.edu/ETD/ETD2004/register.html).  The complete program is
also now available on the website

* ETD 2004                                                            *
* 7th International Symposium on Electronic Theses and Dissertations: *
*           Distributing knowledge worldwide through better           *
*           scholarly communication                                   *
* June 3-5, 2004                                                      *
* University of Kentucky, Lexington, Kentucky                         *

posted @ 5/6/2004 6:18 AM by Joe Moxley

course #

The course number is 54634.  The course covers summer C.  Students will need to contact me so I can put in a permit for them to register.  Thanks!

posted @ 4/27/2004 3:49 PM by Online Community Research Blog

Post-It Note

High: Language of the Counterculture representations of un-reality ken kesey/pranksters/ tim leary tom wolfe

posted @ 4/21/2004 3:49 PM by Patricia A. McCabe-Remmell

Maricopa - Freshman Comp

You all probably know about this - but it came up in this online conference I'm doing this week...  If I wake up early enough tomorrow morning, I'll do their chat session.

Maricopa Stories Around the Digital Campfire (Chatroom): Alisa Cooper

The Paperless Classroom

Alisa Cooper, English Faculty, South Mountain Community College

"A freshman composition course was taught using technology to eliminate the endless stacks of papers that get exchanged between faculty and students. The course utilizes Blackboard for course management, Blogger for writing journals, CourseForum for portfolios, and electronic grading using Microsoft Word."

posted @ 4/21/2004 5:23 AM by Online Community Research Blog

QuickTopic - a way to allow others to comment on your work


I'm doing an online conference right now and the “speaker” just presented this: You can put up a document on the web and let anyone comment on your document paragraph by paragraph. The original document is unchanged.

posted @ 4/20/2004 6:26 PM by Online Community Research Blog

RE: Blogging in the Schools

Will R. certainly plays the gloom and doom game. Maybe weblogging isn't for high schoolers, especially when one has to deal with censorship rearing its ugly head. And, although he makes a valid point, I couldn't help but be drawn to this link, in which a student is praised for her excellent blogging work. This was what the student had to say in response to the teacher's praise:

"This webloging group has showed me many opportunities. I have tought some other kids with my writing, which has been one of my dreams for a while. I have also learned from other webloggers. One main point I have learned from others is to always copy your writing before you post. Very, very helpful at times. Writing has shown me a career I am now considering to become(when I'm older). I can become a journalist! Now I know that journalism can be fun, exciting, and even exhillerating, not just boring.

All you people out there who say that elementry students can't blog......You Are SO Wrong!!! Look what it's done for me. It has taught me so much, while letting me have my voice shown across the web. I have been blogging for 2 years now and I haven't had a problem yet. Each time I post a blog entry, I feel like I'm on Cloud 9. It feels like I just got elected for the first women president! It feels like I just gained a million really close friends! Get what I'm saying? It's like your favorite thing, times 1000!!! Without blogging, I don't know what I would do. Again, elementry students CAN BLOG!!!!!

I wondering who's going to read this.....Oh well. Blog to ya later!"

Emily (the effervescent student) is why students should blog. That joyous feeling is why students should blog. Will R. seems to be mired in that Eeyore attitude that blogging is useless because SOME students drop it when they find that there is no way to manipulate a good grade out of the teacher by doing the assignment. I think that goes along with the same mindset that took competition out of kids' sports and made everybody "winners" rather than praising the achievers and saying "better luck next time" to the underachievers. In other words, the student is not blogging for the joy of it, he/she is blogging because they are being tasked (see the threads on Rhet Tech for THAT thorny issue).

With that said, how does one pass judgement (grade) on a blog when it is required? The answer is this: grade them on output. Do like we do now: you write so many blogs, you get this grade. That will satisfy those who want the playing field level. On the other hand, if we remove blogs as an option for writing there will be some students -- for whom blogging might be personally fulfilling -- who will be lost in the daily drudgery of the 5-paragraph suppository essay. I would be willing to bet that these are students who are marginalized, who do not fit into larger social groups, and who are brilliant kids, bored with school and tending to wind up doing drugs or hanging out with the wrong crowd because they feel like outcasts.

Sure, not every student will be a blogger. Not every student is a football player or a prep or a FFA member. But there are many kids out there who are loners and blogging is something that is individual and personal, yet public at a time when they want to make their personal, inner angst -- that wounded ego -- heard "out there". That is what makes the Internet great. (btw: I come by this information from experience as a marginalized student and mother of a brilliant kid with ADHD). I suppose that would go for college also. Granted, we do not censor (except for certain epithets), but we do require students to blog at some level. I look at it as offering an alternative to what they were probably expecting as first-year students. We may catch a few more brilliant people in the net by encouraging blogging and I do know, from dealing with my own students and blogging, that they definitely prefer it over doing other activities. Their reader responses in the blogs and wikis seemed to be a bit freer once I took off the constraints of the "Three D's" template.

posted @ 4/16/2004 12:37 PM by Online Community Research Blog

Blogging in the Schools

Reported in Stephen Downes OLDaily - A blog about blogging in the schools some of which refers to high school - and not college, but...  might be worth a look.




posted @ 4/16/2004 9:13 AM by Online Community Research Blog

Re: An Idea About Using Chat

I used chat last semester.  Students were not showing up for Friday's classes so I made a deal with them.  If they signed in to Blackboard by the time class ended they would get credit for attending class without having to physically show up (I mean, why waste MY time?).  They were to get their assignment off Blackboard as well as check the ongoing conversations.  I was available in the chat during class hours as well as my office hours.  Only one or two students availed themselves of the chat, but I think in an online setting this is a tool they may have to deal with if they want some real-time interaction.  What I also found interesting was that I could always account for my time spent as well as my students'.  This way no one could say someone was slacking.



posted @ 4/15/2004 8:53 PM by Online Community Research Blog

An idea about using chat

Hi! I found this on DEOS-L yesterday - and the person posting the message said it was ok to share - but I left her name off of this just in case.    

Live Chats in online classes

While I use the discussion boards very heavily, I have been using the chat
once a week at the same time as the first orientation session (I require a
three hour class on campus the first evening of the semester).  Chat has not
been required and becomes very informal. I use the whiteboard to outline the
topics or students enter and ask question like an office hour.
My question is can these real time chats be better.  Students do not want
them to be required, so that is one immediate limitation.
One chat which draws a crowd is an assignment I have for setting a list
which all the students will be using to write an essay.  We draw up a list
of criteria for the assignment which is an evaluation of two items. The
students use five of the 7 or 8 criteria we list. THAT chat draws the most
students, but I include a discussion board too, so every student can
participate.  I would love to come up with some other chats which work as
well. I teach English Comp for college freshman.

posted @ 4/15/2004 10:19 AM by Online Community Research Blog

Interesting Blogging Survey

"Blog Survey:
Expectations of Privacy and Accountability
© Fernanda Viégas, 2004
Background information on the survey
Formerly viewed as a marginal activity restricted to the technically savvy, blogging is slowly becoming more of a mainstream phenomenon on the Internet. Thanks to much media hype and some high profile blog sites, these online journals have captured the public’s imagination. As novice authors plunge into the thrilling world of blog publishing, they soon realize that publicly writing about one’s life and interests is not as simple as it might seem at first. As they become prolific writers, more bloggers find themselves having to deal with issues of privacy and liability. Accounts of bloggers either hurting friends’ feelings or losing jobs because of materials published on their sites are becoming more frequent.Here we report the findings from an online survey conducted between January 14th and January 21st, 2004. During that time, 486 respondents answered questions about their blogging practices and their expectations of privacy and accountability for the entries they publish online:
- the great majority of bloggers identify themselves on their sites: 55% of respondents provide their real names on their blogs; another 20% provide some variant of the real name (first name only, first name and initial of surname, a pseudonym friends would know, etc.)
- 76% of bloggers do not limit access (i.e. readership) to their entries in any way
- 36% of respondents have gotten in trouble because of things they have written on their blogs
- 34% of respondents know other bloggers who have gotten in trouble with family and friends
- 12% of respondents know other bloggers who have gotten in legal or professional problems because of things they wrote on their blogs
- when blogging about people they know personally: 66% of respondents almost never asked permission to do so; whereas, only 9% said they never blogged about people they knew personally.
- 83% of respondents characterized their entries as personal ramblings whereas 20% said they mostly publish lists of useful/interesting links (respondents could check multiple options for this answer). This indicates that the nature of blogs might be changing from being mostly lists of links to becoming sites that contain more personal stories and commentaries.
- the frequency with which a blogger writes highly personal things is positively and significantly correlated to how often they get in trouble because of their postings; (r = 0.3, p < 0.01); generally speaking, people have gotten in trouble both with friends and family as well as employers.
- there is no correlation between how often a blogger writes about highly personal things and how concerned they are about the persistence of their entries
- checking one’s access log files isn’t correlated to how well a blogger feels they know their audience
- despite believing that they are liable for what they publish online (58% of respondents believed they were highly liable), in general, bloggers do not believe people could sue them for what they have written on their blogs......"

posted @ 4/15/2004 9:00 AM by Joe Moxley

BlackBoard Content System vs SPS

USF is considering purchasing BlackBoard's Content Management System

The Blackboard Content System provides functionality in these areas:
 - Learning Content Management
 - e-Portfolio Management
 - Virtual Hard Drive Management
 - Library Digital Asset Management

I went to to the session today on BlackBoard's Content Management System. The tools reminds me of SharePoint Services, yet it doesn't seem as flexible. I mean, w/ SPS the user creates the views and web parts and handle management. SPS has a much more attractive interface and choice of templates, and it's building on users' preferred tools.

But I should still buy stock in BB. BB's CMS has a nice portfolio wizard and they are enabling users to export the portfolio in html. Movement from course to course and co teaching is now supported, it seems.

My sense is that USF Academic Computing is committeed to buying the tool because it builds to all of the work they have already done; it sits on top of the courseware that they have invested so much $ in.

We need to think more about this...

It basically takes MSFT's Web Folder idea and puts it between the classess and the portal. I was impressed.

Now I could fight for SPS but the problem here is the lack of USF support. I'm told Vanderbilt Law is using SPS for 700 law students. Wow, I wish I could work there. I once visited Vandy and they were interested in online writing. Well, I digress...

Anyway, I think USF will get the new CMS and I think this will be a good thing, even if it requires students to rethink their relationshiops w/ writing tools

posted @ 4/15/2004 8:04 AM by Joe Moxley

Thesis Abstract

_People ask what my thesis is about.  Well, SOME people ask.  Most don't care._


Tolkien's Sacred Marriage:  Coupling in The Lord of the Rings and The Silmarillion

I intend to discuss how Tolkien represents his female characters as archetypal wives and mothers. By including classical feminine types in his stories, he honors the two women with whom he had the most contact: his mother and his wife.

Although he knew his mother only briefly, she was, nonetheless, his mother -- a relationship which is special to any boy, no matter how brief the interaction.^1^ Tolkien's courtship of his wife was also met with difficulty and separation.

As an result of this, Tolkien's works were not just "boys' books," which is an argument that has revived itself with the most recent spate of popularity of his works. The release of the motion pictures brought that argument to the Internet and into the entertainment media where it was debated until as recently as the past few months.

Therefore, I would like to illuminate, by using classical and Celtic sources, why Tolkien's books appeal to female readers.^2^ I contend that Tolkien's portrayal of women, -- using archetypal Norse and Celtic themes -- is not only his homage to the women in his life, but also a meaningful way of making his works endearing to both genders.

^1^ I will look at psychology and psychological approaches to literary criticism (Freud, Jung, etc) for my research.

^2^ Proof: "Strong Girls/Strong Women" books such those written by Marion Zimmer Bradley and others. Empowered women. Tolkien's own friendship with Dorothy Sayers.

posted @ 4/14/2004 5:59 PM by Patricia A. McCabe-Remmell


Personal Author: Kim, Loel

Peer Reviewed Journal: Y

Journal Name: Research in the Teaching of English

Source: Research in the Teaching of English v. 38 no. 3 (February 2004) p. 304-37 Publication Year: 2004 Physical Description: Bibliography (p 331-4); Diagram; Table

ISSN: 0034-527X

Language of Document: English

Abstract: English departments are increasingly under pressure to offer writing courses online, but research that informs effective pedagogies--including effective ways to respond to students' drafts--is still limited. By investigating students' perceptions of online teacher response to student writing, this study suggests that in order to develop sound online writing courses, instructional designers will need to understand better the hybridized nature of online modalities. Early studies promised that voice modality would enhance feedback to in-process drafts, not only because of a lower cost of production, but because this modality offers nonverbal as well as verbal information. However, as this study points out, students do not necessarily regard more information as better. In addition, the process of interpreting social information online may differ from the way we read information in a face-to-face setting. In this study, 39 first-year college students, working with texts that had previously been seeded with ten writing problems (five low- and five high-level problems), reacted to online responses to these texts from one of four teachers, both in voice and written modality. Based on prior studies, students were expected to prefer voice over written comments; however, they exhibited split preferences due to a significant teacher effect. This finding for teacher impact was complicated by the finding that 80{percent} of students did not recognize the same teacher in the two modalities, suggesting that modality plays a role in the ways students construct the teacher behind the response. This study points to the need for further situation-specific research to guide the development of online instruction. Reprinted by permission of the publisher.

Subject(s): English language/Composition/Colleges and universities; Internet/Distance education use/Colleges and universities; English language/Composition/Evaluation; Teachers and students/Colleges and universities Document Type: Feature Update Code: 20040330

Database: Education


posted @ 4/14/2004 4:41 PM by Online Community Research Blog

Agenda for our FTF Meeting today


  1. I've asked AC for 3 BB shells--
  2. We can use the BB shell for discussions


  1. Review of Drafts
  2. Who will market what we have so we get our 1st 70 students?
  3. Decide on tasks and schedule.
  4. What assignments do you want to draft?


posted @ 4/14/2004 6:57 AM by Online Community Research Blog

An ice-breaker idea

Found this on the DEOS-L discussion list yesterday.  Maybe this  - or something like it - would be a nice ice-breaker for the first week. This is from Terry Dugas at Florida Gulf Coast  (It would be good to find a song lyric from this century!):  

Interestingly enough, I know far more about my distance learning students

than I ever did about my face to face students. There are many ways to

achieve the "deep knowledge" you refer to. I start off each semester with

the "8 Nouns Assignment." It's not original, but I've used it for so long,

I don't remember where I first saw it.


"Welcome back my friends

To the show that never ends

We're so glad you could attend

Come inside, come inside"

"Karn Evil 9", Emerson, Lake, and Palmer (1973)

Your first WebBoard assignment is to tell the class a little about

yourself. However, you have to do it "my" way.

1) Introduce yourself using eight nouns.

2) Explain why you picked each noun.

3) After everyone has posted, comment on at least two of your classmates'



There are four important elements to this question.

The first is the song lyrics. I introduce each assignment with a quote

from a song. I believe this helps "humanize" both myself and the

course. Since I teach courses in media and culture, it ties into the

course content.

Second, the nouns chosen by the student help introduce themselves to the

rest of the class.

Third, requiring each student to respond to two of their classmates

postings helps breakdown the distance barrier between students. Students

quickly find shared interests, hobbies, even face to face classes they

share. This often leads to side conversations among the students based on

these interests. In addition, the eight nouns help students recognize the

class diversity in terms of age, background, and interests.

And most importantly, I answer this question myself. This helps make me a

"real person" to the class rather than a disembodied "voice."

I'm sure others use similar "bonding" exercises early in their discussion



Terry Dugas

Adjunct Professor of Communications

Florida Gulf Coast University



"That's life. Whichever way you turn,

Fate sticks out a foot to trip you."


posted @ 4/13/2004 8:17 AM by Online Community Research Blog

Summer Syllabus (for the rest of us).

FWIW I also started a syllabus for Summer for the not-online classes.  I based it heavily on the online classes and maybe that's because I am so technology-driven.  Perhaps someone can take a look at it and make changes.  You can find it on sharepoint: Summer Syllabus.

posted @ 4/12/2004 6:05 PM by Patricia A. McCabe-Remmell

1101 is getting there

we made slow but steady progress on 1101 today.

I'm excited abut the projects. Now I need u all to start fleshing those projects out some. Note I killed the collaborative assign given Deb's ideas. But i want to keep collab in 1102.

Ran into Leah today and she's gonna work on the online literature one.


posted @ 4/12/2004 5:28 PM by Online Community Research Blog


James--Thanks for the wicked wiki work. The pw worked for me on 2nd attempt.

I love doing the online literature curve and the technology literacy curve.

posted @ 4/12/2004 10:47 AM by Online Community Research Blog


Big Fun!  < Click here


posted @ 4/9/2004 12:36 PM by Patricia A. McCabe-Remmell

Current Reading

Fredrick, Candace, and Sam McBride. Women Among the Inklings: Gender, C.S. Lewis, J.R.R. Tolkien  and Charles Williams.  Contributions in Womens Studies, No. 191. Westport: Greenwood, 2001.

Deep insight into the role of women in the lives of three great authors.  Lewis' and Tolkien's experiences with the fairer sex were compromised at an early age, giving rise to the notion that the female characters in their novels were shaped largely by both men's distance from feminine influence.  Williams is another story, yet his involvement in the fellowship of the Inklings is still notable and inextricable from the feminine equation.

posted @ 4/9/2004 9:15 AM by Patricia A. McCabe-Remmell

wpa outcomes

Just dropped in the wpa outcomes into the course descriptions. Now we need to cut and refine those outcomes as they related to our particular goals

I'm excited about these course descriptions cuz i feel they more accurately reflect contemporary writing. they are less like high school assignments.

Folks--i need to back off here and give hands a rest. pls feel free to make changes as u wish. we need to be a flexible, collaborative team

posted @ 4/9/2004 8:14 AM by Online Community Research Blog

WPA Outcomes

Just dropped in the wpa outcomes into the course descriptions. Now we need to cut and refine those outcomes as they related to our particular goals

I'm excited about these course descriptions cuz i feel they more accurately reflect contemporary writing. they are less like high school assignments.

Folks--i need to back off here and give hands a rest. pls feel free to make changes as u wish. we need to be a flexible, collaborative team

posted @ 4/9/2004 8:13 AM by Joe Moxley

Online Writing Courses

Spent yesterday working on 1101 and 02 online. See /onlinelearning/

Am struggling to decide which tools to use. Right now I'm thinking SP for developing assignments and BB for administration

Hands are awful. Must get off computer

posted @ 4/9/2004 7:25 AM by Joe Moxley

trying to build the foundation for collaboration

Today Patty and I jammed on getting the descriptions in to a wiki so they’d be easier for u all to edit/collaborate on.


We also started working on a sharepoint site, thinking we might use that for curriculum matters.


1 important ? is whether or not we publish all writing in the blog or hide behind a password


Below are the new links


Teacher/Researchers' Workspace:

Online Blog | Online Teaching and Learning |

Student Sites

1101 Wiki | 1101 SharePoint

1102 Wiki | 1101 SharePoint

posted @ 4/8/2004 2:48 PM by Online Community Research Blog

Important Issues

  1. Should we password protect the essays or have them online? If so, what precautions must we take?

posted @ 4/8/2004 1:08 PM by Online Community Research Blog