Bibliography: Social Media (page 100 of 144)

Storey, Tom, Ed. (2007). Sharing, Privacy and Trust in Our Networked World. A Report to the OCLC Membership, OCLC Online Computer Library Center, Inc.. The practice of using a social network to establish and enhance relationships based on some common ground–shared interests, related skills, or a common geographic location–is as old as human societies, but social networking has flourished due to the ease of connecting on the Web. This OCLC membership report explores this web of social participation and cooperation on the Internet and how it may impact the library's role, including: (1) The use of social networking, social media, commercial and library services on the Web; (2) How and what users and librarians share on the Web and their attitudes toward related privacy issues; (3) Opinions on privacy online; and (4) Libraries' current and future roles in social networking. The report is based on a survey (by Harris Interactive on behalf of OCLC) of the general public from six countries–Canada, France, Germany, Japan, the United Kingdom and the United States–and of library directors from the U.S. The research provides insights into the values and social-networking habits of library users. Appended are: (1) College Students in Our Networked World; (2) Glossary; (3) People Consulted; (4) Readings and Other Sources; (5) About OCLC; and (6) Comparative Timeline.   [More]   [More]  Descriptors: Privacy, Foreign Countries, Social Networks, Internet

Zorich, Diane (2010). Digital Debates. WebWise Conference on Libraries and Museums in the Digital World Proceedings (10th, Capitol Hill, Washington, D.C, February 25-27, 2009), Institute of Museum and Library Services. Debates typically invoke an image of individuals arguing over the merits of opposing viewpoints. However, the term has a softer, more deliberative sense that connotes reflection, discussion, and consideration. The 2009 WebWise conference, titled "Digital Debates," was conducted in this spirit, with panelists and attendees engaged in complex discussions about emerging digital media and their role in cultural and educational institutions. The discussions focused on key questions facing museums, libraries, and related organizations: How do institutions strike a balance between their own missions and the needs of communities when developing social media strategies? What are the rights and responsibilities of cultural institutions to their collecting missions and to their audiences? How can institutions collaborate to leverage resources and outreach without compromising organizational identity or brand? And in these uncertain economic times, what strategies are needed to balance innovation with the demands of maintaining core services? Experts addressed these issues in four major sessions whose formats varied from discussions to provocations to formal presentations. Serving as "bookends" to these sessions were two keynote addresses that explored the effect of cloud computing and the next generation of Internet users on cultural institutions. Woven throughout the formal program were impromptu debates posed during question and answer (Q&A) periods and in a back-channel forum ("Today'sMeet") where attendees contributed to a live, online comment stream. This report provides another, more traditional, format–that of a "conference proceeding." It includes speaker biographies, information on project demonstrations, and full text of the keynote papers. It also includes a summary of all the WebWise sessions and the discussions they engendered about important digital debates within the cultural community. The sessions' topical pairings (e.g., online communities and institutions, rights and responsibilities, identity and collaboration, edge and core) provided a framework for exploring these debates and uncovering the continuing challenges and opportunities they pose for cultural organizations. (Contains 61 footnotes.) [The Pre-Conference Workshop section of this report was written by IMLS Senior Program Officer Charles Thomas.]   [More]  Descriptors: Schools, Audiences, Partnerships in Education, Cultural Centers

Lin, Yu-Ru (2010). Community Discovery in Dynamic, Rich-Context Social Networks, ProQuest LLC. My research interest has been in understanding the human communities formed through interpersonal social activities. Participation in online communities on social network sites such as Twitter has been observed to influence people's behavior in diverse ways including financial decision-making and political choices, suggesting the rich potential for diverse applications ranging from information search, organization, to organizational study and reform.   My work focuses on computational problems relating to extracting and tracking active communities from large-scale, dynamic, and context-rich social data. First, how can one discover communities from online social actions? I introduce "mutual awareness" and "transitive awareness" to discover communities from online users' actions. Extensive experiments on real-world blog datasets show that an efficient algorithm based on these ideas discovers communities with excellent results. Second, how can one extract sustained evolving communities? I present "FacetNet", the first generative framework, to extract communities with sustained membership and to analyze their evolutions in a unified process. The experiments suggest that by incorporating historic membership into discovering new communities, FacetNet's results are more accurate, more robust to noise than prior methods. Third, how can one extract communities with rich contexts? I present "MetaFac", the first graph-based tensor factorization framework for analyzing the dynamics of rich-context social networks. Metafac consists of a novel relational hypergraph representation for modeling social data of arbitrarily many dimensions or relations and an efficient factorization method for community extraction on a given metagraph. It can discover community evolution along multiple dimensions, and the extracted community structures can be employed to predict users' potential interests on media objects such as news stories. The prediction results significantly outperform the baseline methods by an order of magnitude, suggesting the utility of leveraging rich-context with community analysis to inform future decision-making. Finally, I present two applications that leverage community analysis into understanding patterns of users' activities. "COLACT" discovers multi-relational structures from social media streams. "ContexTour" efficiently tracks the community evolution, smoothly adapts to the community changes, and visualizes the community activities in various dimensions through a novel "contextual contour map".   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Community Study, Interpersonal Relationship, Social Behavior, Social Networks

Fahser-Herro, Danielle C. (2010). Exploring Student Practices, Teacher Perspectives, and Complex Learning with Web 2.0 Technologies: A Socio-Constructivist Approach, ProQuest LLC. The increasing gap between students at-home and in-school use of the Internet has been widely documented by researchers across many disciplines. After reviewing literature suggesting (1) students' online practices outside of school are significantly social, meaningful, and markedly different than opportunities afforded in school, and (2) research determining teacher attitudes and perspectives towards technology matter, I posed research questions aimed at investigating student practices and teacher perspectives when given opportunities to learn with Web 2.0 technologies.   This study describes a multi-case study in two contextually similar eighth grade classrooms in the Midwest employing an integrated technology curriculum, modeled after the theory of Lev Vygotsky, designed to encourage socio-constructivist practices. Findings suggest student practices were intensely social in online and face to face mediums. The social context of the course in an environment of scaffolded instruction with Most Knowledgeable Others in student's Zone of Proximal Development (ZPD) played a substantial role in building cognitive development. The combination of the tools, research-design cycle, and socio-constructivist framework proved successful in terms of high-level learning, satisfaction, and feelings of value by teachers and students. Within the nine week course, students understood how to use blogs, wikis, podcasts, and social bookmarks, and suggested they would use the tools in their academic future. Teachers viewed Web 2.0 tools and student practices with the tools valuable enough to consider changing their practice to extend incorporating the tools and method of implementation to colleagues and other courses. They regarded the content and model of instruction as important, but believed the Web 2.0 tools held the potential to enhance teaching and learning opportunities. They felt flexibility in adapting emergent technologies vs. teaching standardized technology tools, and using a model of "teachers-as-facilitators," are instrumental in providing a basis for high-level learning. This study concludes that educators augmenting instruction to simulate social media practices used by adolescents, within the context of a research-design cycle, may facilitate high-level learning.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Constructivism (Learning), Web Sites, Electronic Publishing, Classrooms

Education Week (2010). Technology Counts 2010: Powering Up–Mobile Learning Seeks the Spotlight in K-12 Education. Much like the shifting landscape in K-12 educational technology, this year's "Technology Counts" issue is changing to address the challenges of covering schools in the digital age. The 2010 report does not issue state report cards or state policy reports. Instead, the report takes a more district- and school-level look at educational technology. The decision to shift the focus of the report from a state to a district and school lens was made for two important reasons. To begin with, there is a shortage of state-level data about K-12 educational technology, making it virtually impossible to evaluate and compare states in a fair and thorough manner. More importantly, though, this shift in focus is happening because of a realization that the real action in educational technology is at the district and school levels. Changes in ed-tech use in schools are happening rapidly, often far ahead of state policymakers, as educators find more innovative ways to use technology for learning. To capture some of those changes, the data section of this year's report includes statistics on the growth of online curricula, opportunities for online coursetaking, use of multimedia digital content, online testing, and school policies on cellphones, wikis, blogs, and various forms of social media. This special issue of "Education Week" includes the following articles: (1) Powering Up Change; (2) Editor's Note (Kevin Bushweller); (3) Building on a Decade of 1-to-1 Lessons (Katie Ash); (4) Portable Playlists for Class Lessons (Kathleen Kennedy Manzo); (5) Targeting Elementary Readers (Katie Ash); (6) Solving Algebra on Smartphones (Michelle R. Davis); (7) Adding Up Mobile Costs (Katie Ash); (8) Teachers Testing Mobile Methods (Katie Ash); (9) Configuring Content (Kathleen Kennedy Manzo); (10) Full Speed Ahead in Higher Ed. (Katie Ash); (11) Devices Deliver Learning in Africa (Michelle R. Davis); (12) Mobilizing the Research (Kathleen Kennedy Manzo); (13) Ed-Tech-Stats; and (14) Q&A. Individual articles contain tables and figures.   [More]  Descriptors: Electronic Learning, Electronic Publishing, Elementary Secondary Education, Educational Technology

Derby, John (2013). The Truthiness about the Colbert Report, Art Education. In this article, John Derby examines "The Colbert Report" as a complex visual culture phenomenon that is highly relevant to young art learners, and offers curricular strategies that build on the show's Web content (www.colbertnation.com). As media studies scholar Baym (2010) has argued, "The Colbert Report" represents a shift in post-network news and public media toward a neo-modern paradigm that promotes democracy and social change. Additionally, the website increasingly provides opportunities for participatory engagement through social networking, making it an accessible pedagogical resource for teaching about social issues and media production (Burwell, 2010). However, viewers who are unfamiliar with "The Colbert Report" often mistake its critical parody message as a literal endorsement of the things it aims to critique (Baumgarner & Morris, 2008), which poses a pedagogical problem for educators. Derby begins by discussing this problem and why it demands deeper analysis. He then critically analyzes several aspects of the show and its website, which students can investigate and respond to in art classrooms.   [More]  Descriptors: Programming (Broadcast), Television, Art Education, Secondary Education

Lopez-Varela, Asuncion, Ed. (2012). Theoretical and Methodological Approaches to Social Sciences and Knowledge Management, InTech. This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social), the Humanities, and the private and public sectors of society. The chapters speak across sociocultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures. This book contains the following chapters: (1) Social Research Methods in Higher Education: A Critical Analysis of Methodological Issues and Emerging Trends at the Zimbabwe Open University (Caleb Kangai); (2) Methodology Transfers Between Social Sciences and Humanities in Relation to Natural Sciences, Technology and Government Policy (Hajime Eto and Shinichi Yamamoto); (3) Causality in Social Studies Education (Bayram Tay); (4) The Assumption of Non-Gaussianity in Natural and Social Sciences and Its Influence on Detection of Causal Relationships (Katerina Hlavackova-Schindler); (5) Qualitative Research: The Toolkit of Theories in the Social Sciences (Sylvain K. Cibangu); (6) A Simulation Approach to Validate Models Derived from Observational Studies (Pierre N. Robillard and Simon Labelle); (7) Cartographic Generalization Applied to Social Networks Maps in the City of Curitiba in Brazil (Renan M. Pombo, Luciene S. Delazari and Claudia R. Sluter); (8) Open-Source Tools for Data Mining in Social Science (Pasko Konjevoda and Nikola Stambuk); (9) Applying Social Sciences Research for Public Benefit Using Knowledge Mobilization and Social Media (David J. Phipps, Krista E. Jensen and J. Gary Myers); (10) Re-Visiting Ethnographic and Orthodox Research Methodologies: Field Research Experiences from an African Perspective (Oliver Mtapuri); (11) Social Physics: An Interdisciplinary Way to Explore the Mechanism of Public Opinion (Yijun Liu and Wenyuan Niu); (12) The Methodology of Formulating Iranian National Policy of Entrepreneurship: A Conceptual Framework (Hassan Danaeefard and Mohammad Reza Noruzi); (13) Theoretical Approaches to Employment and Industrial Relations: A Comparison of Subsisting Orthodoxies (Christopher Odogwu Chidi and Okwy Peter Okpala); (14) Human Capital Resourcing Practices and Organisational Performance: A Study of Selected Organisations in Lagos State, Nigeria (Christopher Odogwu Chidi and Okwy Peter Okpala); (15) Enhancing Productivity Through Lean Behavior (A. Perumal Puvanasvaran); (16) Organizational Sustainability: The Case of Handcrafts Micro-Business in Southern San Sebastian, Jalisco, Mexico (Jose G. Vargas-Hernandez); (17) Strengthening Institutional Capacity for Science, Technology and Innovation in Uganda (Muriisa R. Kabeba); (18) A Didactic and Methodological Lesson of the Study of Economics and the Skill Development of Students (Maria Covadonga De la Iglesia Villasol); (19) New Public Management and Reforms in Iran: Analysis of Government Downsizing (Hassan Danaee fard, Tayebeh Abbasi and Mohammad Reza Noruzi); and (20) Media of Exchange and Liquid Assets of Political and Market Enterprises: A New Monetary Perspective on Medieval French Monetary Mutations (Thomas Marmefelt).   [More]  Descriptors: Social Sciences, Knowledge Management, Research Methodology, Higher Education

Costabile, Angela, Ed.; Spears, Barbara, Ed. (2012). The Impact of Technology on Relationships in Educational Settings, Routledge, Taylor & Francis Group. As the linguistic, cognitive and social elements of individuals' lives are transformed by new and emerging technologies, educational settings are also challenged to respond to the issues that have arisen as a consequence. This book focuses on that challenge: using psychological theory as a lens to highlight the positive uses of new technologies in relationships and educational settings, and to advocate technological learning opportunities and social support where the misuse and abuse of ICT occurs. "The Impact of Technology on Relationships in Educational Settings" sets out to explore the role of ICTs in relationship forming, social networking and social relationships within schools and has grown out of the European Cooperation in Science and Technology (COST); Action on cyberbullying, involving 28 participating countries, and two non-COST countries, of which Australia is one. This cutting edge international text offers cross-cultural, psychological perspectives on the positive uses of new and emerging technologies to improve social relationships and examples of best practice to prevent virtual bullying. This comes at a time when much of the focus in current writings has been on the more negative aspects which have emerged as new technologies evolved: cyberbullying, cyber-aggression and cybersafety concerns. This text is ideally suited to researchers and practitioners in the fields of Educational and developmental psychology, as well as those specialising in educational technology and the sociology of education. This book begins with a preface by Peter K. Smith and an introduction by Angela Costabile and Barbara Spears. It contains three parts. Part 1, Positive uses of ICTs: Background Issues, contains: (1) Positive uses of social networking sites: Youth voice perspectives (Barbara Spears, Jette Kofoed, Maria Giuseppina Bartolo, Anna Lisa Palermiti, and Angela Costabile); (2) Secure Net Addresses: Secure internet and responsibility (Haukur Arnborsson); and (3) Media Education: A new academic curriculum (Enrico De Santo and Angela Costabile). Part 2, Positive uses of ICTs: Scholarly Settings, contains: (4) ICT and relationships: Promoting positive peer interactions (Antonella Brighi, Manuela Fabbri; Luigi Guerra, and Elena Pacetti); (5) The use of interpersonal communication technologies to establish and maintain peer relationships (Maili Porhola and Henna Lahti); (6) Prosocial use of the internet in adolescence (Rosario Del Rey and Virginia Sanchez y Rosario Ortega); (7) Using the internet positively in schools: The case for notebooks (Vera Popper, Dagmar Strohmeier and Christiane Spiel); (8) The Digital Generation Gap Revisited: constructive and dysfunctional patterns of social media usage (Jacek Pyzalski); (9) Kids in the Fast Lane: Achieving well being through online support (Amichai-Hamburger Yair); (10) Online support in psychological and pedagogical practices (Bassam Aouil); and (11) Online counselling for enhancing relationships (Kevin Glasheen and Marilyn A. Campbell). Part 3, Positive uses of ICTs: Prevention of cyberbullying, contains: (12) Peer education intervention: face-to-face versus online (Ersilia Menesini and AnnaLaura Nocentini); (13) Cybermentoring (J. von Kaenel-Flatt and Thaddaeus Douglas); (14) Bullies' and victims' experiences of the anti-bullying game from the KiVa-programme (Elisa Poskiparta, Ari Kaukiainen, Virpi Poyhonen, and Christina Salmivalli); (15) Fear not: an innovative interdisciplinary virtual intervention to reduce bullying and victimisation (Dieter Wolke and Maria Sapouna); (16) Using mobile phones to counter cyberbullying: An innovative project (Alison Wotherspoon, Greg Cox, and Phillip Slee); and (17) A Review of initiatives using technology to promote cybersafety and digital citizenship (Barbara Spears).   [More]  Descriptors: Interpersonal Communication, Intervention, Bullying, Educational Sociology

Leach, Laura (2012). 2012 Global Management Education Graduate Survey. Survey Report, Graduate Management Admission Council. Each year for the past 13 years, the Graduate Management Admission Council (GMAC) has conducted a survey of graduate management education students in their final year of business school. The Global Management Education Graduate Survey is distributed to students at participating schools. The survey allows students to express their opinions about their educational experience, including the value of their degree, their job search efforts, and their prospective career plans. GMAC developed this survey to provide school administrators with information to help gauge whether students' needs are being met, what services students value most, and which services might yet present challenges and require market-wide improvements. It is hoped that student responses to the wide-ranging topics presented here will serve administrators by helping them improve services, tailor programs to match student needs, and foster learning environments that allow students to benefit from their graduate business experience. Graduates can review these survey results to see how their opinions, preferences, and personal experiences at school and in the job market compare with those of their peers. This survey collected responses from 6,292 graduate management students at 136 business schools worldwide in February and March of 2012. Responses from the 5,366 recent or soon-to-be graduates of these schools form the basis of this report. Responses from the remaining 926 graduate management students who indicated they would be graduating in 2013 were collected in the study and are supplied in the benchmark reports that their respective schools receive as a benefit of survey participation. This survey continues to expand its global reach: 2,642 (52%) of the 2012 survey respondents were citizens of countries other than the United States and 40 percent of respondents were attending schools outside of the United States. Key findings include: (1) More than 9 out of 10 graduating students continue to report outstanding, excellent, or good value and quality with their graduate management education; (2) Overall, 62 percent of job seekers in the class of 2012 had an offer of employment at the time of the survey; (3) Online websites and social media are some of the most frequently used resources when searching for a job, but produce the lowest success rate in yielding a job offer; (4) Class of 2012 graduates who received a job offer through an internship received a salary increase from pre-degree earnings (84%) that exceeded the increase received by others who had a job offer (70%); (5) Consistent with past years, the most popular industries for graduates searching for a job in 2012 were products and services (23%), consulting (20%), and finance and accounting (18%); (6) Students seeking jobs in the manufacturing sector had the greatest success rate (76%) in landing a job offer, and graduated with one of the lowest levels of student debt (54%); (7) Four out of 5 graduating students felt their degree gave them a competitive advantage and prepared them for today's job market; (8) Sixty-one percent of graduating students, on average, expect to demonstrate leadership qualities more often than managerial qualities in their future job; (9) Although more than half (59%) of graduating students report they expect to have some debt after graduation (a median of US$45,000), there is no correlation between the expectation of having debt and students' assessment of the quality, reputation, and value of their graduate management program; and (10) Asked for the first time what factors or qualities define a school's reputation, class of 2012 graduates rated program standards, mission, talent level of fellow students, networking opportunities with classmates, and relevance of curriculum as the top five drivers of school reputation.   [More]  Descriptors: Business Administration Education, Graduate Students, Student Surveys, Graduates

Wilang, Jeffrey Dawala; Teo, Adisa (2012). Comprehensibility of Englishes within ASEAN: A Synopsis of Results, Online Submission. The purpose of this study is to measure the comprehensibility of the Expanding Circle nations' citizens, namely Burmese, Cambodians, Indonesians, Laotians, Thais and Vietnamese towards the Outer Circle Englishes, namely Bruneian English, Malaysian English. Philippine English and Singaporean English. Ten universities in the Expanding Circle that participated in the study, namely Assumption University, Chiang Mai University, Khon Khaen University, King Mongkut University of Technology North Bangkok, Mahapanya Vidayalai University, Mahidol University, Prince of Songkla University Hat Yai Campus, Rajamangala University Srivijaya Songkhla Campus, and Rajamangala University Srivijaya Trang Campus in Thailand, and University of Riau in Indonesia. Participants in the data collection process consist of two hundred and one subjects in undergraduate and graduate level. Eight comprehension tests and a questionnaire were used as main tools in the data collection process. Qualitative and quantitative analyses were used to analyze the results of the comprehension tests and to reveal the questionnaire's results. The following are the results of the study. (1) The Englishes spoken in the Outer Circle were moderately comprehensible to the citizens of the Expanding Circle nations. Based on the standardized comprehensibility scales and levels set in this study, the comprehensibility scores of Bruneian English, Malaysian English, Philippine English and Singaporean English are M = 4.90, M = 5.57, M = 5.01, and M = 4.76 respectively. All fell under the moderate comprehensibility level set at 3.34-6.67. (2) The Expanding Circle citizens exhibited varying degrees of comprehensibility towards the Outer Circle Englishes. The least comprehensible variety among the Burmese is Malaysian English; among Laotians and Thais is Bruneian English; and among Cambodians, Indonesians and Vietnamese is Singaporean English. The most comprehensible varieties are Malaysian English among Cambodians, Thais and Vietnamese; Philippine English among Indonesians, and Singaporean English among Burmese and Laotians. (3) There are types of exposures related to the Expanding Circle's citizens' comprehension of Outer Circle Englishes. They are exposures to English through education, work experiences, outside the classroom, social media, and travelling and staying abroad. Based on Pearson correlation coefficients, this study established the positive significant correlations between graduate studies and comprehension scores at p less than 0.01 level. Positive significant correlations were also found between comprehension scores and several factors, namely exposure through work experiences at p less than 0.01 level, the use of social network and watching TV at p less than 0.05 level, reading newspapers and watching movies at p less than 0.01 level, and studying in Thailand at p less than 0.01 level. Based on ANOVA results, there was a significant effect of pre-school education on comprehension scores at F (3, 198) = 4.94, p = 0.002; primary education on comprehension scores at F (2, 199) = 6.93, p = 0.001; and, graduate studies on comprehension scores at F (3, 198) = 7.46, p = 0.000. However, there is no significant effect of secondary education and undergraduate studies on the subjects' comprehension scores.   [More]  Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Language Variation

Kurz, James M. (2012). Enterprise 2.0: An Extended Technology Acceptance Model, ProQuest LLC. The amount of information that people produce is changing, especially as social networking becomes more commonplace and globalization inefficiencies continue to swamp enterprise. Companies are rising to the challenge to create a collaborative approach for information management, but according to many leading technology advisory firms, they have not leveraged these same efficiencies internally. Empowering the social networking collaborative while using Enterprise 2.0 (E2.0) social networks/media technologies as a transformational force for a company's relationship to its employees seems to be untapped. There are many studies that attempt to construct models that provide a management tool to leverage the belief-attitude-intention-behavior relationship in testing new technology acceptance. This study utilized technology acceptance model (TAM) constructs to examine the relationships among the self-reported outcomes for perceived trust, perceived usefulness, perceived ease of use, attitude, perceived enjoyment, subjective norms, self-efficacy, facilitating conditions, perceived behavioral control, behavioral intention to use, and actual use in enterprise collaboration by adopting E2.0 technologies to communicate and interact within social networking communities at work. The data were analyzed using regression analysis and structured equation modeling. Results demonstrate that the model e2.0TAM can be a helpful tool to understand user acceptance of E2.0 technologies when used to mitigate adoption barriers. This research's findings suggests there is a positive correlation between the use of these technologies and perceived usefulness, perceived ease of use, perceived trust, attitude, self-efficacy, facilitating conditions and perceived behavioral control, behavioral intention to use, use behavior, while perceived enjoyment and subjective norms were not. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Web 2.0 Technologies, Social Networks, Computer Attitudes, Adoption (Ideas)

Webb, James O., Jr. (2012). A Grounded Theory Study of the Risks and Benefits Associated with the Use of Online Social Networking Applications in a Military Organization, ProQuest LLC. There is a perception that there are risks and benefits associated with the use of online social networking media within a military organization. This research study explored this perception by investigating how employees use social networking applications and their perceptions of the benefits they receive. The study also assessed the measures taken by the military in mitigating potential risks associated with social networking. A constructivist, grounded theory approach proved to be the best method for conducting this research. This approach allowed the participants to express their views and perceptions regarding social networking. This study of the risks and benefits associated with the use of online social networking applications within the military organization provides valuable insights into the challenges faced by the military in its attempt to leverage technology as a means to improve communications and enhance operations. This study concluded that employees do not necessarily pose a risk to their organization or themselves by using social networking applications in a military organization. With the measures of access control established by the Regional Computer Emergency Response Team in place and a well-trained user, the risks associated with the use of online social networking are negligible. Users who do not comply with operational security and information assurance guidelines not only put their organization at risk but are at risk themselves. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Grounded Theory, Risk, Social Networks, Computer Mediated Communication

Simonson, Michael, Ed. (2014). Annual Proceedings of Selected Papers on The Practice of Education Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (37th, Jacksonville, Florida, 2014). Volume 2, Association for Educational Communications and Technology. For the thirty-seventh year, the Research and Theory Division and the Division of Instructional Design of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. This year's Proceedings is presented in two volumes–Volume 1 includes twenty-seven research and development papers. Volume 2 includes thirty-one papers on the practice of educational communications and technology. The 31 papers with respective authors included in Volume 2 are: (1) Evaluation of Education and ICT Network (EBA) Based on Web Content Accessibility Guidelines 2.0 (Ayse Aydin Akkurt, Murat Ataizi, Haci Mustafa Dönmez); (2) Factors That May Influence Instructors' Choices of Including Social Media When Designing Online Courses (Laura L. Alderson, Deborah L. Lowther); (3) A Proposed Framework for Designing MOOCs Based on the Learning Sciences and the First Principles of Instruction (Hawazen Alharbi, Michele Jacobsen); (4) Renaissance 2.0: Connecting Dots (Aras Bozkurt); (5) In the Learner-focused Course Design: Games and Sims 101 (Joanne E. Beriswill); (6) Anatomy of the Megatech Project: A Goal-Based Scenario for Computing Fundamentals (Joanne E. Beriswill); (7) Meaningful Stimulus for a Segmented Instructional Animation: Reflection versus Prediction (Jongpil Cheon, Sungwon Chung, Steven M. Crooks); (8) A National Study of School Library Websites: Preliminary Design & Usability Guidelines (Anthony S. Chow, Rebecca J. Morris, Amy Figley, Jessica Sherard); (9) Designing a Responsive E-Learning Infrastructure: Systemic Change in Higher Education (Anthony S. Chow, Rebecca A. Croxton); (10) Using Addie and Systems Thinking as the Framework for Developing a MOOC: A Case Study (Rebecca A. Croxton, Anthony S. Chow); (11) Video Games and Learning: What Boys Learn From Vidoe Games and Can it Map to the Common Core Standards? (Jason A. Engerman, Alison Carr-Chellman); (12) Interpreting the Aesthetics of Games and Evaluating its Effect on Problem-Solving Using Visualization Theory (Diali Gupta, Beaumie Kim); (13) Designing Feedback to Increase Interaction and Learning in an Online Self-Study Course (Jacob A. Hall, Tiffany A. Koszalka, Lina Souid, Yufei Wu); (14) How a Once-Rejected Grant Proposal Was Later Funded by the State of Georgia (Jackie HeeYoung Kim, Moon-Heum Cho); (15) iBooks Author: Potential, Pedagogical Meanings, and Implementation Challenges (Jackie Heeyoung Kim); (16) Creating Participatory Online Learning Environments: A Social Learning Approach Revisited (Heather Lutz, Quincy Conley); (17) Faculty Training on eLearning: An International Performance Improvement Case Study (Eunice Luyegu); (18) Using the Community of Inquiry Framework for Library Science Course Design: An Eastern Caribbean Example (Dorothea Nelson); (19) Technology Enhanced Learning Strategies In K-12 Classrooms (Esther Ntuli); (20) The Role of Digital Game-Based Learning in Enhancing Social Presence (Ela Akgun Ozbek); (21) Digital Science Notebooks to Support Elementary Students' Scientific Practices (Seungoh Paek, Lori A. Fulton); (22) ESL's and PARCC Online Testing (Christine Patti); (23) Teaching Soft Skills with Games and Simulations (Deanna L. Proctor, Lenora Jean Justice); (24) Online Learning: Genie In a Bottle or Pandora's Box? (Angela Doucet Rand, Gayle V. Davidson-Shivers); (25) Promoting Student-Centered Learning: Team-Based Learning In A Technology-Rich Classroom (Mei-Yau Shih, Susan Han); (26) Computers as Critical Thinking Tools: Primarily Self-Directed, Online Capstone Course (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (27) Collaborative Design of an Online Self-Directed Course: An Example of a Cognitive Apprenticeship (Lina Souid, Yufei Wu, Jacob A. Hall, Tiffany A. Koszalka); (28) Mobile Technology and Applications for Enhancing Achievement in K-12 Science Classrooms: A Literature Review (Sylvia Manka Azinwi Suh); (29) Evaluation of Web-Based English Reading Activities for Adolescent English Language Learners: A Pilot Study (Wan-Chun Tseng, Robert Dustin Florence); (30) Training Instructional Designers As Edupreneurs (Caglar Yildirim, Moonyoung Park, Tera Lawson, Nadia Jaramillo, Ana-Paula Correia, Ritushree Chatterjee, Pinar Arpaci ); and (31) Engaging the Online Language Learner (Julia Zammit, Sally A. Eliot, Caroline Kelly, Trey Martindale). (Individual papers contain references.) [For Volume 1, see ED562046.]   [More]  Descriptors: Research and Development, Web Sites, Educational Technology, Technology Uses in Education

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

Oesterle, Susan, Ed.; Allan, Darien, Ed. (2014). Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group = Actes De La Rencontre Annuelle 2013 Du Groupe Canadien D'étude en Didactique Des Mathématiques (37th, St. Catharines, Ontario, Canada, May 24-28, 2013), Online Submission. This submission contains the Proceedings of the 2013 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Brock University in St. Catharines, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc and poster sessions. Papers include: (1) On the Relationships Between Mathematical Creativity, Excellence and Giftedness (Roza Leikin); (2) Are We Teaching Roman Numerals in a Digital Age? (Bill Ralph); (3) Through a CMESG Looking Glass (Eric Muller); (4) MOOCs and Online Mathematics Teaching and Learning (George Gadanidis and Philippe R. Richard); (5) Exploring Creativity: From the Mathematics Classroom to the Mathematicians' Mind/Explorer la créativité : de la classe de mathématiques á l'esprit des mathématiciens (Ann Kajander, Dominic Manuel, and Bharath Sriraman); (6) Mathematics of Planet Earth 2013: Education and Communication / Mathématiques de la planète Terre 2013: formation et communication (K-16) (Doug Franks, Kathleen Pineau, and Walter Whitely); (7) What Does it Mean to Understand Multiplicative Ideas and Processes? Designing Strategies for Teaching and Learning (Lorraine M. Baron and Izabella Oliveira); (8) Mathematics Curriculum Re-Conceptualisation (Brent Davis and Kathy Kubota-Zarivnij); (9) Forum canadien sur l'enseignement des mathématiques / Canadian Mathematics Education Forum (Ann Arden, Richard Hoshino, and Kathleen Pineau); (10) Social Media and Mathematics Education: Whenever the Twain Shall Meet? (Egan J. Chernoff); (11) Le jeu de rÃ¥les dans un cours de didactique des mathématiques: un outil pour la formation ou un outil pour la recherche sur la formation? / Role-Play in a Mathematics Methods Course: A Tool for Mathematics Teacher Education or a Tool for Research on Mathematics Education? (Caroline Lajoie) [Written in French]; (12) Le nouveau statut des grandeurs dans le programme des mathématiques en France et ses répercussions sur les pratiques enseignantes / The New Status of Magnitudes in the Curricula of Mathematics in France and its Impact on Teaching Practices (Nathalie Anwandter-Cuellar) [Written in French]; (13) Mathematics Coaching to Improve Teaching Practice: The Experiences of Mathematics Teachers and Coaches (Priscilla Bengo); (14) Mathematical Modelling, From Novice to Expert: Thesis Summary (Chiaka Drakes); (15) Two Perspectives Regarding the Pedagogical Film 'All is Number': Critical and Maroon (Steven Khan); (16) A Case Study of the Multiple-Use of a Grade 9 Mathematics Assessment: Implications for the Validation Process (Martha J. Koch); (17) Creating, Understanding, and Teaching Mathematics: Complementary Processes (Tina Rapke); (18) Ãâvolution des projects de formation de futurs enseignants du primaire au contact de situations probabilistes / Evolution of Prospective Teachers Training Projects in Contact with Probabilistic Situations (Miranda Rioux) [Written in French]; (19) Really Big Ideas: Adventures in Data Management (Iain Brodie); (20) Using Learning Objects in the Mathematics Classroom (Carol Carruthers); (21) Mathematics Therapy: Engaging Pre-Service Teachers in Rich Mathematical Experiences (Martha Mavor and Leah Payerl); (22) Students Doing Research in a Mathematics Education Course… Why Not? / Des étudiants qui font de la recherche dans un cours de didactique des mathématiques…Pourquoi pas? (Manon Leblanc); (23) Hindrances and Affordances in Teacher-as-Researcher (Tim Sibbald); (24) Interpréter la créativité manifestée dans les productions d'élèves en mathématiques / Interpreting Creativity Manifested in Students' Production in Mathematics (Jean-Philippe Bélanger, Lucie Deblois, and Viktor Freiman); (25) E-Brock Bugs¬©: The Creation and Analysis of an Epistemic Mathematics Computer Game (Laura Broley); (26) Could 'It' be an Implementable Form/Alternative to Microworlds? (Chantal Buteau, Eric Muller, and Neil Marshall); (27) Mathematics and Social Justice: Considering School and Community Learning (Indigo Esmonde); (28) Elementary Teachers' View of and Experiences with Mathematics, Mathematicians, and Media (Jennifer Hall); (29) Searching for Profound Understanding: Unpacking Preservice Teacher Mathematics Knowledge (Jennifer Holm and Ann Kajander); (30) The Math Olympian (Richard Hoshino); and (31) TIMSS: What Should We Focus On in Mathematics Teaching? (Zhaoyun Wang). Appended are: (1) Working Groups at Each Annual Meeting; (2) Plenary Lectures at Each Annual Meeting; and (3) Proceedings of Annual Meetings. Individual papers contain references, tables, and figures. [For the 2012 proceedings, see ED547246.]   [More]  Descriptors: Foreign Countries, Conferences (Gatherings), Mathematics Education, Creativity

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