Research Blogs//MainFeed.html?+GroupID=32a collection of graduate blogs.Text Version 0.95.2004.102Trying to Get some MOMO on my ETD 2005 Proposal/joemoxley/archive/2004/09/28/475.htmlTue, 28 Sep 2004 17:08:00 GMT/joemoxley/archive/2004/09/28/475.html/joemoxley/comments/475.html/joemoxley/comments/commentRss/475.html/joemoxley/archive/2004/09/28/475.html#comment1/joemoxley/services/trackbacks/475.htmlGot Moxie?<P><A href=""></A></P> <P>&nbsp;</P> <P>&nbsp;</P><img src ="/joemoxley/aggbug/475.html" width = "1" height = "1" />Joe MoxleyBrainstorming about NDLTD 2005/joemoxley/archive/2004/09/21/467.htmlTue, 21 Sep 2004 13:21:00 GMT/joemoxley/archive/2004/09/21/467.html/joemoxley/comments/467.html/joemoxley/comments/commentRss/467.html/joemoxley/archive/2004/09/21/467.html#comment1/joemoxley/services/trackbacks/467.htmlGot Moxie?<P>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.</P> <P>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....<SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA"><A href=""></A> or <A href=""></A></SPAN></P><img src ="/joemoxley/aggbug/467.html" width = "1" height = "1" />Joe Moxley, 16 Sep 2004 14:05:00 GMT/joemoxley/archive/2004/09/16/465.html/joemoxley/comments/465.html/joemoxley/comments/commentRss/465.html/joemoxley/archive/2004/09/16/465.html#comment1/joemoxley/services/trackbacks/465.htmlGot Moxie?<P>Here's an inspiring piece on conducting research:</P> <P>Principles of Effective Research by M. Nielson, <A href=""></A></P> <P>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.</P> <P>&nbsp;</P><img src ="/joemoxley/aggbug/465.html" width = "1" height = "1" />Joe MoxleyBlogs as Academic Research, Only More Rigorous/joemoxley/archive/2004/09/10/462.htmlFri, 10 Sep 2004 13:50:00 GMT/joemoxley/archive/2004/09/10/462.html/joemoxley/comments/462.html/joemoxley/comments/commentRss/462.html/joemoxley/archive/2004/09/10/462.html#comment3/joemoxley/services/trackbacks/462.htmlGot Moxie?<FONT size=2> <P>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 </P></FONT><img src ="/joemoxley/aggbug/462.html" width = "1" height = "1" />Joe MoxleySaltmine Report: Agenda, Submitted by Patty/onlinelearning/archive/2004/06/18/358.htmlFri, 18 Jun 2004 14:36:00 GMT/onlinelearning/archive/2004/06/18/358.html/onlinelearning/comments/358.html/onlinelearning/comments/commentRss/358.html/onlinelearning/archive/2004/06/18/358.html#comment8/onlinelearning/services/trackbacks/358.htmlOnline LearningGo over individual instructor's lesson plans. <br> Finalize due date madness.<br> Distributed Assessment<br> CLAQWA<br> Use of technology: who needs tutorials? We need to make tutorials available to ALL TA's. <br> (Should we offer a tutorial during TA orientation this summer as part of this course's development?) <img src ="/onlinelearning/aggbug/358.html" width = "1" height = "1" />Online Community Research BlogNicole's aggregate email/onlinelearning/archive/2004/06/18/355.htmlFri, 18 Jun 2004 14:18:00 GMT/onlinelearning/archive/2004/06/18/355.html/onlinelearning/comments/355.html/onlinelearning/comments/commentRss/355.html/onlinelearning/archive/2004/06/18/355.html#comment19/onlinelearning/services/trackbacks/355.htmlOnline LearningInstead 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...<br><br> 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).<br><br> 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 <br><br> >, 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. <br><br> 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! <br><br> 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.<br><br> 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?<br><br> 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. <br><br> 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? <br><br> Now regarding an older email of Deborah' 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. <img src ="/onlinelearning/aggbug/355.html" width = "1" height = "1" />Online Community Research BlogAmazing Growth/joemoxley/archive/2004/06/15/346.htmlTue, 15 Jun 2004 11:34:00 GMT/joemoxley/archive/2004/06/15/346.html/joemoxley/comments/346.html/joemoxley/comments/commentRss/346.html/joemoxley/archive/2004/06/15/346.html#comment3/joemoxley/services/trackbacks/346.htmlGot Moxie?<P>1.9 million Americans enrolled in at least one online course in 2003: <A href=""></A></P> <P>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&nbsp;choices</P> <P>&nbsp;</P> <P>&nbsp;</P> <P>&nbsp;</P><img src ="/joemoxley/aggbug/346.html" width = "1" height = "1" />Joe MoxleyCoalesence of Trends/joemoxley/archive/2004/06/13/343.htmlSun, 13 Jun 2004 15:37:00 GMT/joemoxley/archive/2004/06/13/343.html/joemoxley/comments/343.html/joemoxley/comments/commentRss/343.html/joemoxley/archive/2004/06/13/343.html#comment1/joemoxley/services/trackbacks/343.htmlGot Moxie?<DIV dir=ltr><FONT face=Arial color=#000000 size=2>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:</FONT></DIV> <DIV dir=ltr> <UL dir=ltr> <LI> <DIV><FONT face=Arial size=2>eportfolios</FONT></DIV></LI> <LI> <DIV><FONT face=Arial size=2>ETDs</FONT></DIV></LI> <LI> <DIV><FONT face=Arial size=2>erepositories</FONT></DIV></LI></UL></DIV> <P><FONT face=Arial size=2>Obviously, eportfolios and ETDs are not "new."&nbsp;Innovative universiteis started requiring eportfolios in the middle 1990s and ETDs&nbsp;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....</FONT></P> <P>But what is really new,&nbsp;which I find clever and interesting, is bringing these three pieces together--viewing eportfolios as an undegrad initiative; ETDs as a grad initiative,&nbsp;and erepositories as a faculty initiative.</P> <P>My understanding is that the innovators are brainstorming on developing DSpace (<FONT face=Arial color=#0000ff size=2>MIT's searchable, open-source,&nbsp;electronic archive of digital research) </FONT>to integrate these initiatives. (I know others are paying the money to outside vendors (Proquest) to sheppard their content but the innovators are innovating).</P> <P>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.</P><img src ="/joemoxley/aggbug/343.html" width = "1" height = "1" />Joe MoxleyJoin Us @ Research To Practice.Org/joemoxley/archive/2004/06/01/315.htmlTue, 01 Jun 2004 22:32:00 GMT/joemoxley/archive/2004/06/01/315.html/joemoxley/comments/315.html/joemoxley/comments/commentRss/315.html/joemoxley/archive/2004/06/01/315.html#comment1/joemoxley/services/trackbacks/315.htmlGot Moxie?<H1 style="MARGIN: auto 0in; TEXT-ALIGN: center" align=center>Join Us @ Research To Practice.Org<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p></H1> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="COLOR: black"><o:p>&nbsp;</o:p></SPAN></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="COLOR: black">Writing an Electronic Thesis or Dissertation?&nbsp; Chairing or sitting on an ETD committee?&nbsp; <o:p></o:p></SPAN></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="COLOR: black"><o:p>&nbsp;</o:p></SPAN></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="COLOR: black">We invite you to join our community of scholars at <A href="/"></A>. </SPAN><o:p></o:p></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt">&nbsp;<o:p></o:p></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="COLOR: black">Established for graduate students, faculty, and librarians involved in the electronic thesis or dissertation process, Research To provides a free writing space for the development of ideas and research, linking all in an international dialogue.</SPAN><o:p></o:p></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt">&nbsp;<o:p></o:p></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="COLOR: black">Unlike other <SPAN class=spelle>weblogs</SPAN> where individuals search the web for <SPAN class=spelle>bloggers</SPAN> with similar interests, Research To hopes to bring the community to the individual.&nbsp; 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mso-cellspacing: 0in; mso-padding-alt: 0in 0in 0in 0in" cellSpacing=0 cellPadding=0 width="100%" border=0> <TBODY> <TR style="mso-yfti-irow: 0; mso-yfti-lastrow: yes; mso-yfti-firstrow: yes"> <TD style="BORDER-RIGHT: #d4d0c8; PADDING-RIGHT: 0in; BORDER-TOP: #d4d0c8; PADDING-LEFT: 0in; PADDING-BOTTOM: 0in; BORDER-LEFT: #d4d0c8; PADDING-TOP: 0in; BORDER-BOTTOM: #d4d0c8; BACKGROUND-COLOR: transparent"> <H1 style="MARGIN: auto 0in 3pt; TEXT-ALIGN: center" align=center><SPAN style="FONT-SIZE: 18pt">JOIN Research To Practice.ORG TODAY!</SPAN><o:p></o:p></H1> <P class=MsoNormal style="MARGIN: 0in 0in 0pt; TEXT-ALIGN: center" align=center><SPAN style="FONT-SIZE: 14pt; COLOR: blue"><A href="/"></A></SPAN><o:p></o:p></P></TD></TR></TBODY></TABLE> <P class=MsoNormal style="MARGIN: 0in 0in 0pt">&nbsp;<o:p></o:p></P></TD></TR></TBODY></TABLE></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt">&nbsp;<o:p></o:p></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p>&nbsp;</o:p></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p>&nbsp;</o:p></P> <P>&nbsp;</P><img src ="/joemoxley/aggbug/315.html" width = "1" height = "1" />Joe MoxleyNDLTD Conference/joemoxley/archive/2004/05/06/241.htmlThu, 06 May 2004 10:18:00 GMT/joemoxley/archive/2004/05/06/241.html/joemoxley/comments/241.html/joemoxley/comments/commentRss/241.html/joemoxley/archive/2004/05/06/241.html#comment2/joemoxley/services/trackbacks/241.htmlGot Moxie?<FONT size=2>Conference registration for ETD 2004 is now open!&nbsp; Please see the<BR>conference website for online registration and other information<BR>(</FONT><A href="" target=_blank><FONT size=2></FONT></A><FONT size=2>).&nbsp; The complete program is<BR>also now available on the website<BR>(</FONT><A href="" target=_blank><FONT size=2></FONT></A><FONT size=2>).<BR><BR>***********************************************************************<BR>* ETD 2004&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; *<BR>* 7th International Symposium on Electronic Theses and Dissertations: *<BR>*&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Distributing knowledge worldwide through better&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; *<BR>*&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; scholarly communication&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; *<BR>* June 3-5, 2004&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; *<BR>* University of Kentucky, Lexington, Kentucky&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; *<BR>* </FONT><A href="" target=_blank><FONT size=2></FONT></A><FONT size=2>&nbsp;&nbsp;</FONT><img src ="/joemoxley/aggbug/241.html" width = "1" height = "1" />Joe Moxleycourse #/onlinelearning/archive/2004/04/27/224.htmlTue, 27 Apr 2004 19:49:00 GMT/onlinelearning/archive/2004/04/27/224.html/onlinelearning/comments/224.html/onlinelearning/comments/commentRss/224.html/onlinelearning/archive/2004/04/27/224.html#comment6/onlinelearning/services/trackbacks/224.htmlOnline Learning<DIV><SPAN class=491514019-27042004><FONT face="GoudyOlSt BT" color=#008080>The course number is 54634.&nbsp; The course covers summer C.&nbsp; Students will need to contact me so I can put in a permit for them to register.&nbsp; Thanks!</FONT></SPAN></DIV> <DIV><SPAN class=491514019-27042004><FONT face="GoudyOlSt BT" color=#008080></FONT></SPAN>&nbsp;</DIV> <DIV><SPAN class=491514019-27042004><FONT face="GoudyOlSt BT" color=#008080>~Lee</FONT></SPAN></DIV><img src ="/onlinelearning/aggbug/224.html" width = "1" height = "1" />Online Community Research BlogPost-It Note/premmell/archive/2004/04/21/222.htmlWed, 21 Apr 2004 19:49:00 GMT/premmell/archive/2004/04/21/222.html/premmell/comments/222.html/premmell/comments/commentRss/222.html/premmell/archive/2004/04/21/222.html#comment5/premmell/services/trackbacks/222.htmlPatty Remmell<i>High: Language of the Counterculture</i> representations of un-reality ken kesey/pranksters/ tim leary tom wolfe <img src ="/premmell/aggbug/222.html" width = "1" height = "1" />Patricia A. McCabe-RemmellMaricopa - Freshman Comp/onlinelearning/archive/2004/04/21/220.htmlWed, 21 Apr 2004 09:23:00 GMT/onlinelearning/archive/2004/04/21/220.html/onlinelearning/comments/220.html/onlinelearning/comments/commentRss/220.html/onlinelearning/archive/2004/04/21/220.html#comment29/onlinelearning/services/trackbacks/220.htmlOnline Learning<P><FONT size=2><FONT face=Verdana><STRONG>You all probably know about this - but it came up in this online conference I'm doing this week...&nbsp; If I wake up early enough tomorrow morning, I'll do their chat session.</STRONG></FONT></FONT></P> <P><FONT size=2><FONT face=Verdana><STRONG>Maricopa Stories Around the Digital Campfire (Chatroom): Alisa Cooper</STRONG> </FONT></FONT></P> <P><FONT class=smalltext size=1><FONT face=Verdana>The Paperless Classroom <BR></FONT> <DIV class=blurb><BR><SPAN class=credits><FONT face=Verdana>Alisa Cooper, English Faculty, </FONT><A href="" target=ext><FONT face=Verdana>South Mountain Community College</FONT></A><FONT face=Verdana> <BR></FONT></SPAN><BR><FONT face=Verdana>"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." <BR></FONT> <UL><BR> <LI><FONT face=Verdana>Afroza Ahmed (example student weblog) <BR></FONT><A href="" target=ext><FONT face=Verdana></FONT></A><FONT face=Verdana> <BR></FONT> <LI><FONT face=Verdana>Freshman Composition @ South Mountain CC</A> (course weblog) <BR></FONT><A href="" target=ext><FONT face=Verdana></FONT></A><FONT face=Verdana> <BR></FONT></LI></UL></DIV></FONT><img src ="/onlinelearning/aggbug/220.html" width = "1" height = "1" />Online Community Research BlogQuickTopic - a way to allow others to comment on your work/onlinelearning/archive/2004/04/20/219.htmlTue, 20 Apr 2004 22:26:00 GMT/onlinelearning/archive/2004/04/20/219.html/onlinelearning/comments/219.html/onlinelearning/comments/commentRss/219.html/onlinelearning/archive/2004/04/20/219.html#comment60/onlinelearning/services/trackbacks/219.htmlOnline Learning<P><A href=""></A></P> <P>I'm doing an online conference right now and the &#8220;speaker&#8221; 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.</P><img src ="/onlinelearning/aggbug/219.html" width = "1" height = "1" />Online Community Research BlogRE: Blogging in the Schools/onlinelearning/archive/2004/04/16/216.htmlFri, 16 Apr 2004 16:37:00 GMT/onlinelearning/archive/2004/04/16/216.html/onlinelearning/comments/216.html/onlinelearning/comments/commentRss/216.html/onlinelearning/archive/2004/04/16/216.html#comment5/onlinelearning/services/trackbacks/216.htmlOnline LearningWill 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 <a href=>link</a>, 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:<br><br> "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. <br><br> 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!!!!!<br><br> I wondering who's going to read this.....Oh well. Blog to ya later!"<br><br> 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).<br><br> 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.<br><br> 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. <img src ="/onlinelearning/aggbug/216.html" width = "1" height = "1" />Online Community Research BlogBlogging in the Schools/onlinelearning/archive/2004/04/16/215.htmlFri, 16 Apr 2004 13:13:00 GMT/onlinelearning/archive/2004/04/16/215.html/onlinelearning/comments/215.html/onlinelearning/comments/commentRss/215.html/onlinelearning/archive/2004/04/16/215.html#comment5/onlinelearning/services/trackbacks/215.htmlOnline Learning<P>Reported in Stephen Downes OLDaily - A blog about blogging in the schools some of which refers to high school - and not college, but...&nbsp; might be worth a look. </P> <P><A href=""></A></P> <P>&nbsp;</P> <P>&nbsp;</P><img src ="/onlinelearning/aggbug/215.html" width = "1" height = "1" />Online Community Research BlogRe: An Idea About Using Chat/onlinelearning/archive/2004/04/15/214.htmlFri, 16 Apr 2004 00:53:00 GMT/onlinelearning/archive/2004/04/15/214.html/onlinelearning/comments/214.html/onlinelearning/comments/commentRss/214.html/onlinelearning/archive/2004/04/15/214.html#comment6/onlinelearning/services/trackbacks/214.htmlOnline Learning<P>I used chat last semester.&nbsp; Students were not showing up for Friday's classes so I made a deal with them.&nbsp; 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?).&nbsp; They were to get their assignment off Blackboard as well as check the ongoing conversations.&nbsp; I was available in the chat&nbsp;during class hours as well as my office hours.&nbsp; Only one or two students availed themselves of the chat, but I think in an online setting this is a tool they may&nbsp;have to deal with if they want some real-time interaction.&nbsp; What I also&nbsp;found interesting was that I could always account for my time spent as well as my students'.&nbsp; This way no one could say someone was slacking.</P> <P>&nbsp;</P> <P>&nbsp;</P><img src ="/onlinelearning/aggbug/214.html" width = "1" height = "1" />Online Community Research BlogAn idea about using chat/onlinelearning/archive/2004/04/15/213.htmlThu, 15 Apr 2004 14:19:00 GMT/onlinelearning/archive/2004/04/15/213.html/onlinelearning/comments/213.html/onlinelearning/comments/commentRss/213.html/onlinelearning/archive/2004/04/15/213.html#comment8/onlinelearning/services/trackbacks/213.htmlOnline Learning<P>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.&nbsp;&nbsp;&nbsp;&nbsp; </P> <P>Live Chats in online classes</P> <DIV>While I use the discussion boards very heavily, I have been using the chat<BR>once a week at the same time as the first orientation session (I require a<BR>three hour class on campus the first evening of the semester).&nbsp; Chat has not<BR>been required and becomes very informal. I use the whiteboard to outline the<BR>topics or students enter and ask question like an office hour.</DIV> <DIV>My question is can these real time chats be better.&nbsp; Students do not want<BR>them to be required, so that is one immediate limitation.</DIV> <DIV>One chat which draws a crowd is an assignment I have for setting a list<BR>which all the students will be using to write an essay.&nbsp; We draw up a list<BR>of criteria for the assignment which is an evaluation of two items. The<BR>students use five of the 7 or 8 criteria we list. THAT chat draws the most<BR>students, but I include a discussion board too, so every student can<BR>participate.&nbsp; I would love to come up with some other chats which work as<BR>well. I teach English Comp for college freshman.</DIV><img src ="/onlinelearning/aggbug/213.html" width = "1" height = "1" />Online Community Research BlogInteresting Blogging Survey/joemoxley/archive/2004/04/15/211.htmlThu, 15 Apr 2004 13:00:00 GMT/joemoxley/archive/2004/04/15/211.html/joemoxley/comments/211.html/joemoxley/comments/commentRss/211.html/joemoxley/archive/2004/04/15/211.html#comment6/joemoxley/services/trackbacks/211.htmlGot Moxie?"Blog Survey: <BR>Expectations of Privacy and Accountability <BR>&#169; Fernanda Vi&#233;gas, 2004 <BR>Background information on the survey <BR>SUMMARY OF FINDINGS <BR>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&#8217;s imagination. As novice authors plunge into the thrilling world of blog publishing, they soon realize that publicly writing about one&#8217;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&#8217; 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: <BR>- 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 <B></B>(first name only, first name and initial of surname, a pseudonym friends would know, etc.<B></B>) <BR>- 76% of bloggers do not limit access <B></B>(i.e. readership<B></B>) to their entries in any way <BR>- 36% of respondents have gotten in trouble because of things they have written on their blogs <BR>- 34% of respondents know other bloggers who have gotten in trouble with family and friends <BR>- 12% of respondents know other bloggers who have gotten in legal or professional problems because of things they wrote on their blogs <BR>- 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. <BR>- 83% of respondents characterized their entries as personal ramblings whereas 20% said they mostly publish lists of useful/interesting links <B></B>(respondents could check multiple options for this answer<B></B>). 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. <BR>- 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; <B></B>(r = 0.3, p &lt; 0.01<B></B>); generally speaking, people have gotten in trouble both with friends and family as well as employers. <BR>- 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 <BR>- checking one&#8217;s access log files isn&#8217;t correlated to how well a blogger feels they know their audience <BR>- despite believing that they are liable for what they publish online <B></B>(58% of respondents believed they were highly liable<B></B>), in general, bloggers do not believe people could sue them for what they have written on their blogs......" <BR><A href="" target=_blank></A><img src ="/joemoxley/aggbug/211.html" width = "1" height = "1" />Joe MoxleyBlackBoard Content System vs SPS/joemoxley/archive/2004/04/15/210.htmlThu, 15 Apr 2004 12:04:00 GMT/joemoxley/archive/2004/04/15/210.html/joemoxley/comments/210.html/joemoxley/comments/commentRss/210.html/joemoxley/archive/2004/04/15/210.html#comment1/joemoxley/services/trackbacks/210.htmlGot Moxie?<P>USF is considering purchasing BlackBoard's&nbsp;Content Management System</P> <BLOCKQUOTE dir=ltr style="MARGIN-RIGHT: 0px"> <P><FONT size=2>The Blackboard Content System provides functionality in these areas:</FONT> <BR><FONT size=2>&nbsp;- Learning Content Management</FONT> <BR><FONT size=2>&nbsp;- e-Portfolio Management</FONT> <BR><FONT size=2>&nbsp;- Virtual Hard Drive Management</FONT> <BR><FONT size=2>&nbsp;- Library Digital Asset Management</FONT> </P></BLOCKQUOTE> <P>I went to to the session today on BlackBoard's&nbsp;Content Management System. The tools reminds me of&nbsp;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.</P> <P>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. </P> <P>My sense is that USF&nbsp;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.</P> <P>We need to think more about this...</P> <P>It basically takes MSFT's Web Folder idea and puts it between the classess and the portal. I was impressed.</P> <P>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...</P> <P>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</P><img src ="/joemoxley/aggbug/210.html" width = "1" height = "1" />Joe MoxleyThesis Abstract/premmell/archive/2004/04/14/208.htmlWed, 14 Apr 2004 21:59:00 GMT/premmell/archive/2004/04/14/208.html/premmell/comments/208.html/premmell/comments/commentRss/208.html/premmell/archive/2004/04/14/208.html#comment5/premmell/services/trackbacks/208.htmlPatty Remmell<P>_People ask what my thesis is about.&nbsp; Well, SOME people ask.&nbsp; Most don't care._</P> <P>SHORT ABSTRACT:</P> <P>Tolkien's Sacred Marriage:&nbsp; Coupling in <EM>The Lord of the Rings </EM>and<EM> The Silmarillion</EM></P> <P>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.</P> <P>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.</P> <P>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.</P> <P>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 <EM>homage</EM> to the women in his life, but also a meaningful way of making his works endearing to both genders.</P> <P>^1^ I will look at psychology and psychological approaches to literary criticism (Freud, Jung, etc) for my research.</P> <P>^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.</P><img src ="/premmell/aggbug/208.html" width = "1" height = "1" />Patricia A. McCabe-Remmellresearch/onlinelearning/archive/2004/04/14/207.htmlWed, 14 Apr 2004 20:41:00 GMT/onlinelearning/archive/2004/04/14/207.html/onlinelearning/comments/207.html/onlinelearning/comments/commentRss/207.html/onlinelearning/archive/2004/04/14/207.html#comment5/onlinelearning/services/trackbacks/207.htmlOnline Learning<FONT size=2> <P>Personal Author: Kim, Loel</P> <P>Peer Reviewed Journal: Y</P> <P>Journal Name: Research in the Teaching of English</P> <P>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</P> <P>ISSN: 0034-527X</P> <P>Language of Document: English</P> <P>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. </P> <P>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</P> <P>Database: Education</P> <P>--------------------------</P></FONT><img src ="/onlinelearning/aggbug/207.html" width = "1" height = "1" />Online Community Research BlogAgenda for our FTF Meeting today/onlinelearning/archive/2004/04/14/205.htmlWed, 14 Apr 2004 10:57:00 GMT/onlinelearning/archive/2004/04/14/205.html/onlinelearning/comments/205.html/onlinelearning/comments/commentRss/205.html/onlinelearning/archive/2004/04/14/205.html#comment4/onlinelearning/services/trackbacks/205.htmlOnline Learning<P>Updates</P> <OL> <LI>I've asked AC for 3 BB shells--</LI> <LI>We can use the BB shell for discussions</LI></OL> <P>TO DO</P> <OL> <LI>Review of Drafts</LI> <LI>Who will market what we have so we get our 1st 70 students?</LI> <LI>Decide on tasks and schedule.</LI> <LI>What assignments do you want to draft?</LI></OL> <P>&nbsp;</P><img src ="/onlinelearning/aggbug/205.html" width = "1" height = "1" />Online Community Research BlogAn ice-breaker idea/onlinelearning/archive/2004/04/13/204.htmlTue, 13 Apr 2004 12:17:00 GMT/onlinelearning/archive/2004/04/13/204.html/onlinelearning/comments/204.html/onlinelearning/comments/commentRss/204.html/onlinelearning/archive/2004/04/13/204.html#comment7/onlinelearning/services/trackbacks/204.htmlOnline Learning<P>Found this on the DEOS-L discussion list yesterday.&nbsp; Maybe this&nbsp; - or something like it - would be a nice ice-breaker for the first week. This is from Terry&nbsp;Dugas at Florida Gulf Coast&nbsp; (It&nbsp;would be good to find a song lyric from this&nbsp;century!): &nbsp;</P> <P><FONT size=2>Interestingly enough, I know far more about my distance learning students</P> <P>than I ever did about my face to face students. There are many ways to</P> <P>achieve the "deep knowledge" you refer to. I start off each semester with</P> <P>the "8 Nouns Assignment." It's not original, but I've used it for so long,</P> <P>I don't remember where I first saw it.</P> <P>**</P> <P>"Welcome back my friends</P> <P>To the show that never ends</P> <P>We're so glad you could attend</P> <P>Come inside, come inside"</P> <P>"Karn Evil 9", Emerson, Lake, and Palmer (1973)</P> <P>Your first WebBoard assignment is to tell the class a little about</P> <P>yourself. However, you have to do it "my" way.</P> <P>1) Introduce yourself using eight nouns.</P> <P>2) Explain why you picked each noun.</P> <P>3) After everyone has posted, comment on at least two of your classmates'</P> <P>postings.</P> <P>**</P> <P>There are four important elements to this question.</P> <P>The first is the song lyrics. I introduce each assignment with a quote</P> <P>from a song. I believe this helps "humanize" both myself and the</P> <P>course. Since I teach courses in media and culture, it ties into the</P> <P>course content.</P> <P>Second, the nouns chosen by the student help introduce themselves to the</P> <P>rest of the class.</P> <P>Third, requiring each student to respond to two of their classmates</P> <P>postings helps breakdown the distance barrier between students. Students</P> <P>quickly find shared interests, hobbies, even face to face classes they</P> <P>share. This often leads to side conversations among the students based on</P> <P>these interests. In addition, the eight nouns help students recognize the</P> <P>class diversity in terms of age, background, and interests.</P> <P>And most importantly, I answer this question myself. This helps make me a</P> <P>"real person" to the class rather than a disembodied "voice."</P> <P>I'm sure others use similar "bonding" exercises early in their discussion</P> <P>boards.</P> <P>Terry</P> <P>Terry Dugas</P> <P>Adjunct Professor of Communications</P> <P>Florida Gulf Coast University</P> <P></P> <P></P> <P>"That's life. Whichever way you turn,</P> <P>Fate sticks out a foot to trip you."</P> <P>Detour</P></FONT><img src ="/onlinelearning/aggbug/204.html" width = "1" height = "1" />Online Community Research BlogSummer Syllabus (for the rest of us)./premmell/archive/2004/04/12/201.htmlMon, 12 Apr 2004 22:05:00 GMT/premmell/archive/2004/04/12/201.html/premmell/comments/201.html/premmell/comments/commentRss/201.html/premmell/archive/2004/04/12/201.html#comment5/premmell/services/trackbacks/201.htmlPatty RemmellFWIW I also started a syllabus for Summer for the not-online classes.&nbsp; I based it heavily on the online classes and maybe that's because I am so technology-driven.&nbsp; Perhaps someone can take a look at it and make changes.&nbsp; You can find it on sharepoint: <A href="">Summer Syllabus</A>.<img src ="/premmell/aggbug/201.html" width = "1" height = "1" />Patricia A. McCabe-Remmell1101 is getting there/onlinelearning/archive/2004/04/12/200.htmlMon, 12 Apr 2004 21:28:00 GMT/onlinelearning/archive/2004/04/12/200.html/onlinelearning/comments/200.html/onlinelearning/comments/commentRss/200.html/onlinelearning/archive/2004/04/12/200.html#comment7/onlinelearning/services/trackbacks/200.htmlOnline Learning<P>we made slow but steady progress on 1101 today. </P> <P>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.</P> <P>Ran into Leah today and she's gonna work on the online literature one.</P> <P>&nbsp;</P><img src ="/onlinelearning/aggbug/200.html" width = "1" height = "1" />Online Community Research Blogfyc/onlinelearning/archive/2004/04/12/199.htmlMon, 12 Apr 2004 14:47:00 GMT/onlinelearning/archive/2004/04/12/199.html/onlinelearning/comments/199.html/onlinelearning/comments/commentRss/199.html/onlinelearning/archive/2004/04/12/199.html#comment6/onlinelearning/services/trackbacks/199.htmlOnline Learning<P>James--Thanks for the wicked wiki work. The pw worked for me on 2nd attempt.</P> <P>I love doing the online literature curve and the technology literacy curve.</P><img src ="/onlinelearning/aggbug/199.html" width = "1" height = "1" />Online Community Research BlogFun!/premmell/archive/2004/04/09/191.htmlFri, 09 Apr 2004 16:36:00 GMT/premmell/archive/2004/04/09/191.html/premmell/comments/191.html/premmell/comments/commentRss/191.html/premmell/archive/2004/04/09/191.html#comment6/premmell/services/trackbacks/191.htmlPatty Remmell<P><A href="">Big Fun!</A>&nbsp; &lt; Click here</P> <P>&nbsp;</P><img src ="/premmell/aggbug/191.html" width = "1" height = "1" />Patricia A. McCabe-RemmellCurrent Reading/premmell/archive/2004/04/09/189.htmlFri, 09 Apr 2004 13:15:00 GMT/premmell/archive/2004/04/09/189.html/premmell/comments/189.html/premmell/comments/commentRss/189.html/premmell/archive/2004/04/09/189.html#comment5/premmell/services/trackbacks/189.htmlPatty Remmell<H2><FONT face=Arial size=2>Fredrick, Candace, and Sam McBride. <EM>Women Among the Inklings: Gender, C.S. Lewis, J.R.R. Tolkien&nbsp; and&nbsp;Charles Williams.&nbsp; Contributions in Womens Studies</EM>, No. 191. Westport: Greenwood, 2001.</FONT></H2><FONT face=Arial size=2> <HR id=null> </FONT> <P><FONT face=Arial size=2>Deep insight into the role of women in the lives of three great authors.&nbsp; 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.&nbsp; Williams is another story, yet his involvement in the fellowship of the Inklings is still notable and inextricable from the feminine equation.</FONT></P><img src ="/premmell/aggbug/189.html" width = "1" height = "1" />Patricia A. McCabe-Remmellwpa outcomes/onlinelearning/archive/2004/04/09/188.htmlFri, 09 Apr 2004 12:14:00 GMT/onlinelearning/archive/2004/04/09/188.html/onlinelearning/comments/188.html/onlinelearning/comments/commentRss/188.html/onlinelearning/archive/2004/04/09/188.html#comment3/onlinelearning/services/trackbacks/188.htmlOnline Learning<DIV class=posttitle><A class=posttitle id=_93dc11d4f4f_HomePageDays_DaysList__ctl0_DayItem_DayList__ctl1_TitleUrl HREF="/joemoxley/archive/2004/04/09/187.html"><STRONG><FONT color=#006bad>WPA Outcomes</FONT></STRONG></A> </DIV> <P>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</P> <P>I'm excited about these course descriptions cuz i feel they more accurately reflect contemporary writing. they are less like high school assignments. </P> <P>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</P><img src ="/onlinelearning/aggbug/188.html" width = "1" height = "1" />Online Community Research BlogWPA Outcomes/joemoxley/archive/2004/04/09/187.htmlFri, 09 Apr 2004 12:13:00 GMT/joemoxley/archive/2004/04/09/187.html/joemoxley/comments/187.html/joemoxley/comments/commentRss/187.html/joemoxley/archive/2004/04/09/187.html#comment1/joemoxley/services/trackbacks/187.htmlGot Moxie?<P>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</P> <P>I'm excited about these course descriptions cuz i feel they more accurately reflect contemporary writing. they are less like high school assignments. </P> <P>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</P><img src ="/joemoxley/aggbug/187.html" width = "1" height = "1" />Joe MoxleyOnline Writing Courses/joemoxley/archive/2004/04/09/186.htmlFri, 09 Apr 2004 11:25:00 GMT/joemoxley/archive/2004/04/09/186.html/joemoxley/comments/186.html/joemoxley/comments/commentRss/186.html/joemoxley/archive/2004/04/09/186.html#comment3/joemoxley/services/trackbacks/186.htmlGot Moxie?<P>Spent yesterday working on 1101 and 02 online. See <A href="/onlinelearning/">/onlinelearning/</A></P> <P>Am struggling to decide which tools to use. Right now I'm thinking SP for developing assignments and BB for administration</P> <P>Hands are awful. Must get off computer</P><img src ="/joemoxley/aggbug/186.html" width = "1" height = "1" />Joe Moxleytrying to build the foundation for collaboration/onlinelearning/archive/2004/04/08/181.htmlThu, 08 Apr 2004 18:48:00 GMT/onlinelearning/archive/2004/04/08/181.html/onlinelearning/comments/181.html/onlinelearning/comments/commentRss/181.html/onlinelearning/archive/2004/04/08/181.html#comment5/onlinelearning/services/trackbacks/181.htmlOnline Learning<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">Today Patty and I jammed on getting the descriptions in to a wiki so they&#8217;d be easier for u all to edit/collaborate on.<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p></SPAN></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial"><o:p>&nbsp;</o:p></SPAN></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">We also started working on a sharepoint site, thinking we might use that for curriculum matters.<o:p></o:p></SPAN></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial"><o:p>&nbsp;</o:p></SPAN></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">1 important ? is whether or not we publish all writing in the blog or hide behind a password<o:p></o:p></SPAN></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial"><o:p>&nbsp;</o:p></SPAN></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial">Below are the new links<o:p></o:p></SPAN></P> <P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; FONT-FAMILY: Arial"><o:p>&nbsp;</o:p></SPAN></P> <P><FONT color=#666666><FONT face=Verdana><SPAN style="FONT-SIZE: 10pt">Teacher/Researchers' Workspace: </SPAN><o:p></o:p></FONT></FONT></P> <P><SPAN style="FONT-SIZE: 10pt"><A href="/onlinelearning"><FONT face=Verdana>Online Blog</FONT></A><FONT face=Verdana color=#666666> | </FONT><A href=""><FONT face=Verdana>Online Teaching and Learning</FONT></A><FONT face=Verdana color=#666666> | </FONT></SPAN><o:p></o:p></P> <P><FONT color=#666666><FONT face=Verdana><SPAN style="FONT-SIZE: 10pt">Student Sites</SPAN><o:p></o:p></FONT></FONT></P> <P><SPAN style="FONT-SIZE: 10pt"><A href=""><FONT face=Verdana>1101 Wiki</FONT></A><FONT face=Verdana color=#666666> | </FONT><A href=""><FONT face=Verdana>1101 SharePoint</FONT></A></SPAN><o:p></o:p></P> <P><SPAN style="FONT-SIZE: 10pt"><A href=""><FONT face=Verdana>1102 Wiki</FONT></A><FONT face=Verdana color=#666666> | </FONT><A href=""><FONT face=Verdana>1101 SharePoint</FONT></A></SPAN><o:p></o:p></P><img src ="/onlinelearning/aggbug/181.html" width = "1" height = "1" />Online Community Research BlogImportant Issues/onlinelearning/archive/2004/04/08/180.htmlThu, 08 Apr 2004 17:08:00 GMT/onlinelearning/archive/2004/04/08/180.html/onlinelearning/comments/180.html/onlinelearning/comments/commentRss/180.html/onlinelearning/archive/2004/04/08/180.html#comment4/onlinelearning/services/trackbacks/180.htmlOnline Learning<OL> <LI>Should we password protect the essays or have them online? If so, what precautions must we take?</LI></OL><img src ="/onlinelearning/aggbug/180.html" width = "1" height = "1" />Online Community Research BlogFirst Week Activities/onlinelearning/archive/2004/04/08/179.htmlThu, 08 Apr 2004 15:21:00 GMT/onlinelearning/archive/2004/04/08/179.html/onlinelearning/comments/179.html/onlinelearning/comments/commentRss/179.html/onlinelearning/archive/2004/04/08/179.html#comment11/onlinelearning/services/trackbacks/179.htmlOnline Learning<P>Oh brother - I'm just full of suggestions...but I've been teaching online since 1996, so I've been through the mill...&nbsp;&nbsp;So... without looking at all the stuff you have on the syllabi yet... I suggest a&nbsp;non-threatening first week activity such as writing a little biographical sketch - and not expecting much else.&nbsp; It's going to take some days to get everyone on board.&nbsp; Also... Blackboard can link to anywhere, so you could take advantage of the gradebook, email functions, etc.&nbsp; &nbsp;I myself keep all my course content outside Blackboard (and actually I copy it into Bb as well). &nbsp;I DO use Blackboard to manage the list of enrolled students. I use the gradebook to post grades (Students can see ONLY their own grades - no privacy issues. Even emailing grades is considered&nbsp;not good form.). I do use Blackboard to communicate with the entire class at once - I have them use their official USF email&nbsp;address and learn to set that to forward to anywhere else they choose.&nbsp;&nbsp;If&nbsp;you decide on&nbsp;a quiz or two - or even a survey or two&nbsp;- of the class,&nbsp;Bb will handle that nicely and pop the results&nbsp; - or just the fact that they did the quiz - &nbsp; into the gradebook.&nbsp; Quizzes&nbsp;could be useful for checking up on their library-related skills.&nbsp;&nbsp;Surveys can be&nbsp;useful for a check after 4 or 5 weeks of&nbsp;class: &#8220;What do you like about the class? What don't you like about the class? What else should&nbsp;we be doing?&#8221;&nbsp; &nbsp;And personally, I really like the little &#8220;user participation&#8221; feature that's been added on&nbsp; - You can tell the last time a student logged in.&nbsp; That can be really helpful the first week. By the end of the week, you can find out if there are students on the class rolls that haven't logged in at all - and you can track them down and find out&nbsp;what's&nbsp;up.&nbsp;You'll find students who'll say &#8220;I was waiting for the class to start.&#8221;&nbsp; They think something is supposed to reach out and GET them. &#8220;I didn't know what to do.&#8221;&nbsp;&nbsp; &#8220;I tried logging on (or whatever) and it didn't work and I didn't know what to do next.&#8221;&nbsp;&nbsp; I get that with GRADUATE STUDENTS!&nbsp;&nbsp; </P> <P>I also suggested to Joe that you offer a voluntary, complimentary face-to-face meeting or two for any student who'd like the reassurance&nbsp;of an&nbsp;introduction to the class.&nbsp; If&nbsp;you decide to use Blackboard to manage grades, etc. , you can have them bring their ID cards and make sure they've signed up for a&nbsp;NetID and know how to set their email forward. You&nbsp;can&nbsp;make sure that they know where all the&nbsp; course sites are located. You can give'em a general introduction to the syllabus. You can let them try a tool or two.&nbsp;&nbsp;(Academic Computing is willing to do the &#8220;how to do the NetID, etc. parts if you schedule their time in advance.)&nbsp;&nbsp;Even if only a few students come,&nbsp;it'll be worth it. Those students will really appreciate your willingness to give them a good start on the course.&nbsp; </P> <P>Also, if you set up a &#8220;help&#8221; discussion area - and I'm sure you will want to do that - , make sure that someone is going to be around during the first couple of weeks and attend to&nbsp;queries for help as quickly as possible! And that includes&nbsp;Labor Day, weekends, etc.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </P> <P>Ok - I'll stop with the mommy type advice! (At least until I think of something else.) </P><img src ="/onlinelearning/aggbug/179.html" width = "1" height = "1" />Online Community Research Blog