Breaking into the Academy

E-Learn 2007 Final Call (Quebec City, Canada): Due August 20

2007-06-07T18:59:00.000-07:00

Final Call for Participation Deadline: August 20

* Please forward to a colleague *

http://www.aace.org/conf/elearn/call.htm

Advance Program / Registration:
http://www.aace.org/conf/elearn/advprog.htm
______________________________________________________

E-Learn 2007

World Conference on E-Learning in Corporate,
Government, Healthcare, & Higher Education

October 15-19, 2007 * Quebec City, Canada
(Quebec City Convention Centre)

FINAL CALL FOR PARTICIPATION

** Submission Deadline: August 20, 2007 **

Organized by:
Association for the Advancement of Computing in Education (AACE)
(http://www.aace.org)
Co-sponsored by:
International Journal on E-Learning
(http://www.aace.org/pubs/IJEL)
______________________________________________________________

"The International Forum for Researchers, Developers, and
Practitioners to Learn
about the Best Practices/Technology in Education, Government,
Healthcare, and Business"

** What are your colleagues saying about E-Learn conferences? **
http://www.aace.org/conf/elearn/testimonials.htm

COLOR POSTER--E-Learn 2007 CALL FOR PARTICIPATION
Available to Print & Distribute (PDF to print; 200kb)
http://www.aace.org/conf/elearn/EL07poster.pdf

CONTENTS & LINKS (details below)

1. Submission Information, Deadline August 20:
Call for Presentations: http://www.aace.org/conf/elearn/call.htm
Submission Guide: http://www.aace.org/conf/elearn/submitguide.htm
Presenter Guide: http://www.aace.org/conf/elearn/PresenterLounge

2. Major Topics: www.aace.org/conf/elearn/topics.htm
3. Presentation Categories: http://www.aace.org/conf/elearn/categories.htm

4. Products/Services Showcases & Presentations:
http://www.aace.org/conf/elearn/corporate.htm

5. Proceedings & Paper Awards: http://www.aace.org/pubs
6. For Budgeting Purposes: http://www.aace.org/conf/elearn/rates.htm

7. Quebec City, Canada: http://www.aace.org/conf/Cities/QuebecCity
8. Deadlines: http://www.aace.org/conf/elearn/deadlines.htm

INTRODUCTION
More info: http://www.aace.org/conf/eLearn/Intro.htm
E-Learn, the premiere international, non-commercial conference in the
field, spans all
disciplines and levels of education and attracts more than 1,000 attendees
from over 60 countries. We invite you to attend E-Learn and submit
proposals for presentations.

INVITATION:
This Final Call for Participation is offered for those who were:
- unable to meet the first deadline for submissions in April, or
- were not ready to present a finished paper or project, or
- have a work-in-progress topic to present, and
- do not yet have a proposal accepted for presentation.

All presentation proposals are reviewed by three of the respected,
international Executive Advisory Board
(http://www.aace.org/conf/elearn/exec.htm) and Program Committee,
based on merit and the perceived value for attendees. Accepted
presentations are included in the conference program, Proceedings
(book and CD-ROM formats) and the digital library, EdITLib--Education
and Information Library, http://www.EdITLib.org/

We invite you to attend the E-Learn Conference and submit proposals for
these presentation categories: http://www.aace.org/conf/elearn/categories.htm

E-LEARN IS UNIQUE AND A MUST TO ATTEND:
http://www.aace.org/conf/elearn/unique.htm
http://www.aace.org/conf/eLearn/MustAttend.htm
E-Learn is an innovative collaboration between the top public and
private academic researchers, developers, education and business
professionals, and end users from the Corporate, Healthcare,
Government, and Higher Education sectors offering a unique
international forum to discuss the latest issues, strategies,
applications, development, and research, to explore new technologies,
and to identify solutions for today's challenges related to online learning.

E-Learn is THE essential resource to make international connections
for collaboration with others who may share similar problems as well
as those offering solutions.

E-LEARN KEY FEATURES
More info: http://www.aace.org/conf/eLearn/KeyFeatures.htm
The E-Learn Conference offers attendees a complete educational
experience, with opportunities for collaboration and networking among
leaders and peers working to make effective e-learning a
reality. E-Learn offers varied sessions designed to produce
effective results for all types of learning styles. From
pre-conference tutorials to paper presentations to informal
discussions, and more than 600 concurrent sessions, you are given the
content you need by knowledgeable presenters and peers--all in one conference!

PROGRAM ACTIVITIES:
* Keynote Speakers
* Invited Panels/Speakers
* Papers
* Best Practice Sessions
* Roundtables
* Demonstrations/Posters
* Research/Technical Showcases
* Products/Services Showcases
* Tutorials/Workshops

SUBMISSION INFORMATION:
- For Call for Presentations, connect to:
http://www.aace.org/conf/elearn/call.htm
- Submission guidelines and Web form:
http://www.aace.org/conf/elearn/submitguide.htm
- For Presentation and AV Guidelines:
http://www.aace.org/conf/elearn/PresenterLounge

TOPICS:
http://www.aace.org/conf/elearn/topics.htm

The scope of the conference includes, but is not limited to, the
following topics as they relate to the e-Learning and the
technologies supporting e-Learning.

1. Sectors or Application Domains:
General & Cross-Domain
Corporate
Government
Health Care
Higher Education
Informal Learning (Museums, Communities, Homes)
K-12
Military Training
Professional Associations & Non-Profits

2. Major Topics relating to or technologically supporting E-Learning:
Content Development
Evaluation
Implementation Examples and Issues
Instructional Design
Policy Issues
Research
Social and Cultural Issues
Standards and Interoperability
Tools and Systems

PRESENTATION CATEGORIES:
http://www.aace.org/conf/elearn/categories.htm
The Technical Program includes a wide range of interesting and useful
activities designed to facilitate the exchange of ideas and information.

PRODUCTS/SERVICES SHOWCASES & PRESENTATIONS:
http://www.aace.org/conf/elearn/corporate.htm
Organizations have the opportunity to demonstrate and discuss their
e-learning related
products and services in through Products/Services Showcases & Presentations.

PROCEEDINGS & PAPER AWARDS:
http://www.aace.org/pubs
Accepted papers will be published by AACE in the Proceedings Book and on
CD-ROM. Proceedings in this series serve as major resources in the multimedia/
hypermedia/telecommunications community, reflecting the current state of
the art in the discipline. In addition, the Proceedings also are
internationally distributed through and archived in EdITLib--
Education and Information Library, http://www.EdITLib.org/

Selected papers may be invited for publication in may be invited for
publication in AACE's respected journals especially in the
- International Journal on E-Learning (IJEJ),
- Journal of Educational Multimedia and Hypermedia (JEMH), or
- Journal of Interactive Learning Research (JILR).

All presented papers will be considered for Outstanding Paper Awards within
several categories. Award winning papers may be invited for publication in
the AACE journals.

FOR BUDGETING PURPOSES:
http://www.aace.org/conf/elearn/rates.htm
The conference registration fee for all presenters and participants will be
approximately $395 U.S. (AACE members), $465 U.S. (non-members).
Registration includes proceedings on CD, receptions, and all sessions
except tutorials. The conference dinner will be an extra fee.

All conference sessions will be held at the Quebec City Convention
Centre (http://www.aace.org/conf/elearn/hotel.htm) located in
historic and quaint Quebec City and in walking distance to the city's
shopping, restaurants, museums, and historic sights. Special
discount hotel have been obtained for E-Learn participants.

QUEBEC CITY, CANADA
http://www.aace.org/conf/Cities/QuebecCity

Quebec City lies on the St. Lawrence River, roughly three hours east
of Montreal. The city is the second-oldest existing European
settlement in Canada. Stroll through the streets of Quebec City and
experience the many historic sites, shops, boutiques, handicraft
stands, over 1000 restaurants and pubs, museums, art galleries, , etc.

Explore Quebec City online at: http://www.quebecregion.com/e/

DEADLINES:
http://www.aace.org/conf/elearn/deadlines.htm

Final Call Submissions Due: August 20, 2007
Authors Notified: August 27, 2007
Proceedings File Due: Sept. 6, 2007
Early Registration: Sept. 6, 2007
Conference: Oct. 15-19, 2007

----------------------------------------------------------------
To be added to the mailing list for this conference, link
to http://www.aace.org/info.htm

If you have a question about E-Learn, please send an e-mail to
AACE Conference Services, conf@aace.org

Contact:
AACE--Association for the Advancement of Computing in Education
P.O. Box 1545
Chesapeake, Virginia 23327 USA
Phone: 757-366-5606 * Fax: 703-997-8760
E-mail: conf@aace.org * http://www.AACE.org

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

SITE - Call for Participation

2007-06-03T09:14:00.000-07:00

______________________________________________________

Call for Participation Deadline: October 22

** Join with 1,200+ Colleagues from 50 Countries **

* Please forward to a colleague *

http://site.aace.org/conf/
______________________________________________________

SITE 2008

Society for Information Technology and Teacher Education
International Conference

March 3-7, 2008 * Las Vegas, Nevada

(Riviera Hotel & Casino Convention Center)

CALL FOR PARTICIPATION

** Submissions Due: Oct. 22, 2007 **

Organized by
Society for Information Technology and Teacher Education (SITE)
http://site.aace.org/
and
Association for the Advancement of Computing in Education (AACE)
http://www.aace.org/
______________________________________________________________

** What are your colleagues saying about SITE conferences? **
http://site.aace.org/conf/testimonials.htm

COLOR POSTER--SITE 2008 CALL FOR PARTICIPATION
Available to Print & Distribute (PDF to print; 200kb)
http://site.aace.org/conf/SITE08poster.pdf

>> CONTENTS & LINKS (details below) <<

1. Call for Papers and Submission & Presenter Guidelines, Deadline Oct. 22th:
http://site.aace.org/conf/call.htm
http://site.aace.org/conf/submitguide.htm
http://site.aace.org/conf/PresenterLounge

2. Scope & Major Topics: http://site.aace.org/conf/topics.htm

4. Presentation Categories: http://site.aace.org/conf/categories.htm
5. Proceedings & Paper Awards: http://site.aace.org/pubs/

6. Corporate Participation: http://site.aace.org/conf/corporate.htm
7. For Budgeting Purposes: http://site.aace.org/conf/rates.htm

8. Las Vegas: http://www.aace.org/conf/Cities/LasVegas
9. Deadlines: http://site.aace.org/conf/deadlines.htm

INVITATION:
SITE 2008 is the 19th annual conference of the Society for Information Technology and Teacher Education. This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development. SITE is a society of AACE.

You are invited to participate in this international forum which offers numerous opportunities to explore the research, development, and applications in this important field. All proposals are peer reviewed.

SITE is the premiere international conference in this field and annually attracts more than 1,200 leaders in the field from over 50 countries.

-----------------------
To submit a proposal, complete the online form at:
http://site.aace.org/conf/submitguide.htm (online soon)

For Presentation and AV guidelines, see:
http://site.aace.org/conf/PresenterLounge
-------------------------

PROGRAM ACTIVITIES:

* Keynote Speakers
* Invited Panels/Speakers
* Papers (Full & Brief)
* Posters/Demonstrations
* Corporate Showcases & Demonstrations
* Tutorials/Workshops
* Roundtables
* Symposia

SCOPE:
The Conference invites proposals from the introductory through advanced level on all topics related to:

(1) the use of information technology in teacher education, and
(2) instruction about information technology in
* Preservice
* Inservice
* Graduate Teacher Education
* Faculty & Staff Development

Proposals which address the theory, research and applications as well as describe innovative projects are encouraged.

MAJOR TOPICS

GENERAL TOPICS:
* Assessment and E-folios
* Corporate
* Distance/Flexible Education
* Electronic Playground
* Equity and Social Justice
* Evaluation and Research
* Information Technology Diffusion/Integration
* International
* Latino/Spanish Speaking Community
* Leadership
* New Possibilities with Information Technologies
* Graduate Education and Faculty Development
* Video Cases
* Web/Learning Communities
* Workforce Education

CONTENT AREA TOPICS:
* Art Education
* Human Languages Education
* Information Technology Education
* English Education
* Mathematics Education
* Middle School Education
* Science Education
* Social Studies Education
* Special Education/Assistive Technology
* Young Child Education

PRESENTATION CATEGORIES:
http://site.aace.org/conf/categories.htm
The Technical Program includes a wide range of interesting and useful activities designed to facilitate the exchange of ideas and information. These include keynote and invited talks, paper presentations, roundtables, poster/demonstrations, tutorials/workshops, panels, and corporate showcases.

PROCEEDINGS:
http://www.EdITLib.org
Accepted papers will be published by AACE in the Technology and Teacher Education Annual proceedings series. Books in this series serve as major source documents indicating the current state of teacher education and information technology. This proceedings will be published as a searchable electronic book on CD-ROM.

The Annuals are internationally distributed through and archived in the Education and Information Technology Digital Library, http://www.EdITLib.org.

First and second paper authors are limited to two papers published in the Annual.

PAPER AWARDS:
http://site.aace.org/pubs/
All presented papers will be considered for Best Paper Awards within several categories.

Award winning papers may be:
Invited for publication in the
- Journal of Technology and Teacher Education
(JTATE) (http://www.aace.org/pubs/jtate) or
- Online journal, Contemporary Issues in
Technology & Teacher Education (CITE) (http://www.citejournal.org/),

Highlighted in the:
- AACE online periodical AACE Journal (http://www.aace.org/pubs/aacej/), and
= Education and Information Technology Digital Library, http://www.EdITLib.org.

CORPORATE PARTICIPATION:
http://site.aace.org/conf/corporate.htm
A variety of opportunities are available to present research-oriented papers, or to showcase and market your products and services. For information about Corporate Showcases (30 minutes) and Corporate Demonstrations (2-hours, scheduled with the Poster/Demos), click here.

FOR BUDGETING PURPOSES:
http://site.aace.org/conf/rates.htm
http://site.aace.org/conf/hotel.htm

The conference registration fee for all presenters and participants will be approximately $295 (members); $340 (non-members). Registration includes Proceedings on CD, receptions, and all sessions except tutorials.

The conference hotel (Riviera Hotel & Casino Las Vegas) specially discounted guest room rate is $119 (single/double). http://site.aace.org/conf/hotel.htm

LAS VEGAS, NEVADA: Experience the Shows, Dining, Shopping, Attractions, & Tours!
http://www.aace.org/conf/Cities/LasVegas/

Las Vegas, an ever-changing fantasy-land of a city, has seen unbelievable expansion since it emerged from the desert 100 years ago. Las Vegas continues to build upon its reputation as a vibrant showcase for the extraordinary. This is the city that attracts more than 38 million visitors a year by offering the grandest hotels, the biggest stars in entertainment, the highest caliber of award-winning chefs and master sommeliers, and, of course, the brightest lights.

Las Vegas offers unmatched entertainment. Some of the many headliners include Celine Dion (Caesars Palace), Barry Manilow (Las Vegas Hilton) and Toni Braxton (Flamingo Las Vegas). Broadway hits such as "MAMMA MIA!" (Mandalay Bay), "Phantom - The Las Vegas Spectacular" (Venetian) and "The Producers" (Paris Las Vegas) are amongst visitor favorites. World-class productions are also available and include Cirque du Soleil's newest shows, "KÁ" (MGM Grand) and "LOVE" (The Mirage).

While planning an evening of entertainment, look to the growing roster of gourmet restaurants and unparalleled wine and food adventures in Las Vegas. A host of fine dining and lifestyle magazines have honored the city for its fantastic fare and hailed individual restaurants for their exquisite cuisine,

A shoppers paradise. Drawing an influx of designers and upscale specialty boutiques, Las Vegas has become one of the premium world-class shopping destinations in the country.

It's not just a conference. it's a vacation! So plan to join us in Las Vegas for SITE 2008, a great conference in one of the world's greatest destinations.

For further Las Vegas information, see:
http://www.visitlasvegas.com

DEADLINES:

Proposals Due: Oct. 22, 2007
Authors Notified: Nov. 21, 2007
Proceedings File Due: Jan. 21, 2008
Early Registration: Jan. 21, 2008
Hotel Reservation: Feb. 11, 2008
Conference: Mar. 3-7, 2008

-----------------------------------------------------------------
To be added to the mailing list for this conference, link to http://www.aace.org/info.htm

If you have a question about SITE, please send an e-mail to SITE/AACE Conference Services, conf@aace.org

Contact:
SITE--Society for Information Technology and Teacher Education
P.O. Box 1545
Chesapeake, Virginia 23327 USA
Phone: 757-366-5606 * Fax: 703-997-8760
E-mail: conf@aace.org * http://site.AACE.org

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

Blogging About CADE/AMTEC

2007-06-01T20:33:00.000-07:00

Well, this year was the first conference of the new organization created from the CADE and AMTEC (and I can't recall the new name now). Anyway, here are some blog posts from the conference - note: I wasn't able to attend this year.

Hopefully next year I'll be able to attend this one...

Tags: CADE, AMTEC, conferences, academy, graduate student, graduate students, graduate school, higher education, education

e-Learning Conference at Columbia University in New York

2007-05-27T07:01:00.000-07:00

A message from Brendan Remenyi (brendan@academic-conferences.org).

------------------------------------------------

I am a conference co-coordinator for the e-Learning Conference to be held in New York City in June this year.
I am contacting various Education Science/Psychology Faculty and Graduate students, practitioners and other interested parties to tell them about this event.

This is the 2nd International Conference on e-Learning and it will take place at Columbia University in NYC on June 28th & 29th 2007.

Last years Conference was held at the Université du Quebéc à Montréal (UQAM) and it attracted contributions from 20 different countries around the world.

This is where you will find the Conference Home Page .

Although the ‘Call for Papers’ has closed it is my goal to encourage participation by non-presenting delegates.

Our Conferences typically attract an average of 100 participants and as such offer a tremendous opportunity for international personal networking that is often absent from larger events.

In terms of the venue location, I can only quote an old familiar song…New York, New York…so good they named it twice!!

Please contact me if you would like further information.

Best wishes

Brendan

PS I would appreciate your assistance in spreading the word about ICEL-2007 to your fellow Faculty members, Graduate students, practitioners and any other colleagues you may be in contact with.
(we have noticed that some web-serves strip out our the hot links, if you find it doesn’t work for you try directly at http://www.academic-conferences.org/icel/icel2007/icel07-home.htm )

PPS If you would like to be taken off from our Conference notification mail list please reply to me and add Remove in the Subject line.

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

E-Learn 2007 Call (Quebec City, Canada) extended to May 15

2007-05-02T05:47:00.000-07:00

E-Learn 2007 and AACE have received nearly 100 requests to extend the Call for Presentations deadline this year.

We are able to extend the deadline to this popular conference to May 15th.

Extended Call for Participation Deadline: May 15th

* Please forward to a colleague *
http://www.aace.org/conf/elearn/call.htm
_______________________________________________________________

E-Learn 2007

World Conference on E-Learning in Corporate,
Government, Healthcare, & Higher Education

October 15-19, 2007 * Quebec City, Canada
(Quebec City Convention Centre)

CALL FOR PARTICIPATION

** Submission Deadline: May 15, 2007 **

Organized by:
Association for the Advancement of Computing in Education (AACE)
(http://www.aace.org)
Co-sponsored by:
International Journal on E-Learning
(http://www.aace.org/pubs/ijel)
______________________________________________________________

** What are your colleagues saying about E-Learn conferences? **
http://www.aace.org/conf/elearn/testimonials.htm

CONTENTS & LINKS (details below)

1. Submission Information, Deadline May 15th:

Call for Presentations: http://www.aace.org/conf/elearn/call.htm
Submission Guide: http://www.aace.org/conf/elearn/submitguide.htm
Presenter Guide: http://www.aace.org/conf/elearn/PresenterLounge

2. Major Topics: www.aace.org/conf/elearn/topics.htm

3. Presentation Categories: http://www.aace.org/conf/elearn/categories.htm

4. Products/Services Showcases & Presentations:

http://www.aace.org/conf/elearn/corporate.htm

5. Proceedings & Paper Awards: http://www.aace.org/pubs

6. For Budgeting Purposes: http://www.aace.org/conf/elearn/rates.htm

7. Quebec City, Canada: http://www.aace.org/conf/Cities/QuebecCity

8. Deadlines: http://www.aace.org/conf/elearn/deadlines.htm

COLOR POSTER--E-Learn 2007 CALL FOR PARTICIPATION
Available to Print & Distribute (PDF to print; 200kb)
http://www.aace.org/conf/elearn/EL07poster.pdf

INVITATION:
E-Learn 2007 -- World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education is an international, annual conference which serves as a multi-disciplinary forum for the exchange of information on research, development, and applications of all topics related to e-Learning in these four sectors.

E-Learn Is Unique:

http://www.aace.org/conf/elearn/unique.htm

E-Learn is an innovative collaboration between the top public and private academic researchers, developers, education and business professionals, and end users from the Corporate, Healthcare, Government, and Higher Education sectors.

All presentation proposals are reviewed and selected by a respected, international Executive Advisory Board (http://www.aace.org/conf/elearn/exec.htm) and Program Committee, based on merit and the perceived value for attendees.

E-Learn, the premiere international, non-commercial conference in the field, spans all disciplines and levels of education and attracts more than 1,000 attendees from over 60 countries. We invite you to attend E-Learn and submit proposals for presentations.

All presentation proposals are peer reviewed and selected by three reviewers on the respected international Program Committee for inclusion in the conference program, proceedings book, and CD-ROM proceedings.

PROGRAM ACTIVITIES:
* Keynote Speakers
* Invited Panels/Speakers
* Papers
* Best Practice Sessions
* Roundtables
* Demonstrations/Posters
* Research/Technical Showcases
* Products/Services Showcases
* Tutorials/Workshops

SUBMISSION INFORMATION:
For Call for Presentations, connect to:

http://www.aace.org/conf/elearn/call.htm

All authors MUST follow the submission guidelines and complete the Web form at: http://www.aace.org/conf/elearn/submitguide.htm

For Presentation and AV Guidelines, see:

http://www.aace.org/conf/elearn/PresenterLounge

TOPICS:

http://www.aace.org/conf/elearn/topics.htm

The scope of the conference includes, but is not limited to, the following topics as they relate to the e-Learning and the technologies supporting e-Learning.

1. Sectors or Application Domains:
General & Cross-Domain
Corporate
Government
Health Care
Higher Education
Informal Learning (Museums, Communities, Homes)
K-12
Military Training
Professional Associations & Non-Profits

2. Major Topics relating to or technologically supporting E-Learning:
Content Development
Evaluation
Implementation Examples and Issues
Instructional Design
Policy Issues
Research
Social and Cultural Issues
Standards and Interoperability
Tools and Systems

PRESENTATION CATEGORIES:

http://www.aace.org/conf/elearn/categories.htm

The Technical Program includes a wide range of interesting and useful activities designed to facilitate the exchange of ideas and information.

PRODUCTS/SERVICES SHOWCASES & PRESENTATIONS:

http://www.aace.org/conf/elearn/corporate.htm

Organizations have the opportunity to demonstrate and discuss their e-learning related products and services in through Products/Services Showcases & Presentations.

PROCEEDINGS & PAPER AWARDS:

http://www.aace.org/pubs

Accepted papers will be published by AACE in the Proceedings Book and on CD-ROM. Proceedings in this series serve as major resources in the multimedia/hypermedia/telecommunications community, reflecting the current state of the art in the discipline. In addition, the Proceedings also are internationally distributed through and archived in EdITLib-- Education and Information Library, http://www.EdITLib.org/

Selected papers may be invited for publication in may be invited for publication in AACE's respected journals especially in the - International Journal on E-Learning (IJEJ), - Journal of Educational Multimedia and Hypermedia (JEMH), or - Journal of Interactive Learning Research (JILR).

All presented papers will be considered for Outstanding Paper Awards within several categories. Award winning papers may be invited for publication in the AACE journals.

FOR BUDGETING PURPOSES:

http://www.aace.org/conf/elearn/rates.htm

The conference registration fee for all presenters and participants will be approximately $395 U.S. (AACE members), $465 U.S. (non-members). Registration includes proceedings on CD, receptions, and all sessions except tutorials. The conference dinner will be an extra fee.

All conference sessions will be held at the Quebec City Convention Centre (http://www.aace.org/conf/elearn/hotel.htm) located in historic and quaint Quebec City and in walking distance to the city's shopping, restaurants, museums, and historic sights. Special discount hotel have been obtained for E-Learn participants.

QUEBEC CITY, CANADA

http://www.aace.org/conf/Cities/QuebecCity

Quebec City lies on the St. Lawrence River, roughly three hours east of Montreal. The city is the second-oldest existing European settlement in Canada. Stroll through the streets of Quebec City and experience the many historic sites, shops, boutiques, handicraft stands, over 1000 restaurants and pubs, museums, art galleries, , etc.

Explore Quebec City online at: http://www.quebecregion.com/e/

DEADLINES:

http://www.aace.org/conf/elearn/deadlines.htm

Submissions Due: May 15, 2007
Authors Notified: May 31, 2007
Proceedings File Due: Sept. 6, 2007
Early Registration: Sept. 6, 2007
Conference: Oct. 15-19, 2007

----------------------------------------------------------------------------
To be added to the mailing list for this conference, link to http://www.aace.org/info.htm

If you have a question about E-Learn, please send an e-mail to AACE Conference Services, conf@aace.org

Contact:

AACE--Association for the Advancement of Computing in Education
P.O. Box 1545
Chesapeake, Virginia 23327 USA
Phone: 757-366-5606 * Fax: 703-997-8760
E-mail: conf@aace.org * http://www.AACE.org
===========================================

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

Wisdom for the Academy

2007-04-24T00:35:00.000-07:00

Here are a bunch of entries from my Bloglines account that deal with various aspects of life in the academy.

That's all for now...

Tags: academy, tenure, graduate student, graduate students, graduate school, higher education, education

Gaming Entries

2007-04-21T20:35:00.000-07:00

So, it has been a while since I posted one of these, so here is what I have in Bloglines account for gaming right now.

And now a whole bunch from Research Quest .

Until next time...

Tags: game, games, gaming, high school, higher education, education

Call for Proposals - Open and Distance Learning in the South Pacific

2007-04-15T10:07:00.000-07:00

Given that I am a member of DEANZ, I figured that I should post this call...

ODLAA 2007 http://www.odlaa2007.info

Open and Distance Learning in the South Pacific: Cultures - Collaborations - Cognitions - Communities

11 to 14 November 2007

Lincoln University, New Zealand

Participants are invited to present papers reflecting on the role of open and distance learning pedagogy, technologies, systems, policies and providers in

- respecting cultures,
- enabling collaborations,
- cognitions: building knowledge and managing learning, and
- valuing and sustaining communities

Authors are invited to submit the following types of papers to the conference:

Full papers for double blind review: (3000-4000 words); Workshops: (three hours); Abstracts only (non peer reviewed): (300-400 words).

The deadline for papers and workshops is June 15th.

Enquiries: c.brook@ecu.edu.au

Submission details can be located at: http://www.odlaa2007.info

The ODLAA 2007 conference is brought to you by ODLAA (www.odlaa.org) in association with DEANZ (www.deanz.org.nz)

Please forward to other people who might find this of interest.

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

SCoPE - Serious Games and Virtual Worlds

2007-04-10T16:26:00.000-07:00

I got this in my inbox today and figured that some of my readers interested in gaming might enjoy this...

SCoPE - Serious Games and Virtual Worlds
by Sylvia Currie - Monday, 9 April 2007, 10:58 PM

The Serious Games and Virtual Worlds seminar facilitated by Tia Carr Williams and Therese Weel is well underway. Remember that newcomers, latecomers, lurkers, and passersby are always welcome in SCoPE!

We have a number of events and hands-on opportunities planned for the next couple of weeks. Here is a glimpse. Check the seminar event list and discussions for details and updates:

http://scope.lidc.sfu.ca/mod/forum/view.php?id=428

*TOMORROW* April 10th Conversation with Ron Edwards, CEO of Ambient Performance on Borocay Island in Second Life (12:00 PDT, 19:00 GMT)

April 13th Remote and simulated, the new laboratory in town with Samia Khan (12:00 PDT, 19:00 GMT)

April 16th Explore 3d environments for K-12 science and social studies with Margaret Corbit (8:00 PDT, 15:00 GMT)

April 17th Tour of Mapping CURA/BCcampus in Second Life with Dan O'Reilly (10:00 PDT, 17:00 GMT)

Tags: game, games, gaming, conferences, academy, graduate student, graduate students, graduate school, higher education, education

Last Reminder: ED-MEDIA 2007 Call (Vancouver) Due April 12

2007-04-04T21:20:00.000-07:00

Please forward to a colleague
http://www.aace.org/conf/edmedia/call.htm
_______________________________________________________________

ED-MEDIA 2007

World Conference on Educational Multimedia,
Hypermedia & Telecommunications

June 25-29, 2007 * Vancouver, BC Canada

FINAL CALL FOR PRESENTATIONS

** Submissions Due: April 12, 2007 **

Organized by
Association for the Advancement of Computing in Education (AACE)
http://www.aace.org
______________________________________________________________

COLOR POSTER--ED-MEDIA 2007 CALL FOR PARTICIPATION
Available to Print & Distribute (PDF to print; 200kb)
http://www.aace.org/conf/edmedia/ed07poster.pdf

CONTENTS & LINKS (details below)

1. Call for Papers and Submission & Presenter Guidelines:
http://www.aace.org/conf/edmedia/call.htm

2. Major Topics: www.aace.org/conf/edmedia/topics.htm

3. Presentation Categories: http://www.aace.org/conf/edmedia/categories.htm
4. NEW: Student Panel Dissertation Help Sessions:
http://www.aace.org/conf/edmedia/studentDissertationsHelp.htm

5. Corporate Showcases & Demonstrations:
http://www.aace.org/conf/edmedia/corporate.htm

6. Proceedings & Paper Awards: http://www.aace.org/pubs
7. For Budgeting Purposes: http://www.aace.org/conf/edmedia/rates.htm

8. Vancouver, Canada: http://www.aace.org/conf/Cities/Vancouver/
9. Deadlines: http://www.aace.org/conf/edmedia/deadlines.htm

INVITATION:

ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia &
Telecommunications is an international conference, sponsored by the
Association for the Advancement of Computing in Education (AACE). This
annual conference serves as a multi-disciplinary forum for the discussion
and exchange of information on the research, development, and applications
on all topics related to multimedia, hypermedia and
telecommunications/distance education.

ED-MEDIA, the premiere international conference in the field, spans all
disciplines and levels of education and attracts more than 1,500 attendees
from over 60 countries. We invite you to attend ED-MEDIA and submit
proposals for presentations.

This Final Call for Presentations is offered for those who were:
- unable to meet the first deadline for submissions in December, or
- were not ready to present a finished paper or project, or
- have a work-in-progress topic to present, and
- do not yet have a proposal accepted for presentation.

All presentation proposals are peer-reviewed and selected by three
reviewers on the respected Program Committee for inclusion in the
conference program, Proceedings (book and CD-ROM formats) and
EdITLib (Education and Information Technology Digital Library),
http://www.EdITLib.org

We invite you to attend the ED-MEDIA Conference and submit proposals for
these presentation categories: http://www.aace.org/conf/edmedia/categories.htm

Full & Brief Papers
Best Practices
Panels
Best Practices
Roundtables
Symposia
Student Panels (NEW)
Posters/Demonstrations
Corporate Showcases & Demonstrations

These Final Call presentation categories have been quite popular
especially for the efficient
exchange of information about on-going research, applications, and projects.

For Call for Presentations, connect to:
http://www.aace.org/conf/edmedia/call.htm

All authors MUST follow the submission guidelines and complete the Web form at:
http://www.aace.org/conf/edmedia/submitguide.htm

For Presentation and AV Guidelines, see:
http://www.aace.org/conf/edmedia/PresenterLounge

PROGRAM ACTIVITIES:
* Keynote Speakers
* Invited Panels/Speakers
* Papers
* Panels
* Best Practices
* Symposia
* Demonstrations/Posters
* Corporate Showcases & Demonstrations
* Tutorials/Workshops
* Student Panel Dissertation Help Sessions
* Roundtables

TOPICS:
http://www.aace.org/conf/edmedia/topics.htm

The scope of the conference includes, but is not limited to, the following
major topics as they relate to the educational and developmental aspects of
multimedia/hypermedia and telecommunications.

For ALL subtopics, please see:
http://www.aace.org/conf/edmedia/topics.htm

1. Infrastructure: (in the large)
2. Tools & Content-oriented Applications:
3. New Roles of the Instructor & Learner:
4. Human-computer Interaction (HCI/CHI):
5. Cases & Projects:
6. Special Strand: ** Universal Web Accessibility **

PRESENTATION CATEGORIES:
http://www.aace.org/conf/edmedia/categories.htm
The Technical Program includes a wide range of interesting and useful
activities
designed to facilitate the exchange of ideas and information.

Student Panel Dissertation Help Sessions
http://www.aace.org/conf/edmedia/studentDissertationsHelp.htm
Submissions are invited for the ED-MEDIA Student Panel Dissertation
Help Sessions (DHS). The DHS will provide an opportunity for students
at any stage in their graduate studies (ie. Masters, EdD, or PhD
level) to present their work to an audience of peers and faculty.
This will be a friendly and constructive event designed to provide
participants with valuable feedback on their dissertation effort from
leading professors and a variety of peers.

CORPORATE SHOWCASES & DEMONSTRATIONS:
http://www.aace.org/conf/edmedia/corporate.htm

Companies have the opportunity to demonstrate and discuss their educational
technology products and services in through Corporate Showcases and
Demonstrations/Literature.

PROCEEDINGS & PAPER AWARDS:
http://www.aace.org/pubs
Accepted papers will be published by AACE in the Proceedings Book and
on CD-ROM.
Proceedings in this series serve as major resources in the multimedia/
hypermedia/telecommunications community, reflecting the current state of
the art in the discipline. In addition, the Proceedings also are
internationally distributed through and archived in the Education and
Information Technology Digital Library, http://www.EdITLib.org

Selected papers may be invited for publication in may be invited for
publication in AACE's respected journals especially in the
- Journal of Educational Multimedia and Hypermedia (JEMH),
- International Journal on E-Learning (IJEJ), or
- Journal of Interactive Learning Research (JILR).

All presented papers will be considered for Best Paper Awards within
several categories.
Award winning papers may be invited for publication in the AACE journals.

FOR BUDGETING PURPOSES:
http://www.aace.org/conf/edmedia/rates.htm

The conference registration fee for all presenters and participants will be
approximately $395 U.S. (AACE members), $450 U.S. (non-members).
Registration includes proceedings on CD, receptions, and all sessions
except tutorials. The conference dinner will be an extra fee.

All conference sessions will be held at the Sheraton Vancouver Wall
Centre Hotel (http://www.aace.org/conf/edmedia/hotel.htm). The
Sheraton Vancouver Wall Centre is Vancouver's premier hotel - ideally
located in the heart of the city's business, financial and shopping
districts - with magnificent views of the
mountains and the Pacific Ocean. Special discount hotel and airline
rates have been obtained for ED-MEDIA participants.

VANCOUVER, BC CANADA:
http://www.aace.org/conf/Cities/Vancouver

Vancouver is a dynamic, multicultural city with a cosmopolitan flair set in a
spectacular natural environment. Nestled between majestic mountains and
sparkling ocean, Vancouver is one of the most beautiful cities in the world.

For further Vancouver information see:
http://www.tourismvancouver.com

DEADLINES:
http://www.aace.org/conf/edmedia/deadlines.htm

Final Call Submissions Due: April 12, 2007
Final Call Authors Notified: April 20, 2007
Proceedings Files Due: May 2, 2007
Early Registration: May 2, 2007
Hotel Reservations: May 25, 2007
Conference: June 25-29, 2007

----------------------------------------------------------------------------
To be added to the mailing list for this conference, link
to http://www.aace.org/info.htm

If you have a question about ED-MEDIA, please send an e-mail to
AACE Conference Services, conf@aace.org

Contact:
AACE--Association for the Advancement of Computing in Education
P.O. Box 1545
Chesapeake, Virginia 23327 USA
Phone: 757-366-5606 * Fax: 703-997-8760
E-mail: conf@aace.org * http://www.AACE.org
***************************************************************

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

INFO - Invitation to CIDER session - 13 April 2007

2007-04-04T05:13:00.000-07:00

A message fom cade-aced@csse.ca.

INFO - Invitation to CIDER session - 13 April 2007

Dear CADE/ AMTEC Member,

We would like to invite you to the next presentation in our series of free CIDER sessions. The session features a presentation and discussion with Julie Dixon, a Ph.D. candidate at OISE, University of Toronto, and facilitator at Brock University, Faculty of Education.

Topic: Breaking the ice: Supporting collaboration and the development of community online

Session Details:
In this presentation, Julie explores the concept of transactional distance (Moore, 1993), which relates to the psychologically perceived distance that exists in all learning relationships and can be more evident and potentially problematic in online learning environments. Julie shares her research into the potential of icebreaker activities to ameliorate the transactional distance experienced by undergraduate students and instructors in online learning environments. Early results from the research have been positive and have led to recommendations for practice. To JOIN the session, please click on the link below within 30 minutes of the start time.

When: Friday, April 13th, 2007
Start: 11:00am – 12pm Mountain Time
Where: Online via Elluminate at: https://sas.elluminate.com/m.jnlp?password=M.8B71B60F2931D029AC3837DC06B70D

Please make sure your Mac or PC is equipped with a microphone and speakers, so that we can use the Voice over IP functionality built into the web conferencing software. As well, your web cam will work if you are attending the session on a PC.

Pre-Configuration

Please note that it is extremely important that you get your system set up prior to the start of the event. Please don't wait until the day of the session to do this. Elluminate Live! is a Java application, so there may be a download to your Mac or PC the first time you use the software. Information on installing the necessary software and configuring your PC is available at http://www.elluminate.com/support/ in the “First Time Users” section. If you need assistance, please contact Elluminate’s help desk from http://www.elluminate.com/support-portal/ or 866-388-8674 x2.

The session will be recorded and available for future playback from http://cider.athabascau.ca/

Thanks to Elluminate Live! for providing technical support for this series.

Tags: academy, graduate student, graduate students, graduate school, higher education, education

New Online Publications

2007-03-25T09:53:00.000-07:00

Here are some new publications that I became aware of from people who maintain a variety of blogs that I monitor.

And one that came from an e-mail that I received:

Announcing the release of the International Journal of Internet Research
Ethics
Call for Papers for the Premier Issue of IJIRE
Description and Scope:
The IJIRE is the first peer-reviewed online journal, dedicated specifically to cross-disciplinary, cross-cultural research on Internet Research Ethics. All disciplinary perspectives, from those in the arts and humanities, to the social, behavioral, and biomedical sciences, are reflected in the journal.
With the emergence of Internet use as a research locale and tool throughout the 1990s, researchers from disparate disciplines, ranging from the social sciences to humanities to the sciences, have found a new fertile ground for research opportunities that differ greatly from their traditional biomedical counterparts. As such, "populations," locales, and spaces that had no corresponding physical environment became a focal point, or site of research activity. Human subjects protections questions then began to arise, across disciplines and over time: What about privacy? How is informed consent obtained? What about research on minors? What are "harms" in an online environment? Is this really human subjects work? More broadly, are the ethical obligations of researchers conducting research online somehow different from other forms of research ethics practices?
As Internet Research Ethics has developed as its own field and discipline, additional questions have emerged: How do diverse methodological approaches result in distinctive ethical conflicts – and, possibly, distinctive ethical resolutions? How do diverse cultural and legal traditions shape what are perceived as ethical conflicts and permissible resolutions? How do researchers collaborating across diverse ethical and legal domains recognize and resolve ethical issues in ways that recognize and incorporate often markedly different ethical understandings?
Finally, as "the Internet" continues to transform and diffuse, new research ethics questions arise – e.g., in the areas of blogging, social network spaces, etc. Such questions are at the heart of IRE scholarship, and such general areas as anonymity, privacy, ownership, authorial ethics, legal issues, research ethics principles (justice, beneficence, respect for persons), and consent are
appropriate areas for consideration.
The IJIRE will publish articles of both theoretical and practical nature to scholars from all disciplines who are pursuing—or reviewing—IRE work. Case studies of online research, theoretical analyses, and practitioner-oriented scholarship that promote understanding of IRE at ethics and institutional review boards, for instance, are encouraged. Methodological differences are embraced.
Publication Schedule:
The IJIRE is published twice annually, March 1, and October 15. Submissions are accepted on a rolling basis, and are subject to Editorial and Peer Review.
Subscription:
Free
Editors- in- Chief:
Elizabeth A. Buchanan, Ph.D.
Director, Center for Information Policy Research
School of Information Studies
University of Wisconsin-Milwaukee
elizabeth.buchanan@gmail.com
Charles M. Ess, Ph.D.
Distinguished Research Professor
Drury University
cmess@drury.edu
Editorial Board:
Andrea Baker, Ohio University, USA
Heidi Campbell, Texas A&M University, USA
Radhika Gajjala, Bowling Green State University, USA
Jeremy Hunsinger, Virginia Tech, USA
Mark Johns, Luther College, USA
Leslie M. Tkach-Kawasaki, University of Tsukuba, Japan
Tomas Lipinski, JD, Ph.D., University of Wisconsin-Milwaukee, USA
Ulf-Dietrich Reips, Universität Zürich, Switzerland
Susannah Stern, University of San Diego, USA
Malin Sveningsson, Ph.D., Karlstad University, Sweden
Style Guidelines:
Manuscripts should be submitted to ijire@sois.uwm.edu; articles should be double-spaced, and in the range of 5000-15,000 words, though announcements of IRE scholarship, case studies, and book reviews of any length can be submitted for review. Please ensure that your manuscript is received in good format (proper English language usage, grammatical structure, spelling, punctuation, and compliance with APA reference style). The IJIRE follows the American Psychological Association's 5th edition. Articles should include an abstract no longer than 100 words, full names and contact information of all authors, and an author's biography of 100 words or less.
Copyright:
In the spirit of open access, IJIRE authors maintain copyright controlof their work. Any subsequent publications related to the IJIRE workmust reference the IJIRE and the original publication date and url.Web site: http://www.uwm.edu/Dept/SOIS/cipr/ijire.html

As I find others, I'll post them here...

Tags: open source, online journals, e-journals, academy, blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

A Graduate Student Conference Here at UGA

2007-03-21T21:06:00.000-07:00

Dear All,

The 7th Annual GGSIC conference will be on March 23rd and 24th in the Student Learning Center.

Highlights on Friday are a session about managing your credit scores by the Georgia Federal Credit Union and a session on EndNote from the UGA Library in the SLC from 2 to 4:30.

Friday night there is a social at the Max Canada in downtown Athens, food will be provided while it lasts.

Saturday sessions begin at 9:30 and last until 4:00 p.m. We have 64 exciting presentations that will take place in the SLC that day.

I hope to see you all there, attached is a more detailed program for the event.

Lindsey

Lindsey Scott
President, Graduate Student AssociationUniversity of Georgia
http://www.uga.edu/gsa gsa@uga.edu
706-583-8928

GGSIC Schedule of Events
Friday, March 23rd, 2007
Professional Development Workshops
The Georgia Federal Credit Union presents
Credit Scores:
Understanding that tricky three-digit number
By Jason Halperin
2:00-2:50 Student Learning Center Room 268
The UGA Library presents
Research in the 21st Century:
Library Resources to help complete your thesis and dissertation
3:00 – 4:30 Student Learning Center Room 369
GRADUATE STUDENT ASSOCIATION SOCIAL
For all conference presenters and students
The Max Canada
243 W. Washington Street
Downtown Athens
Happy hour begins at 6:00 P.M.
Food provided by the Georgia Federal Credit Union
Schedule of Events
Saturday, March 24, 2007
9:00 to 9:30 a.m.
Student Learning Center 1st Floor
Welcome and Registration
GGSIC Presenter Check in
Free refreshments for all
Presentation I
9:30 to 9:55 a.m.
SLC 275
Arlo Lyle, Baseball Prediction Using Ensemble Learning, Department of Artificial Intelligence
SLC 274
Amber L. Brewer, Divorced Parents’ Cry For Help: How Do I Help My Child Cope? Department of Childhood and Family Development
SLC 269
Christina L. Davis, Southern Black Education and the Limits of True Womanhood: The Case of Carrie Marie Blood, Department of History
SLC 268
David L. Lipscomb, Electrical Property Testing of Carbon Nanotubes, Department of Chemistry
SLC 267
Federica Goldoni, The Multiliteracy, Functional, and Genre-Based Approaches to Language Learning: The Highway to Developing Advanced Language Skills, Department of Romance Languages
SLC 253
Ingrid Johnson, Elements of Form in Louisa May Alcott’s Little Women, Department of English
Tax Assistance
10:00 to 11:30 a.m.
SLC 251
Provided by Georgia Federal Credit Union volunteers
Presentation II
10:00 to 10:25 a.m.
SLC 275
Daniel B. Shank, Ensemble Artificial Neural Networks for Dew Point Temperature Prediction, Department of Artificial Intelligence
SLC 274
Jennifer Near, Father-Son Relationship Quality and its Association with Gender Role Stress, Adult Relationship Satisfaction, and Parental Behaviors, Department of Child and Family Development
SLC 269
Thomas Chase Hagood, The Confluence of Order: Property, Rhetoric, and Ideology in Early National Alabama, Department of History
SLC 268
Lei Cheng, Quantitative Isobaric Labeling for Comparative Glycomics, Department of Chemistry
SLC 267
Scott L. Roberts, Did Georgia (eventually) like Ike? Perceptions of 20th and 21st century Presidents in Georgia history textbooks: 1951-2005, Department of Social Studies Education
SLC 253
Jill M. Parrott, A Matter of Fidelity: People and Place in Wendell Berry's That Distant Land, Department of English
SLC 248
Caitlin J. Mitchel, Land of the Free: Human Rights Violations at Immigration Detention Facilities in America, School of Law
Presentation III
10:30 to 10:55
SLC 275
Tony Snodgrass, Computerized Propositional Idea Density Rater v2.0, Department of Artificial Intelligence
SLC 274
Abby Hardgrove, Risk and Resilience in Children Affected by War and Conflict, Department of Child and Family Development
SLC 269
Jill Allison Miller, The Influence of Victor Hugo on Surrealism, Department of Art History
SLC 268
Qinghui Zhang, Carbon Nanotube Networks as Chemical Sensor, Department of Chemistry
SLC 267
Mark Evans, "I need a green axe": Video Gaming in Social Studies, Department of Social Studies Education
SLC 253
Julie Minchew, Liminal Identity: H.D. and Boundaries, English Literature
SLC 248
Shelly R. Hovick, Dialogic Perspectives on Physician-Patient Interaction, Department of Speech Communication
Presentation IV
11:00 to 11:25
SLC 275
S. V. Fogelson and W. D. Potter, A New GP-evolved Formulation for the Relative Permittivity of Water and Steam, Department of Artificial Intelligence
SLC 274
Desiree M. Seponski, Priorities: How do desired qualities in mates, the cognitions about our mates, and beliefs about the marital contract change over time, Department of Child and Family Development
SLC 269
Lesley-Anne Reed, Transitional Generations: African-American Workers, Industrialization, and Education in the Northern Louisiana Lumber and Paper Industry, 1930-1950, Department of History
SLC 268
Julianne Cook Botelho, Biospecific Isolation and Label Free Comparison of Complex N-linked Glycoproteins in Serum of Patients with Malignant and Benign Ovarian Tumors, Department of Chemistry
SLC 267
Hilary Ruston, Talk Time: It Should Be Elementary! Department of Educational Psychology
SLC 253
Lesley Graybeal, The Divided Self in Frankenstein, Department of English
SLC 248
Melissa Galin, Framing the Agenda: Framing Research as Third-Level Agenda Setting Theory, Department of Telecommunications
Keynote Presentation
Globalism Panel
SLC 275
11: 30 to 12:15 p.m.
Luncheon for GGSIC Presenters
12:15 to 1:00 p.m.
4th Floor Rotunda, SLC
All GGSIC presenters are invited to a complimentary lunch. Afternoon presentations will begin promptly at 1:15
Tax Assistance
1:00 to 4:00 p.m.
SLC 251
Provided by Georgia Federal Credit Union volunteers
Presentation V
1:15 to 1:35
SLC 275
Georgeta Stoian Connor, The Rural Dimension of Romania’s Integration into the European Union: The Impact of the EU Enlargement on Romanian Agriculture and Rural Areas, Department of Geography
SLC 274
H. Marissa Stone, The Effects of Infant Social and Emotional Development Seminars on Parent’s Knowledge Acquisition and Self-Efficacy
SLC 269
Rebecca Brantley, Caravaggio and Cindy Sherman: A Theatrical Dialogue, Department of Art History
SLC 268
Neil R. Meredith, The Keystone Conundrum: A Look at Pennsylvania County Unemployment Rates, Department of Economics
SLC 267
Donna Drake-Clark, Diversity Happens With Effort, Discrimination Happens Without Effort: How Black Women Human Resource Managers Navigate the Hegemony of a Predominantly White Corporation, Lifelong Education, Administration, and Policy Department
SLC 253
Lisa Ulevich, Epic Renegade: Laureateship, Humor, and Inconstancy in Byron’s Don Juan, Cantos I and II, Department of English
SLC 248
Alejandro J. Gomez-del-Moral, Disease, Disillusion, Desertion: The Cuban Negro Militia in Spanish East Florida, 1812-1821, Department of History
Presentation VI
1:40 to 2:00
SLC 275
Matthew Miller, Modeling the Effects of Post-Glacial Elevation Limits on the Range of Sugar Maple, Department of Geography
SLC 274
Ji-Hyun Kim, International Students’ Perspectives on Multicultural Counseling in the United States, Department of Child and Family Development
SLC 269
Jenny M. Beene, A Blind Spot in the History of Art: The Unexplored Link between John Ruskin and Clement Greenberg, Lamar Dodd School of Art
SLC 268
Patrick Crouch, The Relationship Between Client Importance and Auditor Independence: A Closer Look Into Local Markets, J.M. Tull School of Accounting
SLC 267
Isaiah O'Rear, ASPIRE: Aid to Students Promoting and Incentivizing Responsibility and Efficiency, Department of Political Science
SLC 253
Julia Tigner, Toni Cade Bambara’s Raymond’s Run: Subverting the Bildungsroman as a Black Woman Author, Department of English
SLC 248
Lydia Aletraris, Non-standard Work Arrangements and Job Satisfaction: The case of temporary agency workers in Australia, Department of Sociology
Presentation VII
2:05 to 2:25
SLC 275
Glenn Tillman, The Effects of Hops Extracts on the Gut Microfloral Profile of Broilers at Day 22, Department of Environmental Health Science
SLC 274
Lindsay Marshall, Childhood Obesity: An Empirical Review, Department of Child and Family Development
SLC 269
Geoff Carr, Framing Dissent: The School of Americas Protest, Department of Journalism
SLC 268
Sailaja Arungundram, Modular Synthesis of Heparin and Heparan Sulfate Fragments Using Orthogonally Protected Disaccharide Building Blocks, Department of Chemistry
SLC 267
Arietha Lockhart, Enhancing Music learning in grades K-12 via the Teacher Web Page. Department of Music Education
SLC 253
Stephanie Allen,“Women Divided, Women United:”Female Characters in Nineteenth Century Italian Opera, Hugh Hodgson School of Music
Presentation VIII
2:30 to 2:55
SLC 275
J. B. Haider, Physiological Response of Glyphosate-Resistant Palmer Amaranth (Amaranthus palmeri), Department of Crop & Soil Sciences
SLC 274
Rana Bose, Golden Years for Everyone? Intra-household Negotiation, Life-cycle Fertility and Retirement Savings, Department of Economics
SLC 269
Zuzheng Luo, Complete Glycopeptide Characterization of Biological Complex through LC-MS, Department of Chemistry
SLC 268
Kristine Skarbo, Bewildering Biodiversity: three views into the regulation of plant genetic resources in Peru, Department of Anthropology
SLC 267
Denise L. Levy, The Intersection of Homosexuality and Christianity: A Literature Review, School of Social Work
SLC 253
Tracy K. Woodard, The Musical Abstract of Vice, Hugh Hodgson School of Music
Presentation IX
3:00 to 3:25
SLC 275
Muhammet Sakiroglu, Genetic Mapping of Bioenergy Traits in Alfalfa (Medicago sativa), Department of Crop and Soil Sciences
SLC 274
Lisa Zak-Hunter, The effects mothers with eating disorders have on their children’s psychological development: A focus on socialization, Department of Marriage and Family Therapy
SLC 269
J. Bryan Cole, To What Extent does the Presence of the Electoral College Cause Campaigns to Visit “Battleground” States More Than Other States? Department of Political Science
SLC 268
Julia C. Barnes, El sí de las niñas and Changing Representations of Feminity in Spanish Literature of the Enlightenment, Department of Romance Languages
SLC 267
Luke Johnson, The Connection between Aesthetics and Morality in Kant’s Third Critique, Department of Philosophy
SLC 253
Cathy Kilroe-Smith, Rethinking the Kudu Horns, Hugh Hodgsen School of Music
Presentation X
3:30 to 3:55
SLC 275
Mayeli Peralta Contreras, Determination of trans fats content in vegetable oils with FT-IR and Multiwall Carbon Nanotubes, Department of Food Science and Technology
SLC 274
Kelly Stidham, Parental Factors’ Influence on Prepubertal Pediatric Bipolar Disorder: a Nature-Nurture Approach, Department of Child and Family Development
SLC 269
Katie Rush, Talking Politics: The Role of Political Discussion in Democracy, Department of Speech Communication
SLC 268
Erica Haas, Performance and Production Issues of Thea Dorn’s Marleni For An English-Speaking Audience, Department of Germanic and Slavic Languages
SLC 267
Matthew Long, Islamic Studies: Qur’an, Department of Religion
SLC 253
Stephanie Allen, Celebrating the Erotic: Björk and the Expression of Sexual Pleasure, Hugh Hodgson School of Music

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

New issue of the CITE Journal

2007-03-20T21:08:00.000-07:00

Dear CUFA members,

We would like to announce a new issue of the CITE Journal http://www.citejournal.org/vol7/iss1/ is available.

This issue features “Using the ‘Documenting the American South’ Digital Library in the Social Studies: A Case Study of the Experiences of Teachers in the Field” by Meghan McGlinn -http://www.citejournal.org/vol7/iss1/socialstudies/article1.cfm

Contemporary Issues in Technology and Teacher Education (CITE) Journal is a double blind peer reviewed electronic publication of the Society for Information Technology and Teacher Education (SITE)http://site.aace.org/ with an acceptance rate of 27%. The Social Studies Education section within the CITE Journal has an acceptance rate of 11% and is sponsored by National Council for the Social Studies the College and University Faculty Assembly (CUFA).

The purpose of CITE Journal is to provide a forum for reporting on research relating to social studies content, teacher education, and technology. Although research reports and theoretical articles relating to social studies technologies in teacher education represent the main focus of CITE Journal, we are also interested in publishing research on social studies topics that make use of technology in the presentation of the article. These articles do not necessarily have to relate to either the use of technology in teacher education or technology in social studies content. Instead, they would make creative use of technology inpresenting the article on the journal website.

Because the journal provides a unique opportunity for dialogue, weencourage commentary on existing articles. These commentaries will be refereed and are presented along side the original in later editions.

View Author Guidelines & Submit a new paper to the publications system.

http://site.aace.org/newpubs/index.cfm?fuseaction=Info.CITEEntrance

Please direct inquires to the editors:

John K. Lee, Ph.D.
john_lee at ncsu.edu
Co-Editor, CITE Journal Social Studies
North Carolina State University

David Hicks, Ph.D.
hicks at vt.edu
Co-Editor, CITE Journal Social Studies
Virginia Polytechnic Institute

Tags: journals, calls for proposals, academy, graduate student, graduate students, graduate school, higher education, education

A Gaming Post for March

2007-03-19T22:04:00.000-07:00

Okay, here are some gaming and other virtual environment posts for the past three weeks or so.

You'll note that a lot of these come from a new blog that I came across because the owner posted a comment to one of my previous gaming posts. Their blog is Research Quest and is exclusively or almost exclusively about gaming.

Tags: game, games, gaming, high school, higher education, education

OJDLA Spring 2007 Edition Available Online

2007-03-18T14:54:00.000-07:00

We are pleased to announce:

The Spring 2007 edition of the Online Journal of Distance Learning Administration is available at:

http://www.westga.edu/~distance/ojdla

Titles include:

E-mentoring in Three Voices
Upgrading or Replacing Your Learning Management System: Implications for Student Support
Leadership Influence on Corporate Change Involving Distance Training
Open Access Learning Environments
Establishing a Mentoring Plan for Improving Retention in Online Graduate Degree Programs
Institutional Factors Affecting Students' Intentions to Withdraw From Distance Learning Programs in the Kingdom of Saudi Arabia the Case of the Arab Open University (AOU)
Master Online Teacher Competencies

Best Regards,
Stacey Rowland
OJDLA Managing Editor
University of West Georgia
678-839-0632
srowland@westga.edu

Tags: journals, calls for proposals, academy, graduate student, graduate students, graduate school, higher education, education

Opportunity for Publication

2007-03-17T18:36:00.000-07:00

A message from Ben Varner (ben.varner@unco.edu) to the Instructional Technology Forum (ITFORUM@listserv.uga.edu).

Colleagues,

Article submissions are needed for _Academic Exchange Quarterly_ for the following special feature:

WINTER 2007 - ONLINE
http://rapidintellect.com/AEQweb/5onlin.htm

If you have a manuscript of approximately 3,000 words on this topic, please send it to the following:

http://rapidintellect.com/AEQweb/rufen1.htm

(For quickest submission, click on "Try Six Simple Submission Steps.")

Ben Varner
--
Feature Editor
Academic Exchange Quarterly
http://rapidintellect.com/AEQweb/edpbva.htm

Tags: journals, calls for proposals, academy, graduate student, graduate students, graduate school, higher education, education

More On The Seal Hunt

2007-03-16T07:22:00.000-07:00

Okay, as a follow-up to my post Let The Truth Be Heard... Okay, so I came across this blog entry last night entitled Clubbed a baby seal lately? - and with a title like that you can only image the content. The entry was largely based upon a message sent out to members of a PETA listserve, and I felt the need to comment on this entry and stated:

Glad to see that you have bought the misinformation and lies of the animal rights groups hook, line and sinker.
First, baby seals (i.e., whitecoats and bluebacks) aren't hunted - haven't been since 1987 (but why let facts ruin a good photo op and what can be a lucrative fundraising campaign). Second, the vast majority of seals that are harvested aren' clubbed (approximately only 10% are in fact). Third, clubbing is just as humane a way of killing an animal as the steel bolt through the head that they use to kill cattle, but I don't see PETA protesting outside of ranches. Fourth, the vast majority of teh seal is actually used - the coat for fur, the blubber for oil, the meat is eaten, the bones are used by a growing number of native artists, etc.. Finally, the seal hunt brings in approximately $55 million dollars into the rural Newfoundland economy, a region which can see seasonal unemployment reach levels of greater than 25%.
But why let the facts get in the way of of a great crusade!

When I woke up this morning, the author of this blog had written me an e-mail, to which I responded figuring that I was wasting my time getting into a pissing match with an extreme animal activitist that simply wouldn't listen to me. Boy, was I wrong!

In her original e-mail to me she spoke of clubbing baby seals in front of their mothers and such, so I felt the need to reply to her with the following:

They don't club seals in front of their mothers and they don't club seals that are packed (cause those are female seals that are still weaning their young). Law prohibits either of these groups of seals from being included in the harvest. I should also note that approximately 90% of the seals are killed by riffle, not by clubbing

I will admit that prior to 1983 (when the Europeans banned the importation of Canadian seal products), there were some less than humane things happening. The Canadian Government closed the hunt and in 1987 re-opened it with very strict procedures. It fact, it is the most regulated harvest of wild or domestic animals in Canada.

My biggest problem is that organizations like PETA and the US Humane Society purposeful use misinformation about the hunt to ellicit the sympathy of people like yourself (and in many cases the money of others). For example, if you go to the US Humane Society's website and look at their protect seals area. At the top of the page you'll see a picture of a cute little whitecoat (illegal to hunt since 1987) and an image from a 1964 film of a seal being skinned alive from the IFAW (it was later discovered that the IFAW had paid the sealer in the movie to commit these acts of cruelty so they could be caught on tape).

Now because of these lies, they have a well meaning person like yourself out in California who has never seen a seal in their lives believing that these cruel and inhuman people go out and club baby seals to death as they lie in front of their mothers or skin the fur off of the seals while they are still alive just to watch them suffer because that individual is only interested in the fur. I can honestly say that nothing could be further from the truth.

The vast majority of sealers are from Newfoundland and Labrador, a province that typically enjoys an annual unemployment rate of twice the national average (about 10%-12%), and because the vast majority of their industries are resources based and seasonal in nature there are times when that average reaches 16%-18% (and as high as 25%-30% in rural areas). The seal hunt comes at a time when there is little employment in this seasonal cycle in rural Newfoundland and brings in approximately $55 million to these portions of the province.

As for the seals, there are approximately six million of them - three times the number that there were twenty years ago (I should note that there are only 506,000 people living in Newfoundland and Labrador, even though it is geographically as large as California). The annual hunt is usually in the 300,000 to 350,000 seal range. Given their growth over the past twenty year, the seal herd grows at a rate of about 200,000 each year. Scientist have acknowledged that the herd is at dangerously high levels, and is beginning to affect the health of other species of fish that seals rely upon or that rely upon the same food sources as seals - some have even called for massive one time cullings of upwards of a million seals. The Canadian Government has taken the more measured appoach of setting a quota that is 100,000 more seals that what are beng more, trying to manage this balance in a slow and delicate manner.
In any regard, I don't blame you for the position that you have taken, you have been successfully duped by a well oiled public relations and fundraising machine. I only hope that with additional and more accurate information that you'll see that the seal hunt is a responsible management of a resource that is carried out in as humane as way possible (particularly compared to how we treat other wild animals and especially compared to how we treat animals raised simply for the purposes of consumption).

The response that I got from this response was surprising, but extremely refreshing. This California journalist expressed concern that she had been duped by this particular lobby groupon this particular issue and encouraged me to post this kind of information on my site.

To Gina Smith, thanks for renewing my faith that in the notion that if people are ony exposed to the real facts that they will be much more reasonable in their approach. I say this because I don't simply dismiss people that are against the seal hunt because they are against the seal hunt. For example, these two guys - An Environmentalist's Case for the Seal Hunt and Seal hunting and why I'm a "vegetarian". Now while I disagree with their positions against the seal hunt, they both oppose it on personal, philosophical and informed rationales - and while I can disagree with them I have to respect their opinions because their opinions aren't based upon misinformation and lies.

Anyway, thanks Gina for starting my Friday out on the right foot.

Tags: seals, seal hunt, Newfoundland, Canada

Let The Truth Be Heard

2007-03-15T13:08:00.000-07:00

Not really about the academy or my journey to get to the academy, and I should really be coding my dissertation data instead of writing this, but it is something that needs to be said.

Okay, today was a day of national protest against the seal hunt and as a proud Canadian and even prouder Newfoundlander I feel I must speak up. About a year ago I first wrote about this topic on my personal blog, Rock Ruminations (which I have since stopped updating), and that entry can be viewed here - To Those Misinformed Seal Hunt Crusaders.

I feel I must speak because while Canada is not the only nation in the world that hunts seals, as do countries like Finland, Estonia, Latvia, Lithuania, Greenland, Sweden and the United Kingdom, but Canada seems to be the favourite target of the hypocritical Human Society of the United States (who if you visit their "protect seals" website you'll see a picture, front and center, of a white coat - a type of seal that has been illegal to harvest since 1987 but still brings in the big bucks from an unsuspecting and ignorant audience). I also feel I must speak because much of this hunt in Canada is carried out off the coast of Newfoundland and is a vital part of the economy for rural portions of my province - places that have been hit with hard economic times, massive out-migration, and that experience seasonal unemployment rates of up to 25% or higher.

What I find so unbelievable about this issue is the massive amount of misinformation that is out there and how gullible and ignorant some people can be. I understand that the cute little white coat and the claim that it is being clubbed to death is a great way to get an ignorant Martin Sheen to speak in a commercial supporting the anti-sealing campaign. But for people in British Columbia to get a bunch of innocence children, who don't know any better, to dress them up in black clothing and have them carry little coffins through the downtown and lay them in front of the Department of Fisheries and Oceans office, telling the children that they are trying to save all of the baby seals from being clubbed to death. This is simply despicable and these people should be ashamed (the website promoting this event even goes as far to say "It will draw a lot of media attention if we can get the children ") - I know that I am ashamed to call them fellow Canadians.

So, with all of theselies that are out there - particularly in the United States - about the seal hunt, let's provide you with some facts (and reading my entry, To Those Misinformed Seal Hunt Crusaders, from last year is a good place to start).

90% of seals taken from the Front (the location where most of the hunt occurs) of the hunt are killed by riffle, not by clubbing (this site provides a good description of the tools used for harvesting seals).
It has been illegal to hunt seal pups in Canada since 1987.
Seals are not an endangered species (in fact that are well above that mark and over 85% of the current populationof harp and hooded seals would have to be killed in order to make it an endangered species).
Seal are not killed simply for their fur - in fact, most of the seal is utilized for something or other, from the oil to the meat to the bones.

Finally, as a way to illustrate the lies and misinformation provided by those who would like to see the Canadian seal hunt end, let me quote the following:

Do sealers sometimes skin seals without killing them first?
In 1964, film of a seal being skinned alive was used by the International Fund for Animal Welfare (IFAW) to vilify Canadian sealers, and was screened on CBC television. Following a public outcry and investigation, a man in the film confessed in court that he had been paid to commit acts of cruelty. (See Saving society from animal "snuff" films, by Teresa Platt and Simon Ward, Fur Commission USA.)
IFAW founder Brian Davies also later stated under oath that he had never actually seen a seal being skinned alive. Yet IFAW's propaganda continues to claim that this happens.
More absurd than the allegation itself is that some people continue to find it believable. According to the animal rights mythology, skinning an animal while it's alive saves time or bullets or both. Common sense, on the other hand, should tell us that skinning an animal that is dead is infinitely preferable to skinning one that struggles and bites. And since a skinning knife is at hand anyway, in the unlikely event that an animal is still alive, the animal can still be killed with ease.
In reality, the inspiration for the IFAW-created myth was probably observation of a "swimming reflex". The following explanation is from Animal welfare and the harp seal hunt in Atlantic Canada; PDF or HTML; by Pierre-Yves Daoust et. al, Can Vet J Vol. 43, September 2002:
"When killed by acute trauma to the brain, seals, like other animals, often undergo a period of tremors or convulsions. These consist of strong lateral movements of the caudal portion of the body ... which have been interpreted by some animal welfare advocates as implying persistence of conscious life.
The frequent occurrence of strong swimming actions in seals killed by trauma
complicates the determination of their death from a distance, for example by videotape. These reflex movements may last considerably longer in seals than in terrestrial animals because of the unique adaptation of their musculature to diving, including a much larger store of oxygen associated with the higher concentration of myoglobin. Moreover, the pattern of this reflex activity can be erratic and does not necessarily decrease gradually in intensity from the time of death. For example, sheep and cattle stunned by nonpenetrative percussion collapsed with signs of tremors, followed by slow hind leg movements that increased in frequency and could develop into vigorous hind leg kicking. Complete immobility immediately following a blow to the head should actually alert the sealer to the possibility that the animal is still conscious, especially if this immobility is accompanied by contraction of the body. This fear-induced 'paralysis' is a typical behavior of harp seals and hooded seals; other authors have commented on the possibility that such immobile seals might be interpreted as dead by inexperienced sealers and, therefore, might still be conscious when skinning begins."
Saving society from animal "snuff" films By Teresa Platt and Simon Ward, Fur Commission USA
From the unfamiliar world of medical experimentation done for both animal and human benefit to the routine slaughter of cattle for steak, the images are often not what they appear to be. Animal "snuff" films, which chronicle the death throes of animals, are big business today with most of the large animal-based protection groups maintaining a library. More ...

Taken from http://www.sealsandsealing.net/FAQ.html

To end, if you want the facts about , I suggest you visit the Canadian Sealers Association.

Tags: seals, seal hunt, Newfoundland, Canada

More On AECT And Graduate Students

2007-03-12T17:29:00.000-07:00

Well, as a follow-up to the message I posted about two or three weeks ago about AECT no longer allowing graduate students to be full reviewers for conference proposals (see Graduate Students Snubbed by AECT).

As a follow-up, to that original post a recent graduate forwarded me a copy of this from the AECT Newsletter which he had received via e-mail (not sure why all members didn't get this newsletter, but that's another story):

Dear AECT Member,

It is my pleasure to report that the elections for AECT national officers are completed. pproximately one-fifth of the AECT membership voted in the election this year. This number is consistent with recent AECT elections.

The two candidates for President of AECT were Dr. Mary Herring of Northern Iowa and Dr. Nick Eastmond of Utah State. Mary received the greater number of votes.

The two candidates for Board of Directors at Large were Dr. Angela Benson of the University of Alabama and Dr. Kay Persichitte of the University of Wyoming. More people voted for Kay.

We appreciate the willingness of all four outstanding candidates to serve as leaders in AECT and congratulate the winners. When one runs for national office, one does not run against the other candidate. Rather, one runs for the good of AECT. We feel confident that both Nick and Angela will continue to lead in AECT and we look forward to seeing their names on the ballot again in
future.

Ward Cates, President
=======================================
Convention Proposal
Reviews in Progress

By now all divisions are in the process of reviewing their collection of proposals for the 2007 Anaheim convention. At the close of the Call for Proposals more than 700 proposals had been submitted.

While division planners do meet monthly in a conference call, the leadership of each division are free to set up their own review process. The common factor among all divisions is that decisions are based on a “peer” review process. Recently our definition of “peer” has been in question: whether graduate students qualify as “peer” reviewers. On the one hand, we might ask whether students have the background and depth of experience to evaluate proposals, but on the other, there is valid reason to include students because reviewing can contribute to their professional growth.

Division planners have responded individually for their divisions to the concern about graduate student reviewers. In most cases, they have established a review process that ensures that any one proposal will be reviewed by a combination of professionals and graduate students. Some division planners have encouraged a mentoring process for graduate student reviewers.

There are currently 639 graduate student members of AECT – about 30% of the total membership. Many of them hold division offices and volunteer their help at convention and in other activities. They represent the future of the organization. I applaud the division leaders for creating a process that allows them to participate in the review process as we prepare for AECT 2007 in Anaheim.

Pat Miller,
President-elect

Okay, I'm still wondering what this process is exactly - at least with my own division (which is Distance Learning). I'm a four year Ph.D. candidate. I'm submitting my dissertation in less than a month. I'm starting a job as an Assistant Professor in less than six months. I've reviewed for AECT for two years now and have been reviewing for six others conferences for up to four years now. The process tha my division leader has created is that I can get one of my own faculty members to review proposals and I can shadow review their proposals.

This is not to be applauded but to my frowned upon. This is simply a way of making a third of AECT's membership second class members. What would happen next year if all graduate students decided not to attend the annual convention? AECT would incur a massive debt from the event, in addition the convention itself would be one of the worst on record because the graduate students that assist in the tech support, that man the registration desk, that collect the feedback forms, and generally serve as gophers at the convention wouldn't be there to keep things runnng smoothly on behalf of thefirst class members!

What would happen next year if all of the graduate students decided not to renew their membership? Well, I give AECT less than five years of life simply because they aren't able to attract new faculty members and people outside of the academy. The biggest problem now is that a third of the membership are two to three year members (i.e., while they are graduate students and that's it). AECT is a way to network to get a job for some many graduate students and unless you can find meaningful ways to involve them in the organization once they have that job there is no need for them to maintain their membership. Making them second class members is not the way to engage them in meaningful ways.

The reality of this situation is that if AECT really believes that graduate students are the future of the organization, the organization needs to do more than simply pay lip service to graduate students and stop the discrimination that it has within what some members are able to contribute and other members can't. Seems kind of hypocritical that AECT has no problems with grduate students serving on the executive and even running various divisions, but graduate students can't be trusted to review a 1500 word proposal!

Please note, The Opinions Expressed...

Tags: AECT 2007, AECT, blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

Blogging About the Academy

2007-03-09T12:54:00.000-08:00

Okay, time to clean out my Bloglines account again - this time of the posts that deal with life in the academy that I kept around for some reason or another...

Well, that's all of the ones that I have at the moment. I'm sure I'll post more of these in the future.

Tags: academy, graduate student, graduate students, graduate school, higher education, education

This Is Important!

2007-02-27T15:44:00.000-08:00

This is an important issue that I don't know a great deal about, but this is a great little video that appears to have been created by a young man concerned about the influence of big multinational corporations on the Internet.

Save the Internet Rock the Vote

It's five minutes or more, but it is well worth watching.

Tags: Rock the Vote, Save the Internet, net neutrality

Gaming Post for February

2007-02-25T11:44:00.000-08:00

Okay, a colleague sent me a couple of links to items of her blog that may be of interest...

I wrote another gaming post and wanted to share with you the link: http://elgg.net/mechelledc/weblog/154591.html

Second Life has gone mobile. I linked with the articles in a brief blurb on my blog: http://elgg.net/mechelledc/weblog/155196.html

And then the regular links:

Note that I've been including Second Life in these, as I see it right now as a really big, social networking simulation - or at least that's my logic at present.

Until I get the interest, energy or accumulation to do this again...

Tags: game, games, gaming, high school, higher education, education

ED-MEDIA 2007 Final Call (Vancouver, Canada): Due April 12

2007-02-22T06:06:00.000-08:00

A message from AACE Announcements (announce@aace.org).

Please forward to a colleague

http://www.aace.org/conf/edmedia/call.htm
_______________________________________________________________

ED-MEDIA 2007

World Conference on Educational Multimedia, Hypermedia & Telecommunications

June 25-29, 2007 * Vancouver, BC Canada

FINAL CALL FOR PRESENTATIONS

** Submissions Due: April 12, 2007 **

Organized by
Association for the Advancement of Computing in Education (AACE)
http://www.aace.org
______________________________________________________________

** What are your colleagues saying about the international ED-MEDIA conferences? **
http://www.aace.org/conf/edmedia/testimonials.htm

COLOR POSTER--ED-MEDIA 2007 CALL FOR PARTICIPATION

Available to Print & Distribute (PDF to print; 200kb)
http://www.aace.org/conf/edmedia/ed07poster.pdf

CONTENTS & LINKS (details below)

1. Call for Papers and Submission & Presenter Guidelines:

http://www.aace.org/conf/edmedia/call.htm
http://www.aace.org/conf/edmedia/submitguide.htm
http://www.aace.org/conf/edmedia/PresenterLounge

2. Major Topics:

www.aace.org/conf/edmedia/topics.htm

3. Presentation Categories:

http://www.aace.org/conf/edmedia/categories.htm

4. NEW: Student Panel Dissertation Help Sessions:

http://www.aace.org/conf/edmedia/studentDissertationsHelp.htm

5. Corporate Showcases & Demonstrations:

http://www.aace.org/conf/edmedia/corporate.htm

6. Proceedings & Paper Awards:

http://www.aace.org/pubs

7. For Budgeting Purposes:

http://www.aace.org/conf/edmedia/rates.htm

8. Vancouver, Canada:

http://www.aace.org/conf/Cities/Vancouver/

9. Deadlines:

http://www.aace.org/conf/edmedia/deadlines.htm

INVITATION:

ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications is an international conference, sponsored by the Association for the Advancement of Computing in Education (AACE). This annual conference serves as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/distance education.

ED-MEDIA, the premiere international conference in the field, spans all disciplines and levels of education and attracts more than 1,500 attendees from over 60 countries. We invite you to attend ED-MEDIA and submit proposals for presentations.

This Final Call for Presentations is offered for those who were:

- unable to meet the first deadline for submissions in December, or
- were not ready to present a finished paper or project, or
- have a work-in-progress topic to present, and
- do not yet have a proposal accepted for presentation.

All presentation proposals are peer-reviewed and selected by three reviewers on the respected Program Committee for inclusion in the conference program, Proceedings (book and CD-ROM formats) and
EdITLib (Education and Information Technology Digital Library), http://www.EdITLib.org

We invite you to attend the ED-MEDIA Conference and submit proposals for these presentation categories: http://www.aace.org/conf/edmedia/categories.htm

Please forward to a colleague CONTENTS & LINKS (details below)

- Full & Brief Papers
- Best Practices
- Panels
- Best Practices
- Roundtables
- Symposia
- Student Panels (NEW)
- Posters/Demonstrations
- Corporate Showcases & Demonstrations

These Final Call presentation categories have been quite popular especially for the efficient exchange of information about on-going research, applications, and projects.

For Call for Presentations, connect to:

http://www.aace.org/conf/edmedia/call.htm

All authors MUST follow the submission guidelines and complete the Web form at:

http://www.aace.org/conf/edmedia/submitguide.htm

For Presentation and AV Guidelines, see:

http://www.aace.org/conf/edmedia/PresenterLounge

PROGRAM ACTIVITIES:

* Keynote Speakers
* Invited Panels/Speakers
* Papers
* Panels
* Best Practices
* Symposia
* Demonstrations/Posters
* Corporate Showcases & Demonstrations
* Tutorials/Workshops
* Student Panel Dissertation Help Sessions
* Roundtables

TOPICS:

http://www.aace.org/conf/edmedia/topics.htm

The scope of the conference includes, but is not limited to, the following major topics as they relate to the educational and developmental aspects of multimedia/hypermedia and telecommunications.

For ALL subtopics, please see:

http://www.aace.org/conf/edmedia/topics.htm

1. Infrastructure: (in the large)
2. Tools & Content-oriented Applications
3. New Roles of the Instructor & Learner
4. Human-computer Interaction (HCI/CHI):
5. Cases & Projects
6. Special Strand ** Universal Web Accessibility **

PRESENTATION CATEGORIES:

http://www.aace.org/conf/edmedia/categories.htm

The Technical Program includes a wide range of interesting and useful activities designed to facilitate the exchange of ideas and information.

Student Panel Dissertation Help Sessions

http://www.aace.org/conf/edmedia/studentDissertationsHelp.htm

Submissions are invited for the ED-MEDIA Student Panel Dissertation Help Sessions (DHS). The DHS will provide an opportunity for students at any stage in their graduate studies (ie. Masters, EdD, or PhD
level) to present their work to an audience of peers and faculty. This will be a friendly and constructive event designed to provide participants with valuable feedback on their dissertation effort from leading professors and a variety of peers.

CORPORATE SHOWCASES & DEMONSTRATIONS:

http://www.aace.org/conf/edmedia/corporate.htm

Companies have the opportunity to demonstrate and discuss their educational technology products and services in through Corporate Showcases and Demonstrations/Literature.

PROCEEDINGS & PAPER AWARDS:

http://www.aace.org/pubs

Accepted papers will be published by AACE in the Proceedings Book and on CD-ROM. Proceedings in this series serve as major resources in the multimedia/ hypermedia/telecommunications community, reflecting the current state of the art in the discipline. In addition, the Proceedings also are internationally distributed through and archived in the Education and Information Technology Digital Library, http://www.EdITLib.org

Selected papers may be invited for publication in may be invited for publication in AACE's respected journals especially in the

- Journal of Educational Multimedia and Hypermedia (JEMH),
- International Journal on E-Learning (IJEJ), or
- Journal of Interactive Learning Research (JILR).

All presented papers will be considered for Best Paper Awards within several categories. Award winning papers may be invited for publication in the AACE journals.

FOR BUDGETING PURPOSES:

http://www.aace.org/conf/edmedia/rates.htm

The conference registration fee for all presenters and participants will be approximately $395 U.S. (AACE members), $450 U.S. (non-members). Registration includes proceedings on CD, receptions, and all sessions
except tutorials. The conference dinner will be an extra fee.

All conference sessions will be held at the Sheraton Vancouver Wall Centre Hotel (http://www.aace.org/conf/edmedia/hotel.htm). The Sheraton Vancouver Wall Centre is Vancouver's premier hotel - ideally located in the heart of the city's business, financial and shopping districts - with magnificent views of the mountains and the Pacific Ocean. Special discount hotel and airline rates have been
obtained for ED-MEDIA participants.

VANCOUVER, BC CANADA:

http://www.aace.org/conf/Cities/Vancouver

Vancouver is a dynamic, multicultural city with a cosmopolitan flair set in a spectacular natural environment. Nestled between majestic mountains and sparkling ocean, Vancouver is one of the most beautiful cities in the world.

For further Vancouver information see:

http://www.tourismvancouver.com

DEADLINES:

http://www.aace.org/conf/edmedia/deadlines.htm

Final Call Submissions Due: April 12, 2007
Final Call Authors Notified: April 20, 2007
Proceedings Files Due: May 2, 2007
Early Registration: May 2, 2007
Hotel Reservations: May 25, 2007
Conference: June 25-29, 2007

----------------------------------------------------------------------------
To be added to the mailing list for this conference, link
to http://www.aace.org/info.htm

If you have a question about ED-MEDIA, please send an e-mail to
AACE Conference Services, conf@aace.org

Contact:

AACE--Association for the Advancement of Computing in Education
P.O. Box 1545
Chesapeake, Virginia 23327 USA
Phone: 757-366-5606 * Fax: 703-997-8760
E-mail: conf@aace.org * http://www.AACE.org
***************************************************************

Tags: conferences, calls for proposals, academy, graduate student, graduate students, graduate school, higher education, education

SANTEC Seminar: Podcasting in eLearning - 22nd - 28th February

2007-02-21T11:54:00.000-08:00

Please note the correct address is http://santec.uwc.ac.za

A message from santecemaillist@mailman.unisa.ac.za .

Dear Colleagues,

Its a pleasure to welcome you to our first SANTEC online seminar of 2007. This seminar on "Podcasting in e-learning" will take place fromThursday, 22 Feb to Wednesday, 28 February 2007. The presenter is Prof Derek Keats, Executive Director, Information & Communication Services, University of the Western Cape, South Africa. We will also be joined byAllan Carrington who is a Learning Designer from the Centre for Learning and Professional Development at University of Adelaide.

We'll move through several steps in the seminar to allow us to form a sense of community and purpose, learn about good practices in podcasting and experiment with making our own podcasts. Our process is structured as follows:

1) Introductions: Where we're from and why we're interested in podcasting. Any burning questions? - starting on 22nd

2) What is podcasting and why is it useful to education in developingcountries? - starting on 22nd

3) What does good podcasting practice look like? Recommend a podcast. - starting on 23rd

4) What does it take to get started? Make your own podcast and share it. - starting on 23rd

5) Closing reflections - 27th - 28th

To join the seminar you will need to:

1) Register for the SANTEC site at http://santec.uwc.ac/. (Many of you have already done this).

2) Login to the SANTEC site at http://santec.uwc.ac

3) Choose the "SANTEC Seminars" group from the drop down groups menu in the middle left hand side of the page.

4) Click "Go"

5) Click on the link to "Discussion Forum" in the middle of the page.

6) Choose the "Podcasting in eLearning" forum.

I look forward to meeting you in the seminar

Kind Regards,
Tony

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

Graduate Students Snubbed by AECT

2007-02-14T14:31:00.000-08:00

Okay, so I received this message from the Division of Distance Learning listserve - it was the third or fourth time that I've received this message.

---------- Forwarded message ----------
From: Gary R Morrison (GMorriso@odu.edu)
Date: Feb 14, 2007 1:17 PM
Subject: [DDL] Distance Learning and AECT Conference
Proposals
Just a quick reminder that proposals are due on 2/15.
Second, I still need additional reviewers for the proposals. The following is an email I sent earlier. If you are a faculty member or professional in the field, please volunteer so that I can spread the review responsibilities across a number of individuals rather than a few who graciously volunteered.
Faculty and professionals in the Distance Learning Division are invited toreview proposal submissions for AECT annual meeting. Reviews will begin about February 15th.
This year, we are encouraging faculty members to mentor a graduate student in the review process. Only the faculty member will submit a review, however, we encourage the faculty member to discuss the student's reviewand provide mentoring.
If you are interested in reviewing papers, please email Gary Morrison (gmorriso@odu.edu). Reviews will begin soon after February 15th. In the body of the email, please include the
following information:
Name
Email
Position
Affiliation
Address
Please feel free to contact me if you have any questions.
Thanks
Gary
---------------------------------------------------------------------
Gary R. Morrison, Ed.D.
Professor, Instructional Design & Technology
Educational Curriculum and Instruction
Education 249-3
Old Dominion University
Norfolk, VA 23529
(757) 683-6275

Given my interest in mentoring younger graduate students personally, I contacted Gary and told him that the way the call for reviewers was written, it really discouraged graduate students - who have traditionally made up a fair number of the reviewers. I got this response:

There has been a great deal of discussion about graduate students reviewing proposals this year. It appears this process is not being continued by a large majority of the divisions (I only know of one that is inviting graduate students to review). Currently, this issue is under review byAECT's executive committee.
If you would like to review papers, I strongly encourage you to have one of your mentors volunteer to review papers and mentor you.
Gary

First of all, I'd like to congratulation at least one division for not losing all sense. As I have lamented in the past, AECT has many challenges facing it (for recent rants, see Why AECT? Why? and AECT - You've Got to be Kidding Me!).

Graduate students make up a large portion of the membership and the convention attendees of AECT. In the past, many graduate students reviewed conference proposals - I know I did for my first two years of doctoral studies. And as you've probably read here in the past, AECT has made some changes that have made it more difficult for graduate students to get involved - increasing volunteer and student rates (in the case of volunteer rates from nothing to a hundred bucks over the past three or four years). Now they have taken away this opportunity for graduate students to get involved in something that it fundamental to life in the academy - service in professional organizations.

It is even more interesting that these same divisions have no problem with having graduate students serve on their executives, I know the Division of Distance Learning has two of us (out of seven or eight individuals). So, personally I am taking a principled stand on this issue. Not only am I not asking one of my mentors to sign up to review proposals so that I can help them out on an activity that I have been doing on my own for the past four years, I have also resigned from my position on the Division of Distance Learning. I encourage all graduate students to follow suit.

I'd also ask you to contact the President, President Elect, and Past President of your own divisions and ask them their policy on involving graduate students - not only in the review process, but what is their vision for how graduate students should be involved in their division.

Please note, The Opinions Expressed...

Tags: AECT 2007, AECT, blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

Now, This Would Work for Me

2007-02-10T04:53:00.000-08:00

Okay, given my feelings about my dissertation these days (see Working On The Dissertation...), this is the way I should be grading the papers that I am co-teaching...

A Guide to Grading Exams by Daniel J. Solove
Tags: grading, graduate student, graduate students, graduate school, higher education, education

February/March Issue of Innovate

2007-02-09T19:00:00.000-08:00

A message from James L Morrison (morrison@unc.edu).

The February/March issue of Innovate (http://www.innovateonline.info/) focuses on online assessment and effective course design, the value of e-portfolios asdynamic records of academic and professional development, and the creativeuse of synchronous communication tools for online tutorials.

We open the issue with my interview with Scott Howell, who stresses the effective alignment of instructional content with testing methodology and the ways in which such alignment can be realized in distance and online learning programs. As such programs continue to grow and develop, the work of Howell and his colleagues promises to give valuable direction to this vital trend in higher education. (See http://www.innovateonline.info/index.php?view=article&id=409 )

Judith Boettcher provides further direction to such developments by drawing on the work of brain research and pedagogical theory to describe ten corelearning principles that educators should seek to realize in their teaching, whether it be in online, traditional, or hybrid learning environments. Boettcher's article will be of particular value for instructors who are in the initial planning stages of course design and development. (See http://www.innovateonline.info/index.php?view=article&id=54 )

Our next two features focus on a significant trend in the use of technologyfor enhanced professional communication: e-portfolios. Cara Lane emphasizes the importance of e-portfolios as a way for students to develop effective online presentation skills for their future careers and the key proficiencies that students should develop to ensure the long-term value of their e-portfolios as records of their professional and academic growth. (See http://www.innovateonline.info/index.php?view=article&id=369 )

Vicki Lind provides a more focused look at e-portfolios in the context of amusic education program, illustrating the ways in which this medium allowed student teachers to document their distinctive skills, their instructional strategies, and the ways in which they align their teaching with state standards. (See http://www.innovateonline.info/index.php?view=article&id=351 )

The use of synchronous communication tools in online learning environments serves as the focus of our next two articles. Yuping Wang and Nian-Shing Chen describe the results of a pilot study assessing the value of alearning management system to support synchronous tutorial sessions in second language learning. They found that the range of tools provided by the system--including chat, whiteboard, and videoconferencing technology--provided a resilient, supportive learning environment for distance learning students. (See http://www.innovateonline.info/index.php?view=article&id=337 )

In turn, Birgit Loch and Christine McDonald describe the results of a pilot study that explored how a free and widely available chat client (MSN Messenger) could serve as a viable medium for distance learning tutorialsin mathematics. By providing its users with an easy way to incorporate diagrams, symbols, and specialized mathematical annotation in their communications, this popular chat client offers a convenient alternative to the whiteboard function of Blackboard and other proprietary systems. (See http://www.innovateonline.info/index.php?view=article&id=374 )

Finally, in his Places to Go feature, Stephen Downes reviews the Open CourseWare Consortium Web site. Downes observes that while the site represents a step forward in the consolidation of open courseware resources, its limited navigational options and restricted access unfortunately work against the ethos of openness that the site proclaims to support. If such initiatives are to fulfill their promise, Downes concludes, they will need to ensure that they truly support the growth of the communities they are intended to serve. (See http://www.innovateonline.info/index.php?view=article&id=445 )

Please forward this announcement to appropriate mailing lists and to colleagues who want to use IT tools to advance their work. Ask your organizational librarian to link to Innovate in their resource section for open-access e-journals.

Thanks!
Jim

James L Morrison
Editor-in-Chief, Innovate
http://www.innovateonline.info
Professor Emeritus of Educational Leadership
UNC-Chapel Hill
http://horizon.unc.edu/

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

INFO - Call for Submissions for the Journal of Applied Research on Learning

2007-02-07T17:02:00.000-08:00

A message from cade-aced@csse.ca.

***Messages are posted in the language received.***

The Canadian Council on Learning (CCL) is pleased to invite submissions for its online peer-reviewed publication, the Journal of Applied Research on Learning (JARL). Authors of original applied research interested in submitting manuscripts to be considered for publication in JARL should review the Aims of the Journal of Applied Research on Learning, the Call for Submissions, as well the Guidelines for Authors for detailed information on submission requirements.

JARL is intended to address topics that, while focused on examples of applied research on learning, will offer readers relevant theoretical discussions and act as a catalyst for expanding existing knowledge in specific areas of practice and/or research on learning relevant to the Canadian context. The journal will be available through CCL’s website as a free publication containing material written in both French and English. JARL will be published twice annually as a summer/fall issue and a winter/spring issue.

We invite you to circulate this announcement to colleagues, graduate students, researchers and/or organizations who may be interested in submitting a manuscript to JARL for consideration. The deadline for submissions of manuscripts for the next issue of JARL is MARCH 30, 2007.

Questions can be addressed to the editorial staff of JARL by contacting jarl@ccl-cca.ca.

Isabelle Eaton
Managing Editor
Journal of Applied Research on Learning
The Canadian Council on Learning
http://www.ccl-cca.ca

Tags: journals, calls for proposals, academy, graduate student, graduate students, graduate school, higher education, education

Working On The Dissertation...

2007-02-06T14:37:00.000-08:00

There are days when I don't get as much done and I feel like someone is mocking me...

And then there are days that I just feel like...

Tags: dissertation, graduate student, graduate students, graduate school, higher education, education

mLearn 2007: First call for papers - Making the Connections

2007-02-05T06:43:00.000-08:00

A message from HJvdM (vdmerwe@netactive.co.za) to Instructional Technology Forum (ITFORUM@listserv.uga.edu).

Call for Submission

~~~~~~~~~~~~~~~~~~~~

mLearn 2007: Making the Connections

16-19 October 2007, Melbourne AUSTRALIA

http://www.mlearn2007.org

IMPORTANT DATES

Submission deadline: 1 June 2007

Final formatted papers: 30 Aug 2007

~~~~~~~~~~~~~~~~~~~~

We invite contributions to mLearn 2007, the sixth international conferences on mobile learning. mLearn aims to stimulate critical debate on and research into theories, approaches, principles and applications of mobile learning. Submissions are invited for:

- Long papers (8 pages)

- Short papers (4 pages)

- Workshops (2 pages)

- Posters, Panels & Showcases (500 words)

- Doctoral Consortium (4 pages)

This conference is a forum for exploring innovative approaches to quality education and training by means of current and emerging mobile technologies.

We welcome contributions from researchers, developers, training professional and educators from: higher education institutions; training providers; research organisations; community and voluntary organisations; schools; learning and skills councils; education authorities; computer and mobile device manufacturers and service providers; government departments; libraries and museums.

The focus of the conference is about the use of mobile technology for making connections in a rapidly changing educational environment and social networking world.

Topics for submission include, but are not limited to:

- mLearning and mobile technology applications in teaching and learning

- mobile technology to support open and distance learning (ODL)

- assessment techniques and practices in mLearning

- design and development of material for mLearning

- informal, life based and lifelong learning with the aid of mobile technology

- building and implementing mLearning strategies in public and private organisations

- effective and efficient management of mLearning processes

- creating interactive and collaborative mLearning environments

- the impact of emerging hardware and software for mLearning

- innovation in learning theory and pedagogy

- social and ethical issues of mLearning

- mLearning for community based styles of networking and communicating

An edited, peer-reviewed post-conference publication will include a selection of invited papers from the influential submissions.

~~~~~~~~~~~~~~~~~~~~

mLearn 2007

16-19 October 2007, Melbourne AUSTRALIA

http://www.mlearn2007.org

~~~~~~~~~~~~~~~~~~~~

Tags: conferences, calls for proposals, academy, graduate student, graduate students, graduate school, higher education, education

E-Learn 2007 Call for Presentations (Quebec City, Canada)

2007-02-03T19:27:00.000-08:00

A message from AACE Announcements (announce@aace.org) to EDUCTECH@listserv.uh.edu.

Date: Jan 15, 2007 10:09 PM

>> Call for Participation Deadline: April 26th <<

* Please forward to a colleague *

http://www.aace.org/conf/elearn/call.htm _______________________________________________________________

E-Learn 2007

World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education

October 15-19, 2007 * Quebec City, Canada

(Quebec City Convention Centre)

CALL FOR PARTICIPATION

** Submission Deadline: April 26, 2007 **

Organized by:

Association for the Advancement of Computing in Education (AACE)

(http://www.aace.org)

Co-sponsored by:

International Journal on E-Learning

(http://www.aace.org/pubs/ijel) ______________________________________________________________

** What are your colleagues saying about E-Learn conferences? **
http://www.aace.org/conf/elearn/testimonials.htm

COLOR POSTER--E-Learn 2007 CALL FOR PARTICIPATION
Available to Print & Distribute (PDF to print; 200kb)
http://www.aace.org/conf/elearn/EL07poster.pdf

>> CONTENTS & LINKS (details below) << http://www.aace.org/conf/elearn/call.htm
Submission Guide: http://www.aace.org/conf/elearn/submitguide.htm
Presenter Guide: http://www.aace.org/conf/elearn/PresenterLounge

2. Major Topics: www.aace.org/conf/elearn/topics.htm

3. Presentation Categories: http://www.aace.org/conf/elearn/categories.htm

4. Products/Services Showcases & Presentations:
http://www.aace.org/conf/elearn/corporate.htm

5. Proceedings & Paper Awards: http://www.aace.org/pubs

6. For Budgeting Purposes: http://www.aace.org/conf/elearn/rates.htm

7. Quebec City, Canada: http://www.aace.org/conf/Cities/QuebecCity

8. Deadlines: http://www.aace.org/conf/elearn/deadlines.htm

INVITATION:
E-Learn 2007 -- World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education is an international, annual conference which serves as a multi-disciplinary forum for the exchange of information on research, development, and applications of all topics related to e-Learning in these four sectors.

E-Learn Is Unique:
http://www.aace.org/conf/elearn/unique.htm
E-Learn is an innovative collaboration between the top public and private academic researchers, developers, education and business professionals, and end users from the Corporate, Healthcare, Government, and Higher Education sectors.

All presentation proposals are reviewed and selected by a respected, international Executive Advisory Board
(http://www.aace.org/conf/elearn/exec.htm) and Program Committee, based on merit and the perceived value for attendees.

E-Learn, the premiere international, non-commercial conference in the field, spans all disciplines and levels of education and attracts more than 1,000 attendees from over 60 countries. We invite you to attend E-Learn and submit proposals for presentations.

All presentation proposals are peer reviewed and selected by three reviewers on the respected international Program Committee for inclusion in the conference program, proceedings book, and CD-ROM proceedings.

PROGRAM ACTIVITIES:
* Keynote Speakers
* Invited Panels/Speakers
* Papers
* Best Practice Sessions
* Roundtables
* Demonstrations/Posters
* Research/Technical Showcases
* Products/Services Showcases
* Tutorials/Workshops

SUBMISSION INFORMATION:
For Call for Presentations, connect to:
http://www.aace.org/conf/elearn/call.htm

All authors MUST follow the submission guidelines and complete the Web form
at: http://www.aace.org/conf/elearn/submitguide.htm

For Presentation and AV Guidelines, see:
http://www.aace.org/conf/elearn/PresenterLounge

TOPICS:
http://www.aace.org/conf/elearn/topics.htm

The scope of the conference includes, but is not limited to, the
following topics as they relate to the e-Learning and the
technologies supporting e-Learning.

1. Sectors or Application Domains:
General & Cross-Domain
Corporate
Government
Health Care
Higher Education
Informal Learning (Museums, Communities, Homes)
K-12
Military Training
Professional Associations & Non-Profits

2. Major Topics relating to or technologically supporting E-Learning:
Content Development
Evaluation
Implementation Examples and Issues
Instructional Design
Policy Issues
Research
Social and Cultural Issues
Standards and Interoperability
Tools and Systems

3. Specific Topic Examples:
Accessibility
Asynchronous Learning
Authoring Tools
Building E-Learning Architectures
Collaborative Learning
Community Building
Courseware Development
Customer Training
Developing an Organizational e-Learning Strategy
Developing, Integrating, and Delivering E-Learning Solutions
Digital Libraries for E-Learning
Distance Learning
Electronic Publishing Tools for E-Learning
Evaluation/Performance Measurement & Assessment
Good Practice Concepts & Examples
Human-Computer Interaction
Industry-University Partnering
Infrastructure of E-Learning Environments
Innovative Curriculum in E-Learning
Instructional Design for E-Learning
Intelligent E-Learning Technology
Interactive E-Learning Systems
Knowledge Management in E-Learning
Learning & Content Management Systems
Management of Learning Resources
Marketing/Promoting Learning Activities
Multimedia-based E-Learning Systems
Organizational E-Learning Strategies
Pedagogical & Issues
Policy and Law
Quality Management and Assessment in E-Learning
Research Perspectives for E-Learning
Simulations
Societal Issues, Including Legal, Standards, & International Issues
Virtual Universities, Classrooms, and Laboratories

PRESENTATION CATEGORIES:
http://www.aace.org/conf/elearn/categories.htm
The Technical Program includes a wide range of interesting and useful activities designed to facilitate the exchange of ideas and information.

PRODUCTS/SERVICES SHOWCASES & PRESENTATIONS:
http://www.aace.org/conf/elearn/corporate.htm
Organizations have the opportunity to demonstrate and discuss their e-learning related products and services in through Products/Services Showcases & Presentations.

PROCEEDINGS & PAPER AWARDS:
http://www.aace.org/pubs
Accepted papers will be published by AACE in the Proceedings Book and on CD-ROM. Proceedings in this series serve as major resources in the multimedia/ hypermedia/telecommunications community, reflecting the current state of the art in the discipline. In addition, the Proceedings also are internationally distributed through and archived in EdITLib-- Education and Information Library, http://www.EdITLib.org/

Selected papers may be invited for publication in may be invited for publication in AACE's respected journals especially in the - International Journal on E-Learning (IJEJ), - Journal of Educational Multimedia and Hypermedia (JEMH), or - Journal of Interactive Learning Research (JILR).

All presented papers will be considered for Outstanding Paper Awards within several categories. Award winning papers may be invited for publication in the AACE journals.

FOR BUDGETING PURPOSES:
http://www.aace.org/conf/elearn/rates.htm
The conference registration fee for all presenters and participants will be approximately $395 U.S. (AACE members), $465 U.S. (non-members). Registration includes proceedings on CD, receptions, and all sessions
except tutorials. The conference dinner will be an extra fee.

All conference sessions will be held at the Quebec City Convention Centre (http://www.aace.org/conf/elearn/hotel.htm) located in historic and quaint Quebec City and in walking distance to the city's shopping, restaurants, museums, and historic sights. Special discount hotel have been obtained for E-Learn participants.

QUEBEC CITY, CANADA
http://www.aace.org/conf/Cities/QuebecCity

Quebec City lies on the St. Lawrence River, roughly three hours east of Montreal. The city is the second-oldest existing European settlement in Canada. Stroll through the streets of Quebec City and experience the many historic sites, shops, boutiques, handicraft stands, over 1000 restaurants and pubs, museums, art galleries, , etc.

Explore Quebec City online at: http://www.quebecregion.com/e/

DEADLINES:
http://www.aace.org/conf/elearn/deadlines.htm

Submissions Due: April 26, 2007
Authors Notified: May 31, 2007
Proceedings File Due: Sept. 6, 2007
Early Registration: Sept. 6, 2007
Conference: Oct. 15-19, 2007

----------------------------------------------------------------------------
To be added to the mailing list for this conference, link
to http://www.aace.org/info.htm

If you have a question about E-Learn, please send an e-mail to
AACE Conference Services, conf@aace.org

Contact:
AACE--Association for the Advancement of Computing in Education
P.O. Box 1545
Chesapeake, Virginia 23327 USA
Phone: 757-366-5606 * Fax: 703-997-8760
E-mail: conf@aace.org * http://www.AACE.org
========================================================

Tags: conferences, calls for proposals, AACE, e-Learn, academy, graduate student, graduate students, graduate school, higher education, education

ICALT2007 Deadline Extension

2007-02-02T19:49:00.000-08:00

A message from Kinshuk (kinadmin@telus.net) to Instructional Technology Forum (ITFORUM@listserv.uga.edu).

ICALT2007 Deadline extension

7th IEEE International Conference on Advanced Learning Technologies (ICALT 2007)
July 18-20, 2007
Niigata, Japan
http://lttf.ieee.org/icalt2007/
http://www.ask.iti.gr/icalt/2007/

Important Dates

* February 23, 2007 - Paper submission (Extended)
* March 16, 2007 - Notification of acceptance
* April 6, 2007 - Copyright form submission
* April 6, 2007 - Final camera-ready manuscript
* April 16, 2007 - Author registration deadline
* April 16, 2007 - Deadline early bird registration

** Proceedings will be published by the IEEE Computer Society Press. **

Theme: "Distributed social and personal computing for learning and instruction"

We invite submission of papers reporting original academic or industrial research in the area of Advanced Learning Technologies. All papers will be peer-reviewed. Complete papers will be required for review process; only abstracts will not be sufficient. All authors of accepted submissions will be required to complete IEEE Copyright Form. Authors of selected papers will be invited to submit extended versions for a Special Issue of the SSCI indexed Journal of Educational Technology & Society (ISSN 1436-4522).

* Topics of Interest

New Generations of educational technologies
Educational technologies for new generations
Technologies for real-time assessment of learning and performance
Linking dynamic concept mapping and problem solving in complex domains
Personalized mobile computing for learning and instruction
Social computing
Personalized systems
Interdisciplinary programs to prepare educational technologists
CSCL technologies
Content authoring technologies
e-Pedagogy and Instructional Design
Knowledge Management Technologies in Education
Organizational Management of e-Learning in Universities
e- testing and new test theories
Data mining, text mining, and web mining in education

* Program Co-Chairs
J.M. Spector, Florida State University, USA
Demetrios G. Sampson, Center for Research and Technology - Hellas, Greece
Toshio Okamoto, The University of Electro-Communications, Japan

* General co-chairs
Toshio Okamoto, The University of Electro-Communications, Japan
Kinshuk, Massey University, New Zealand
Stephano Cerri, LIRMM, CNRS & Un. Montpellier II, France

* Panel Co-chairs
Steve Yang, National Central University, Taiwan
Rob Koper, Open University of The Netherlands, The Netherlands

* Workshop Co-Chairs
Alexandra Cristea, Warwick University, UK
Yasuhisa Tamura, Sophia University, Japan

* Tutorial Co-chairs
Colin Allison, University of St Andrews, United Kingdom
Aude Dufresne, University of Montreal, Canada

* Paper Submissions

Submissions are invited in the following categories:

- Full paper: 5 pages
- Short paper: 3 pages
- Posters: 2 pages
- Tutorial proposals: 2 pages
- Panel proposals: 2 pages

Submission information is available at:
http://www.ask.iti.gr/icalt/2007/

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

Education for Innovation in India, China and America

2007-01-31T17:25:00.000-08:00

From: Thomas C. Reeves (treeves@uga.edu)
To: Ph.D. Issues in IT at UGA (ITPHD-L@listserv.uga.edu)
Date: Jan 27, 2007 5:20 PM

A conference on "Education for Innovation in India, China and America" is being organized by Emory University and the India, China and America Institute. The conference will be held March 2-3, 2007 at the Emory Conference Center Hotel in Atlanta. The goal is to look at the evidence that innovation and ingenuity can in fact be taught, to explore the most effective educational strategies to promote these abilities, and to
identify the relationship between education for innovation and national competitiveness or economic development within the context of the India, China and U.S. experiences. An exceptional lineup of speakers will present papers on this timely topic. There will be a Friday evening reception at the Michael C. Carlos Museum at Emory University, which will includes a viewing of the exhibit "Domains of Wonder: Selected
Masterworks of Indian Painting."

Due to the generosity of our sponsoring organizations, the early registration fee for the conference is $95 (until January 31), with a limited number of student registrations at $25. This includes all sessions, lunches and snacks. The Friday evening reception is included with early/regular registration, $15 for students.

For more information, visit http://www.innovation07.org.

--
Thomas C. Reeves, Ph.D.
Professor
Dept. of Educational Psychology and Instructional Technology (EPIT)
College of Education
The University of Georgia
604 Aderhold Hall
Athens, GA 30602-7144 USA
TEL: 706/542-3849
FAX: 706/542-4032
E-MAIL: treeves@uga.edu
WEB: http://it.coe.uga.edu/~treeves
Evaluation Resources: http://www.evaluateitnow.com/
Authentic Tasks for Web-Based Learning: http://www.authentictasks.uow.edu.au/
Design-Based Research EPSS: http://projects.coe.uga.edu/dbr/index.htm
Digital Library for Earth System Education (DLESE): http://www.dlese.org/dds/index.jsp
National Science Digital Library: http://nsdl.org/

Tags: conferences, academy, graduate student, graduate students, graduate school, higher education, education

CADE AMTEC - Awards of Excellence 2007 Opportunities

2007-01-29T11:43:00.000-08:00

From: cade-aced@csse.ca

Date: Jan 16, 2007 11:54 AM
Subject: CADE AMTEC - Awards of Excellence 2007

Dear Colleagues,

As chair of the 2006-2007 joint CADE-AMTEC Awards of Excellence Committee, we invite you to submit your distance, media and technology educational projects for consideration in the 2007 CADE-AMTEC Awards of Excellence competition.. All sectors of the CADE-AMTEC membership are eligible for the awards program.

The members of the CADE-AMTEC Awards of Excellence Committee, who will chair the selection subcommittees, are:

Carolyn Nobes, Chair Awards of Excellence Committee
Dianne Jamieson-Noel
Mark Akerman
Derek Hutton
Chris Crowley
Raymond Guy
Bettina Brockeroff-Macdonald

Awards are being presented for the following:

Excellence and Innovation in Instructional Design
Excellence and Innovation in Partnership-Collaboration
Excellence and Innovation in Student Services
Excellence and Innovation in Use of Learning Technology
Graduate Student Stipend

With the goal of ensuring a broad representation from all members, the entry form is now online and can be submitted electronically from the CADE and AMTEC Web sites. You can submit your entry starting 10 January 2007. The final deadline for submissions is 9 February 2007. The required submission information includes the entry form, abstract, project description, and description of supporting evidence. Supporting materials are optional (send required submission information to the CADE Secretariat (cade-aced@csse.ca) and the Awards Committee Chair (carolynnobes@eastlink.ca) via e-mail – HARD COPIES WILL NOT BE RETURNED).

Projects must have taken place during the period of 1 January 2006 to 31 December 2006. Submissions must be related to a project carried out under the auspices of at least one CADE-AMTEC member.

The Media Festival submissions are due between 15 January and 15 April 2007. All relevant information and submission details for this competition will be found on the CADE and AMTEC Web sites (http://www.cade-aced.ca or http://www.amtec.ca).

Be measured against the best in Canada! The Awards will be presented at the CADE-AMTEC Conference to be held in Winnipeg, Manitoba, 13 – 16 May 2007.

PLEASE NOTE WE ARE IN THE PROCESS OF UPDATING THE WEB SITE.

Sincerely,

Carolyn Nobes
Chair, 2006 – 2007 Awards of Excellence Committee

Tags: awards, calls for proposals, CADE, AMTEC, academy, graduate student, graduate students, graduate school, higher education, education

NCSS & CUFA - Call for Proposals

2007-01-28T06:38:00.000-08:00

In an effort to make this blog more active and more relevant to those in the academy, I'm going to try and get into the habit of posting calls and events as they come through my inbox. This should also be useful to my future students (once I finally get a job somewhere - as an update on that front, have been having some telephone and campus interviews and I've had a good feeling about many of them, let's just hope the fit is there on both sides for at least one of them).

There will two messages in this post.

#1. On Behalf Of John Lee
Sent: Wednesday, January 10, 2007 9:50 AM
To: Cufa-l@mailman.ncss.org
Subject: [Cufa-l] 2007 NCSS and CUFA Conference Proposal Deadlines

2007 NCSS and CUFA Conference Proposal Deadlines

Happy New Year! I am writing to let you know of the upcoming proposal submission deadlines for the 2007 NCSS Annual Conference in San Diego.

The dates for the general NCSS conference are Nov. 30 to Dec. 2, 2007. All proposals must be submitted online at http://ncss2007.ncss.org/openconf.php by February 1, 2007.

The dates for the College and University Faculty Assembly are Nov. 28 and 29, 2007. All proposals must be submitted online at http://afriedman.net/cufa/proposal07.htm by March 1, 2007.

If you would like to volunteer as a first-time reviewer of CUFA proposals, please sign up at
http://afriedman.net/cufa/preference.htm.

Please let me know if you have any questions.

Peace,
Todd
2007 CUFA Program Chair
____________________________________
Todd W. Kenreich., Ph.D.
Associate Professor of Secondary Education
025B Hawkins Hall Towson University
8000 York Road Baltimore MD 21252 USA
t. 410.704.5897 f. 410.704.2733
_______________________________________________
Cufa-l mailing list
Cufa-l@mailman.ncss.org
http://mailman.ncss.org/mailman/listinfo/cufa-l

#2. From: "Marri, Anand" (marri@exchange.tc.columbia.edu)
To: Cufa-l@mailman.ncss.org, trse-l@mailman.ncss.org
Date: Jan 12, 2007 11:29 PM
Subject: [Cufa-l] Call for Papers - CUFA/NCSS Research-Into-Practice Session - due 1-21-07

Research-Into-Practice Session

This session is a CUFA-sponsored session on the NCSS general program designedto explore the implications of research for classroom practice. It is one of 3 CUFA-sponsored sessions that NCSS leadership have agreed to schedule on Friday of the conference.

The purpose of these sessions is to discuss the implications ofresearch for practice. The audience will probably be mainly classroomteachers and some supervisors and teacher educators. As such, it willbe less formal and abstract than an AERA/CUFA presentation, but not ashands-on or practical as a "how-to" session. The entire session willonly be 1 hour, so take that into consideration.

Please submit a 1-paragraph description of your proposedResearch-Into-Practice session to Anand R. Marri, CUFA SpecialSessions Committee Chair (marri@tc.columbia.edu) by Sunday, 1-21-07.Submitters will be notified of their acceptance by Friday, 1-27-07. The acceptedproposals must still go through the regular NCSS review process, butthey will do so as official, CUFA-sponsored sessions.

The proposals not accepted by CUFA may still be submitted to NCSS butwill not be officially CUFA-sponsored sessions. Thank you.

Best,
Anand
--
Anand R. Marri, Ph.D.
Assistant Professor of Social Studies and Education
Teachers College, Columbia University
525 West 120th Street, Box 80420 Zankel Building
New York, NY 10027
212-678-4023 (Office)
212-678-4118 (Fax)
marri@tc.columbia.edu
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Tags: conferences, calls for proposals, NCSS, CUFA, academy, graduate student, graduate students, graduate school, higher education, education

Have You Voted?

2007-01-17T10:30:00.000-08:00

Not the most scientific or even historically significant way to do this, but...

Welcome to
the election of the New 7 Wonders of the World
...be part of the making of history!

Make sure you go and vote for your favourite Wonders of the World. Remember, if you don't vote you can't complain...

Tags: vote, Seven Wonders of the World

A Month Since The Last Gaming Post

2007-01-11T15:23:00.000-08:00

Given that it has been a month since my last post of gaming links, I guess you could call this the January edition.

That's it for a while...

Tags: game, games, gaming, high school, higher education, education

Changing Peer Review - Again

2006-12-31T06:53:00.000-08:00

Well, the last time I wrote about this topic was back in October (see Scholarship, Open Journals and Peer Review) and prior to that you'd have to go back to June (see Does Academic Publishing Need To Be Revised?and Some More Items on Academic Publications). I had hoped that Nate, Johannes, Heather, Scott, and others might join in th conversation again at that point, but that didn't really happen.

We've talked about this in the past, does peer review need to be changed and, if it does, how can we use the technology that we currently have available to us as we are changing it. These are interesting questions and, even more interesting was I came across this piece which provides a different prospective on the issue.

Next Rhetoric & Composition MMTOR from Kairosnews - A Weblog for Discussing Rhetoric, Technology and Pedagogy

Not so much a different viewpoint, but I get the sense that the author isn't an instructional technology / educational technology person (which I thinkis great that the discussion is expanding beyond our community).

So, what do you think? What does this add to our discussion that we have been having? Anything? Nothing?

Tags: peer review, open source, online journals, e-journals, academy, tenure, AECT, blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

Happy Holidays

2006-12-26T08:27:00.000-08:00

A happy holidays to you and your's!

Some Gaming Links

2006-12-14T08:27:00.000-08:00

Not quite monthly this time, but I have a lot of gaming links building up in my Bloglines account, so I wanted to get these out there.

Until next time...

Tags: game, games, gaming, high school, higher education, education

Feedback Requested - AECT Graduate Student Assembly

2006-12-06T11:20:00.000-08:00

Re-posted on behalf of myself and my AECT Intern colleagues...

MKB

One of the things that became obvious to us as AECT interns at this past annual convention was the lack of official channels for communication between graduate students and AECT. In an attempt to address this, the 2006 AECT Interns are proposing the creation of a Graduate Student Assembly.

At present we have posted a draft of the by-laws which will serve as the formal organization for this new body within AECT. We ask that you, both graduate students and others, go and visit that entry at the AECT Intern blog (see http://www.aect-members.org/interns/blog/archives/cat_news.php#000684) and provide feedback - on the wording of the draft by-laws, on the issues that we have asked for feedback on, and anything else you feel relevant for the creation of such a body within AECT.

We hope to make this proposal to the AECT Executive Committee and AECT Board in January, so we are asking for the feedback process to begin immediately and we will consider any and all feedback that we receive by Janaury 3 in our final draft that we submit.

We thank you in advance for your input into this process.

2006 AECT Interns

Tags: AECT 2006, AECT, blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

Statistics for November

2006-12-02T04:19:00.000-08:00

As of this moment there are 3062 hits to this blog based upon the straight counter. It read 2913 at the end of October.

These hits came from 148 unique visitors: 130 first timers and 18 repeat offenders for an average of 12 visitors a day.

These visitors came from the United States, Canada, Australia, the United Kingdom, Malaysia, Hong Kong, and Germany.

Until next month...

Tags: blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

Helping Out a Fellow Grad Student

2006-11-29T10:29:00.000-08:00

I got this from vegreville. Enjoy...

I’m in an experiment
By V on web logs

Linking to this for a conference panel.

Results to be announced during the “Meet the Bloggers” panel at MLA 2006.
Why? A grad student is doing an experiment on the speed of memes.
The specific rules:
1. Write a post linking to this one in which you explain the experiment. (All blogs count, be they TypePad, Blogger, MySpace, Facebook, &c.)
2. Ask your readers to do the same. Beg them. Relate sob stories about poor graduate students in desperate circumstances. Imply I’m one of them. (Do whatever you have to. If that fails, try whatever it takes.)
3. Ping technorati
via: Profgrrrrl

Tags: graduate student, graduate students, graduate school, higher education, education

Gaming Post for November

2006-11-25T07:02:00.000-08:00

Okay, I just realized that with all of the serious content that I have been posting this month, I haven't posted an entry with any gaming links recently. So, here's your list for this month...

And my personal favourite - Business Simulation Company (from Teaching and Developing Online).

I represent the business simulation company, ExperiencePoint, and we've created a series of mini decision-making simulations which puts the user in the role of the general manager of a hockey team.

Enjoy...

Tags: game, games, gaming, high school, higher education, education

A Bit Of Fun Just Before American Thanksgiving

2006-11-22T18:04:00.000-08:00

I found this from Dr. Four Eyes in his entry You like me! You really like me!. Apparently it came from this entry, which you can use to find out how you rank, courtesy of Musey Me.

At What Point Should You Stop?

2006-11-19T11:04:00.000-08:00

Okay, I can honestly say that I have taken an active role in our student associations within my program and department. My CV is littered with organizational responsibilities and committee assignments, not because I wanted to have a strong service aspect to my CV, but because I honestly believe that to be a good citizen within an organization you should give as much back as you take from that orgaization. In my three years here at UGA I feel that I have gotten a tremendous amount from those around me and have tried to give back just as much.

In this year, my final year of my Ph.D. program, I've taken a step back from these responsibilities. I was fortunate enough to be awarded the dissertation completion assistantship, so my only formal duties this year is to complete my dissertation. I'm also fortunate enough to have already collected the vast majority of my data, including:

35 interviews from twelve different students
5 interviews with five different teachers and administrators
36 hours of videotaped obserations of students engaged in their virtual school courses
4 different surveys completed by all twelve students
96 weekly journal entries from nine different students
27 observations of synchronous classes from thirteen different courses
1 observations of a synchronous tutorial session
15 reviews of different asynchronous course systems

Having collected all of that, I now must turn my attention to finally finishing my transcribing of interviews and field notes, along with reviewing the videotaped observations. Then I have to write the damn thing - although I have the majority of chapters one (statement of the problem), two (literature review), three (methodology), and four (context) already completed. So really I have to write the analysis of my data, along with my conclusions and implications. And I have the next eight months to do it. [Note that by the time December roles around, I imagine many of my posts will be about my dissertation process.]

But that brings us back to my service component. Two years ago (or at the end of my first year), the College of Education re-organized and my department merged with another department within the COE. Both departments, while having many scholarly points for collaboration, had very different institutional cultures - one had a strong sense of community while in the other individual programs operated in a much more autonomous manner. The merger of these two cultures has interesting to say the least, and as one of the student leaders within the department it was my job to try and bring the good from both departments to the benefit of the students, while hoping that the negative aspects would not spread. You'd have to ask others how successful I've been in that respect.

I can say that my own experience has changed a great deal. When I first came to this university, even before I applied to be a student here, I sensed and was witness to a strong community between students and leaders in my field (i.e., our faculty here). While the leaders in my field are still here and still work in amazing ways with their students, that sense of community has slowly disappeared. Maybe it is a function of people simply being more busy or maybe it is a function of the size of the new department (which is actually the size of many of the colleges of education that you would find at other institutions).

As I reflect upon this, watch the new changes that another academic year brings, and see a new group of students take upon leadership roles within the various student organizations, I wonder at what point do I simply stop fighting for a community within our program? At what point do I just collaborate with those (both students and faculty) who I have built wonderful relationships with, and work with my committee to get the big "D" done and get out the door? Or do I continue to fight to try and hold on to what was once there, hoping that it will make the experiences of those coming behind me as rich and rewarding as mine has been? Don't get me wrong, I don't believe that the quality of our program has changed or that the quality of people in our program (both students and faculty) have changed. Just that little thing that changes the "I have to go to the office today" to "I want to go to the office today".

I don't ask these questions rhetorically, but of those who have gone through institutional change to chime in with their own opinions. Particularly if you have advice for a student leader in this regard, both for my own actions for the remainder of my time here and because I hope to have students of my own one day soon and I'd like to be able to give them guidance on a wide range of topics, one of which might be this one.

Tags: graduate student, graduate students, graduate school, higher education, education

Grades and Student Feedback

2006-11-15T22:04:00.000-08:00

One of the things that I have a great deal of interest in, both from a personal standpoint (on a couple of levels) and from a professional standpoint. I like student feedback, in fact when I teach I always try to get feedback at multiple times throughout the semester (usually through a mid-term evaluation, as that way I can try and make some adjustments to benefit the current group of students). And I also value the end of semester feedback from students. I think both of these things make me a better teacher and allow me to design and deliver stronger courses.

Having said that, I also recognize that in many instances the feedback that I get from the students in these evaluations are largely tied to the grades that the students are receiving - at least in many instances. Like New Kid on the Hallway (see Does this mean I'm shallow?), I knew when my name showed up on Rate My Professors and I was a little hurt when it was a very negative (and I thought somewhat uninformed and unfair comment - I don't give students classes off and even though I have rubrics for everything I somehow grade funny, but anyway). I can understand that this was probably a student who had an axe to grind, most likely about a grade, which may be particularly true given that about a year later three very positive and more realistic, but yet still a little constructive comments appeared.

But the tie to grades and the affect that it has on the type of feedback that students provide on evaluations cannot be ignored. And I wonder if it isn't tied to the issue that Johannes discusses on his blog, Learning Rocks, with the post Self-made grade inflation?. If you haven't read some of his suggestions, it is worth a look as he has some good ideas.

So, in an academic environment where what the student shades in for those last two questions (i.e., how do you rate the course, and how do you rate the instructor) do have impact on your promotion and tenure process, and it is fairly well known that a student who has been getting poor grades all semester is more likely to shade in the 0, 1 or 2 - what do you do? In reading what professors have to say over at Rate Your Students, I can't say that I'm hopeful that I'll be the exception with classes of bright-eyed and bushy-tailed stuents who are ready to learn and prepared for my course - so what do you do and how does that decision affect your academic career? I don't know yet because I'm not quite there, so you tell me!

Tags: academy, tenure, graduate student, graduate students, graduate school, higher education, education

Have You Googled Yourself

2006-11-12T10:23:00.000-08:00

This is something that I blogged about back in the Summer of 2005, this whole idea about the type of online presence you maintain. I mention it again because of a recent entry entitled “I’m going to Google you” and I can't recall who had posted it - and I've searched my Bloglines and Google Blog Search.

The idea behind this post was how Google and other search engines have the ability to present a profile of you, both a realistic one, maybe a false one if there are others with the same name as you (e.g., their is a botany professor named Michael Barbour and another one as well, whom I believe is in Calfornia - although that may be the botany guy too, but there are two others in the academy), and maybe one that you're not so proud of if you were a little more vocal and unrefined in your youthful days.

What I find most interesting about this is that there are still people out there that would never think about seeing what comes up for them on the Internet. What kind of profile does Google protray for you? Why not go and check and let us know.

Tags: academy, tenure, graduate student, graduate students, graduate school, higher education, education

Has This Been Your Experience?

2006-11-08T14:43:00.000-08:00

I saw this entry, grad school "friends" over at In Favor of Thinking - and apparently they had seen something similar written over at What Now.

The premise, which is best simply quoted, was about an "old grad school friend who repeatedly diminished her accomplishments or boasted about his own." This apparently spoke to In Favor of Thinking.

I found this interesting because my own experience here in my doctoral program could not be further from this description. I can't think of any of my doctoral colleagues that try to deter from my accomplishment and I would hope they would say the same of me. I also think that not only would they not try to deminish the accomplishments, but my program has a culture of supporting each other as we vie for these accomplishments and celebrating once the accomplishment becomes a reality.

So tell me, what has your experience been?

Tags: academy, tenure, graduate student, graduate students, graduate school, higher education, education

Who Should Cite What?

2006-11-04T20:31:00.000-08:00

Over the past week or so, I've read a couple of things about the manner in which we should, at least in terms of how citations should be used. First it was On citations over at A Gentleman's C and then it was Cites at vegreville.

The basic premise of the first of these was a discussion of what exatly you should cite when you are writing. For example, I read a Master's thesis on the plane ride over here to Dallas on Friday. It was about social presence and a virtual school, but in the literature review of this document there was no mention of Short, WIlliams and Christie - none whatsoever, not even listed in the references. The odd thing about this is that over thirty years ago, these three guys came up with the concept of social presence. Now in reading through this thesis, it was well written and the more current literature that this student chose to use was both valid and fairly comprehensive for Master's-level work. But it raises the same question that is asked at A Gentleman's C - "who cites whom and how much"?

The main theme of the second entry was that while citations do matter, at least in terms of promotion and tenure as they indicate a level of impact that you are having on your field, that since one of the more cited piece of work by vegreville is actually a description of an earlier, more foundational piece that he wrote (and the fact that many of the times he has seen it written the authors have used it incorrectly) he is less concerned with the whole issue of being cited.

So, it goes back to the basic question... Who should cite what?

As professionals, most of us in the academy, do we owe it to each other as a professional courtesy to cite our colleagues whenever possible and appropriate because we want others to cite our work because there is a direct benefit for us when it comes to promotion and tenure? Should we be responsible for making sure that we cite all of the foundational works that our ideas are built upon? Or, alternatively, should we focus upon the newer literature as a way to show that we are current in our field? Should we do both? At what point are we citing too much? Is there such a thing as citing too much?

These are all good questions and I imagine the answers will vary depending on where people are in their careers (i.e., tenured vs. untenured) and their particular position (i.e., within the academy or outside of the academy). So, let's hear from you.

Tags: academy, tenure, graduate student, graduate students, graduate school, higher education, education

Statistics for October

2006-10-31T17:45:00.000-08:00

As of this moment there are 2913 hits to this blog based upon the straight counter. It read 2514 at the end of August. These hits came from 379 unique visitors: 330 first timers and 49 repeat offenders for an average of 12 visitors a day.

These visitors came from the United States, Canada, United Kingdom, Thailand, Macao, Malaysia, the Philippines, and France.

Until next month...

Tags: blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

We Interrupt This Regularly Scheduled Program...

2006-10-30T08:00:00.000-08:00

... To bring you the next installment of blog entries dealing with gaming. So, here's a few from the past two or three weeks:

Until next time...

Tags: game, games, gaming, high school, higher education, education

Scholarship, Open Journals and Peer Review

2006-10-26T09:14:00.000-07:00

Time for a couple of posts on the academy. I've been reading a lot lately about online journals and the whole issue of publishing in general. For some good examples see:

I guess these four in particular caught my attention because they all deal with the concept of open access or open source and how problematic that can become in the academy.

For the record, while I know very little - beyond a pedestrian knowledge - about the open source movement, on face value I believe it in. Here are UGA we have thousands, maybe tens of thousands of journals that are available online, full-text, through our password protected library system and I'm always saddened by the fact that it isn't too much longer that I will have access to this and the institution that I end up at next may not have this kind of resource.

While I know that the number of open journals available on the Internet, or e-journals, are growing, I get the sense that they are still not seen as being as "quality" as the traditional print journals. There is also the legitimate issue of scope. Take the online journal the Morning Watch: Educational and Social Analysis as an example. Here it is a journal that used to be print based but because of cutback at Memorial University of Newfoundland it was moved online. It is a regional journal for all intents and purposes, printing articles that are largely focused upon the province of Newfoundland and Labrador, largely being written by Newfoundland-based individuals or Newfoundlanders abroad.

The problem come when you consider the fact that now, as an online journal, it has a much greater and wider geographic audience. One of the things that this allows is for what you see in their current issue (vol. 33, no 1-2), where you have a special issue that has authors from a variety of locations in Canada, writing about a variety of places in Canada. Does this now make the Morning Watch a journal with a national scope and audience.

Compare this single issue with another Canadian e-journal, the International Electronic Journal for Leadership and Learning. This journal has always been online (to the best of my knowledge). It has an international editorial team and even uses the term international in its name. However, with the exception of the past couple of year, the vast majority of the articles that they published were written by or focused on research conducted in Canada. This would have made them a national journal with some international representative based upon their content.

In the same way that the regional Morning Watch is shifting its focus to a somewhat more national perspective, the International Electronic Journal for Leadership and Learning has been shofting to a more international focus. So how do we tell?

For the record, I believe that the Morning Watch is still a regional journal and the International Electronic Journal for Leadership and Learning is an international journal. But as someone who has published in both of these outlets more than once, I am more interested in how others see them?

The reason I ask this is because I'm not going to be the one who is judging my third year review portfolio or my tenure portfolio when the time comes. What I believe is not necessarily the same as what is generally accepted in the academy. And while I support the movement of open source and try to publish, where possible and strategic in open source publications (such as these two online journals), I wonder in the end if that will help or hurt my advancement in the academy.

Once, at an AACE e-Learn conference, Stephen Downes told me that he refused to submit manuscripts to journals that were not open source anymore. While Stephen Downes works for the National Research Council as a senior researcher, I wonder if he could have made the same decision as an assistant professor within the academy.

Tags: open source, online journals, e-journals, academy, tenure, graduate student, graduate students, graduate school, higher education, education

The Interns Are Getting Started

2006-10-23T20:14:00.000-07:00

In my last post from AECT, When You Wear Many Hats, I alluded to the fact that as a group of interns that we were specifically working on some action items. Well, if you head over to the Intern blog and see the entry for AECT 2006 Interns: Continuing to Strengthen Connections you'll see three things that we have started to work on (it was actually the third one that I was referring to a couple of weeks ago, as it was in keeping with the graduate student issues wihin AECT that I was dicussing at the time - but all three are worthwhile action items).

Anyway, take a gander over there and see what we have started to work on. Hopefully sometime in November we'll be able to post more information on the third item and provide graduate students out there an opportunity to provide us with feedback as we move forward.

Tags: AECT 2006, AECT, blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

The Opinions Expressed...

2006-10-21T20:38:00.000-07:00

So, after something that happened last week a friend and fellow blogger suggested that I write up one of these.

The opinions expressed in this blog are my own and if you feel that I am speaking on your behalf, please re-read this post as necessary.

The purpose of this blog is to discuss my transition from a doctoral student to a member of the academy. This should have included the completion of my comps and prospectus, along with the current work on the dissertation. It may also include some of my own research interests (minus virtual schooling which is discussed on my research blog - Virtual High School Meanderings). It typically also includes my opinions about various things in the academy and the different organizations that I am involved in.

Speaking of being involved, I am - quite actively in most instances. Because of this active involvement, people tend to talk to me about their thoughts, ideas, and concerns. From time to time I will share these thoughts, ideas, and concerns on this blog.

In these instances, I may from time to time use the term "we". This is not an all encompassing we, so it does not represent any specific group of individuals that I may be associated with, it does not represent any institution I may be affliated with, and it does not represent any organization that I may belong to. The "we" is simply me and the people who have talked to me to express a similar theme to what I have written about. If you didn't talk to me about this theme or if our opinions differ, than you are not included as a part of the "we".

Blogs are like online, public journals - diaries even. In the same way someone wouldn't write to speak on behalf of others in their journal or diary, the opinions expressed on this blog are mine (the above noted "we" being the exception).

If you feel like I am trying to speak on your behalf and you disagree with what I have said, I'd ask you to do three things:

post a comment to the entry expressing your disagreement;
remember that the opinions expressed here are mine or mine and the people who have talked to me that I agree with; and
re-read this entry as often as necessary.

Thanks for the counsel and suggestion Scott...

Tags: blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

Something I've Been Sitting On For A While

2006-10-18T13:54:00.000-07:00

Okay, so I have had this as a draft entry for quite some time and have never really gotten aroundto finishing it up. It was initially titled "Something We Don't Do Enough Of In Education".

I saw this entry over at Playing School, Irreverently, where ~profgrrrrl~ had posted an entry entitled Which student were you? (which I think has been taken down since she moved her blog).

It got me thinking about, both about what type of student I was at these stages and what those memories have to do with the type of teacher we become. As a teacher education, I often tell my students that the ways that we learn best in many instances become the ways that we teach. So, the exercise of remembering what type of student we were AND, taking it a step further, to assess how common this was or how typical we were compared to our classmates, is a useful exercise in reflecting upo our own teaching.

For the record, to use the stages that ~profgrrrrl~ used...

The student I was:

In Kindergarten

I honestly can't remember much about kindergarten other than these construction paper shoes taped to the front of the classroom underneath the chalkboard that we used to practice tying our shoes - mine was red.

In Elementary School

I can't recall much of my early elementary school either, so most of my memories come from after we moved from Buchans to Corner Brook early into grade five. From that point on, I would probably say that they type of student I was could be classified as competitive - I wanted to be the best in the class at everything we did.

In Junior High

This was an interesting time to look at who I was as a student. It could best be classified as the student who tried to be different. I had a unique style, particularly when it came to fashion, that was all my own and that I was usually solely associated with (I can still remember someone who didn't like me all that much dressing up like me at Halloween to try and make fun of me - everyone knew who he was dressed up as because what he wore was only associated with me).

In High School

I was the overachiever - if there was something to be involved with, not only did I have to get involved, but I had to be in charge. If there wasn't anything in a particular area that I wanted to get involved with, I'd simply start it up.

In College

In my first undergraduate degree, I was more interested in moving what I thought would be my future career ahead than I was with being a student. Consequently, my work in politics often took precedence over my studies (which was reflected in how I did).

In my second undergraduate degree, you could pretty much copy and paste the description of me in high school here.

In Grad School

Well, I'm still in grad school and I think that many of my colleagues would say that the description I've written for high school would still apply. Personally I think I'm a much more calculating student, planning out how my curent actions can be used to benefit me in the future.

Now, how does what type of student I was, affect my own teaching? I'm not sure... In thinking about what I have done in the teacher education style courses that I have taught, I believe that my experiences as a K-12 teachers helped me to realize that very few students were like me. And while I still enjoy, and may even gravitate to those few students, I think that my own teaching style has been a much more relaxed style (especially compared to the more uptight styles that I had as a student).

In thinking about the non-teacher education courses that I have had experience in teaching in the academy, I think that in my planning the uptight-ness still comes through. I have some of the longer and more descriptive syllabi of any of my colleagues. But my more relaxed style still seems to win out when I'm in the classroom itself.

So, maybe the type of student I have been has helped me teach in a way that is almost opposing that type of student because I have come to realize that, as a student, I was fairly unique.

Tags: graduate student, graduate students, graduate school, higher education, education

Some Updates on Gaming

2006-10-16T09:47:00.000-07:00

So, it has been a while since I posted one of these - well, a couple of weeks anyway - so that are a number to let you know about this time...

Until next time...

Tags: game, games, gaming, high school, higher education, education

When You Wear Many Hats

2006-10-13T08:05:00.000-07:00

For those of you who have known me within AECT over the past two and a half years know that I like moving, and moving quickly, on things that I perceive to be good ideas. This was evidenced when it was suggested that the graduate students have a forum to communicate more often and I managed the graduate student blog, The Program, for most of 2005. It was also evidence when I chaired a committee to bid and then organize the Graduate Student Lounge at the 2005 conference. It was also evidenced when tw0 days ago someone whom I respected a great deal within AECT suggested to me that I should pursue the ideas that I expressed in "So, I'm Finally at AECT".

The problem, or challenge is probably a better way of putting it, is when you wear a number of different hats and especially when you wear a number of different hats within the same organization or group of people. You see this year, I'm not just the guy who has been doing graduate student stuff or the guy who has been vocal about graduate student issues and AECT governance, I'm also an AECT intern and a part of a group of five individuals that will be forever linked or associated as a group.

The challenge associated with that is being able to express yourself while wearing each of those hats individually and not having it be seen as coming from a different hat.

I'll be honest and say that two days ago I was given what I thought were two very good, and somewhat related ideas. I decided to start to pursue one as "the guy who has been doing graduate student stuff or the guy who has been vocal about graduate student issues and AECT governance" and one with my fellow interns. The one that you've probably read about in "So, I'm Finally at AECT" was the that I was pursuing as "the guy who has been doing graduate student stuff or the guy who has been vocal about graduate student issues and AECT governance" - although some sober second thought from another individual that I respect a great deal within AECT suggested that there may be a better and more comprehensive approach to dealing with the issue.

As for the second idea that we have discussed as interns, and one of the greatest advantages of working on a group is that you get the benefit of many minds, while I proposed or relayed the original second idea - with the input of the other interns we have taken what was a good idea and made it that much better and I can't wait until later in the week when, as a group, we can have the opportunity to articulate it to those at AECT and the larger community.

But this whole episode has given me a chance to reflect upon this notion of having to wear many hats and how to express one's self in a way that doesn't stiffle them, but also doesn't leave the impression that you are expressing beliefs or ideas of those who may be associated with a different hat. My original intention when I created this blog (as I have three or four, each with individual purposes) was as a way to "chronicle the trials and tribulations of completing my Ph.D. and finding that first job". Part of that process is learning how to manage the roles that I will play as a faculty member, where I will again be called upon to wear many hats. And being able to clearly convey the distinctness of one hat, both in the written word and in verbal expression (regardless of how clear that division is in your own mind, ensuring that the division is also evident to everyone else), is one of those management issues that will come into play during my final year of doctoral studies and my beginning years as a faculty member.

Tags: AECT 2006, AECT, AACE, AERA, blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

So, I'm Finally at AECT

2006-10-11T13:14:00.000-07:00

Addendum: Please read When You Wear Many Hats after you have finished this entry.

Okay, so I finally made it to Dallas yesterday and got there for the final meeting of the evening (and a really good dinner that was still left there from earlier).

So, apparently there is a real shortage of graduate students here - not really - but the numbers are down from previous conferences. There are some on the board who feel that the reason the number of graduate students are down is because we're in Dallas, and not somewhere like Orlando or Anaheim (Disney World or Disney Land - not necessarily in that order, as I'm not sure which is where).

I have to respectfully disagree!

Back in January I posted an entry entitled AECT - You've Got to be Kidding Me!. It was actually a follow-up to a piece that I wrote about having to make decisions about post-graduate school association memberships and how as a faculty member, memberships are expensive so you can't belong to all of them (see Having to Pick and Choose - or - What Does AECT Have to Offer?).

Anyway, in the more recent post I was commenting on AECT's decision to increase the student rates, so that rates would be as follows:

2006 Convention Registration Costs (Wes/Phil) - Early Bird rates

Grad/Retired/International - $195 (up $5)
Volunteer rate - $ 95 (up from 50)
Regular member - $390 (same as Orlando)
One Day Member - $165 (same as Orlando)
non member adds membership cost

Regular Registration Rates adds $50

I was describing how this would see a decrease in graduate student attendance because other professional associations are becoming more student friendly with their conference offerings. The one that I used as a comparison point, which starts meeting today in Hawaii was AACE's e_Learn conference.

The volunteer commitment for AECT is 12 hours over a two and a half day conference. Let's compare:

AERA - student rate $50 (add $35 for non-member)
SITE - student rate $155 (add $20 for non-member) / volunteer rate $0 with eight hours over three days
e-Learn - student rate $155 (add $20 for non-member) / volunteer rate $0 with eight hours over three days
ED-Media - student rate $155 (add $20 for non-member) / volunteer rate $0 with eight hours over three days

If you are a graduate student with limited funds, you tell me where you are going to go when you have to pick a conference.

So, one of the things that I (hopefully along with my fellow interns) will be doing this week is bringing this issue up with the AECT board. Specifically, we would like to be able to present a petition to the board with graduate student signatures of people who agree that there needs to be some lowering of the overall and the volunteer student rate to keep AECT competitive.

This is where you can come in, if you aren't at the conference this week and can't sign this petition, simply post a comment to this entry and I will include those names along with the physical signatures that we receive. I look forward to hearing from you.

Addendum: Please read When You Wear Many Hats.

Tags: AECT 2006, AECT, AACE, AERA, blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

Selective Weather

2006-10-10T12:18:00.000-07:00

Well, I'm sitting here in Atlanta airport supposed to be on my way to AECT in Dallas. Because it was seven dollars cheaper, I went with American Airlines (as the conference airfare provider) instead of my usual US carrier.

My original flight was at 12:20pm, arriving in Dallas at 1:40pm - in tons of time for my 4:00pm intern orientation meeting. When I arrived at the airport, I discovered that my flight had been cancelled and that I was booked on a 3:05pm flight (arriving 4:35pm). The agent informed me that weather in Dallas was to blame and that she would put me on priority stand-by for the 1:50pm flight (arriving at 3:15pm, still time to make my meeting).

Well, the 1:50pm flight didn't actually leave until 3:00pm - without me on it. I was listed as the first person on the stand-by priority screen that was shown at the gate, and even though I never moved from that position, somehow at least four people were able to be confirmed before me.

So, I had to go back to the 3:05pm flight, which wouldn't be so bad, I mean it was only five minutes later. However, this one was now been delayed until 4:05pm (arriving at 5:35pm).

The funny thing is that Delta had three flights to Dallas today, same airport too, and United had one - all of which left Atlanta at the correct time. Pretty selective weather that it only delayed American Airlines flights, don't you think?

Tags: AECT 2006, AECT, American Airlines, graduate student, graduate students, graduate school, higher education, education

Statistics for September

2006-10-04T18:16:00.000-07:00

First of all, let me say that I appreciate those people who contine to come to this blog, even when I haven't been updating it that much in this past month. I have been busy working on my dissertation, a post-doctoral fellowship application, and five presentation at AECT and three at the Virtual School Symposium. I will be honest and say that October probably won't be much better, although I'm sure that the AECT conference will provide me with some material, particularly my experiences as a Cochran Intern and all.

As of this moment there are 2514 hits to this blog based upon the straight counter. It read 2398 at the end of August. These hits came from 98 unique visitors: 89 first timers and 9 repeat offenders for an average of 3 visitors a day.

These visitors came from the United States, Canada, the United Kingdom, Australia, Denmark, Austria, Malaysia, Sri Lanka, and India.

Until next month...

Tags: blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

Some New Stuff On Gaming

2006-09-22T12:11:00.000-07:00

Here are some new entries on gaming from my Bloglines (including some new blogs that I have started to follow)...

Okay, This Is What I Have Been Up To

2006-09-15T03:43:00.000-07:00

Okay, when I originally started this blog, it was my intent to kind of chronicle or journal the procss of finishing my degree and the various milestones, and the process of finding a job. While I have done bits and pieces of that, talking a bit about my comprehensive exams when I was doing them two summers ago, I did very little talk about my prospectus and my dissertation to date. I have also done a little better on the job front, but both of those have simply been overshadowed by my use of this blog as a place to write my professional ideas on various things related to associations I belong to and other research interests.

Well, here's trying something a little different, let's talk about my dissertation. For the most part, my data collection is done - has been since June. However, I have sitting on a lot of untranscribed interviews. Transcriptions that I had originally intended to do over the summer, but then something happened.

Actually, it wasn't quite that bad - this summer I did get some stuff done for an AECT committee that I am sitting on, five AERA proposals submitted, along with at least seven manuscripts (two of which have already been accepted for publication). So I did do something, just not the most immediate thing that needed to be done.

But even that troubles me a bit. I was fortunate enough to win a dissertation completion award here at UGA, so I am being paid until May to simply complete my dissertation. But at the same time I am putting myself on the job market in the Fall and over the Winter. So I wonder if those five proposals, seven manuscripts that were submitted, along with my involvement in a professional organization, won't help me more in the long run in terms of developing my CV in the hopes of getting THE job. And even under my current, adjusted for the summer, timeline I still hope to finish my dissertation in late January or early February.

In that final year of doctoral studies, how does one balance their priorities of dissertation, getting experiences needed to make you marketable, and actually spreading time on the job search?

tags: dissertation, graduate student, graduate students, graduate school, higher education, education

And The Entries On Gaming Keep Coming

2006-09-03T09:58:00.000-07:00

Well, I guess this is my most popular topic these days, largely because others keep posting such useful material.

Tags: game, games, gaming, high school, higher education, education

Can You Believe This?

2006-09-01T16:20:00.000-07:00

Okay, I'll be the first to admit that I haven't paid that much attention to the whole open source debate. And while I say I support open source, my own use and puchasing actions indicate otherwise. But when I read this, I was dumbfounded.

microsoft forces changes to higher ed report
http://kairosnews.org/microsoft-forces-changes-to-higher-ed-report
bleckb September 1, 2006 - 14:22.
Inside Higher Education reports that the Microsoft representative to the Commission on the Future of Higher Education lobbied for changes to the final report regarding the language on open source. Here is the original language:
The commission encourages the creation of incentives to promote the development of open-source and open-content projects at universities and colleges across the United States, enabling the open sharing of educational materials from a variety of institutions, disciplines, and educational perspectives. Such a portal could stimulate innovation, and serve as the leading resource for teaching and learning. New initiatives such as OpenCourseWare, the Open Learning Initiative, the Sakai Project, and the Google Book project hold out the potential of providing universal access both to general knowledge and to higher education.
and the revised language:
The commission encourages the creation of incentives to promote the development of information-technology-based collaborative tools and capabilities at universities and colleges across the United States, enabling access, interaction, and sharing of educational materials from a variety of institutions, disciplines, and educational perspectives. Both commercial development and new collaborative paradigms such as open source, open content, and open learning will be important in building the next generation learning environments for the knowledge economy.
I don't think the change is as much conern is that a MS representative, or any representative, business or otherwise, to the council can get a change made after the whole committee has voted for acceptance of the document. Here's the whole story: http://www.insidehighered.com/news/2006/07/25/gao

Okay, maybe I'm just a naive kind of guy, but this just floors me. I'd like to say "Only in America", but I fear that this could have happened jus as easily in Canada or any other western nation.

tags: open content, open source, politics, open content, open source, politics, graduate student, graduate students, graduate school, higher education, education

Statistics for August

2006-08-31T23:48:00.000-07:00

As of this moment there are 2398 hits to this blog based upon the straight counter. It read 2266 at the end of July. These hits came from 123 unique visitors: 110 first timers and 13 repeat offenders for an average of 25 visitors a day.

These visitors came from the United States, Canada, the Phillipines, Belgium, Australia, Brazil, Costa Rica, Mexico, Norway, Taiwan, Uruguay, South Africa, and Malaysia.

Until next month...

Tags: blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

Say It Ain't So!

2006-08-28T16:20:00.000-07:00

Incoming freshmen trust Mr. Rogers more than Walter Cronkite
The Daily Utah Chronicle Mon, 28 Aug 2006 1:59 AM PDT

For incoming freshman this year, life has always been digital. They grew up with virtual pets to feed, water and play with-lest they die. They are wireless, yet connected, have known bar codes to be on everything from library cards to retail items and have rarely mailed anything using a stamp.

Can you imagine that headline?

Tags: graduate student, graduate students, graduate school, higher education, education

AP Reading

2006-08-20T11:51:00.000-07:00

Okay, as you may or may not recall I attended my first AP Exam reading this year - AP European History in Lincoln, Nebraska. I saw that te guys over at Lawyers, Guns and Money posted an entry on their AP reading experience (see Fort Collins II) , so I thought that I should do the same - although muh later.

As an international student here in the United States, the first thaing that I had to do was get INS permission to attend this reading - as we do get paid a small sum. I made the argument that the examinations of the Advanced Placement program are rather unique as standardized testing measures, as these exams include both a selected-item (i.e., multiple-choice) component and a constructed response (i.e., written long answer) component. As educational researchers continue to search for more valid and reliable ways to measure educational effective, this dual format may offer some alternatives to the current, and limiting, use of solely multiple-choice questions in most standardized tests. It worked and I was given permission to attend.

Once I got there, I found the reading to be a little intimidating at first. I had been teaching the course online for the past six years, but have taken a step back from it in the past few and let my co-teacher do most of the work while I focused on my Ph.D. Plus with teaching online, we tend to facilitate a lot more than what I did in the classroom, so I don't necessarily deal with a lot of the content unless students have trouble with it. The last time I would have dealt with the content in any systematic way was when we last re-designed the course.

The first couple of days we spent on the DBQs, but I had also been ssigned to question 5 when the time came. Question five was the least completed question, so we ended up finishing off the week doing DBQs again. One of the main things that I discovered about myself during this time actually happened during the socials. The first few nights of socials I discovered that while the time I spent in politics (before I went back into education) I loved walking into a room full of strangers and when I did I would be the center of attention, since those days I really don't like talking to people - at least not people that I don't know. During the first two socials (which were the only ones I attended outside of the final thing which I went to for about a half hour) I tended to stay by myself, watching the baseball or basketball games on the big screen television and only staying for short periods of time (an hour the first night and half an hour the second night). The first night I stayed so long because someone came up and started talking to me and this guy that was sitting a couple of chairs away from me.

I did have a freaky experience my second night there after supper. I went out for a walk to Walgreens to pick up something for my feet, as I walked for more than three and a half hours during my first 34 hours in town including the daily back and forth to the barn. On the way home I saw this guy who looked familiar and as I got closer and looked at his tag it was in fact Rex Brown of Herdman Collegiate. AP was first introduced into Newfoundland during the 1992-93 school year, my grade twelve year. My school, Herdman Collegiate decided to offer European History and Physics. Mr. Brown, I still can't bring myself to call him Rex taught the first AP European History class in the province and I was one of his students. I actually had Mr. Brown for two classes that year, grade twelve World History as well. As a teacher he did a lot of things that I really hated as a student, but four years later when I had to write a statement of why I wanted to be a teacher and the type of teacher I wanted to be to get into my Bachelor of Education program, Mr. Brown was one of two teachers that I had who I wanted to model myself after. When I saw him, he was tickled to death to see me and wanted to catch up more but he was just starting his stroll before the reception. I tried to catch him down there, but he was talking to someone and I didn't want to interrupt, so I started watching the game. By the time I noticed that his conversation had finished, I couldn't locate him. The funny thing is he had no real idea of the direct impact that he had on me as a teacher cause I've never really told him. My folks moved from Corner Brook (where Herdman Collegiate was located) while I was living in Ottawa, so I only went back once or twice and then never during the school year. So this was really the first time that I have seen him since I graduated. Pretty freaky, huh?

In any regard, the DBQ went well and while I was still a little concerned about being on question 5 - I was hoping for question 7 because that is the one I know the most about. I got the gist of it (i.e., students can talk about this and this). The student responses to that particular question tend to be rather poor all the same. Before leaving I also got to go to my first minor league ball game, apparently Lincoln had a team in some independent league - the Saltdogs. It was a fun time and I got a red foam dog paw that says dogs and everything. Also before leaving, I got one of those thank you teacher cards for Mr. Brown and wrote a little note telling him the impact that he had on my career as an educator.

Well, that was about all from Lincoln...

Tags: AP, Advanced Placement, European history, graduate student, graduate students, graduate school, higher education, education

Quick Note

2006-08-19T06:48:00.000-07:00

Just a quick note to let you know that I haven't abandoned you... Our semester here at UGA began this week and things have been a little hectic for me, even being on the dissertation completion assistantship award. I'll try in the coming week to get some of the entries that I have half finished in my queue out to you, until then...

Tags: blog, blogging, blogs, graduate student, graduate students, graduate school, higher education, education

Some More Gaming Entries

2006-08-04T04:42:00.000-07:00

Okay, since I have been laying low for a while, let's get some activity started here with some links to some more gaming entries out in the Blogsphere...

Tags: game, games, gaming, high school, higher education, education

Breaking into the Academy

E-Learn 2007 Final Call (Quebec City, Canada): Due August 20

More Blogging About Video Games

SITE - Call for Participation

Blogging About CADE/AMTEC

e-Learning Conference at Columbia University in New York

E-Learn 2007 Call (Quebec City, Canada) extended to May 15

Wisdom for the Academy

Gaming Entries

Call for Proposals - Open and Distance Learning in the South Pacific

SCoPE - Serious Games and Virtual Worlds

Last Reminder: ED-MEDIA 2007 Call (Vancouver) Due April 12

INFO - Invitation to CIDER session - 13 April 2007

New Online Publications

A Graduate Student Conference Here at UGA

New issue of the CITE Journal

A Gaming Post for March

OJDLA Spring 2007 Edition Available Online

Opportunity for Publication

More On The Seal Hunt

Let The Truth Be Heard

More On AECT And Graduate Students

Blogging About the Academy

This Is Important!

Gaming Post for February

ED-MEDIA 2007 Final Call (Vancouver, Canada): Due April 12

SANTEC Seminar: Podcasting in eLearning - 22nd - 28th February

Graduate Students Snubbed by AECT

Now, This Would Work for Me

February/March Issue of Innovate

INFO - Call for Submissions for the Journal of Applied Research on Learning

Working On The Dissertation...

mLearn 2007: First call for papers - Making the Connections

E-Learn 2007 Call for Presentations (Quebec City, Canada)

ICALT2007 Deadline Extension

Education for Innovation in India, China and America

CADE AMTEC - Awards of Excellence 2007 Opportunities

NCSS & CUFA - Call for Proposals

Have You Voted?

A Month Since The Last Gaming Post

Changing Peer Review - Again

Happy Holidays

Some Gaming Links

Feedback Requested - AECT Graduate Student Assembly

Statistics for November

Helping Out a Fellow Grad Student

Gaming Post for November

A Bit Of Fun Just Before American Thanksgiving

At What Point Should You Stop?

Grades and Student Feedback

Have You Googled Yourself

Has This Been Your Experience?

Who Should Cite What?

Statistics for October

We Interrupt This Regularly Scheduled Program...

Scholarship, Open Journals and Peer Review

The Interns Are Getting Started

The Opinions Expressed...

Something I've Been Sitting On For A While

Some Updates on Gaming

When You Wear Many Hats

So, I'm Finally at AECT

Selective Weather

Statistics for September

Some New Stuff On Gaming

Okay, This Is What I Have Been Up To

And The Entries On Gaming Keep Coming

Can You Believe This?

Statistics for August

Say It Ain't So!

AP Reading

Quick Note

Some More Gaming Entries