A proposal is to increase the exposure of open access materials and their references to indexing services, and to motivate new services by reducing setup costs, is contained in a report commissioned and published by the JISC Committee for the Information Environment (JCIE) Scholarly Communications Group:
Rachel Hardy, Charles Oppenheim, Tim Brody, and Steve Hitchcock
Open Access Citation Information, September 2005 (105pp)
http://eprints.ecs.soton.ac.uk/11536/
(From ACM TechNews)
Computerworld (07/25/05) P. 39; Mearian, Lucas
To address the costs of storing an ever-growing body of data, and to comply with federal regulations demanding that more content be stored for a longer time, companies are in search of new methods for long-term digital storage.
Currently, transferring the information from one medium to another is the only way to extend data’s lifespan, though alternatives are in the works. Some turn to plain-text formats, such as ASCII and Unicode, though while they offer compatibility, they do not support enhanced features such as graphics. Alternatively, Adobe’s PDF/A offers long-term data storage without the backward-compatibility issues.
The technologies with the most potential are XML-based data storage designs. For media, the Storage Networking Industry Association (SNIA) is addressing the challenge of the 100-year archive in its search for a format that will always be readable. Others are not betting on one particular format, instead opting for expansive disk arrays that ensure the data are readable and available, but even they do not solve the long-term problem.
Central to any archival project, such as the open-systems management center the state of Washington recently created, is the backup of data. Washington paid considerable attention to metadata to aid future searches. Each document is tagged with information specific to its creation, such as its author, the location and time of its creation, and even the computer used to produce it. The system also standardized its formats: All Word documents are converted into PDF files, and all images are turned into TIFF files.
Long-term data storage is still evolving, though, and there is minimal continuity at this point. “There aren’t what we’d call standards for long-term archiving–only best practices,” said Strategic Research’s Michael Peterson, who also serves as a program director for the SNIA Data Management Forum.
%A Nina Downie (njdownie@brookes.ac.uk) and Ida Möller (imoller@brookes.ac.uk)
%D 2002
%T The Ramsden Course Experience Questionnaire: A Pilot Study of Final-Year Students Taking Hospitality, Leisure, Sport and Tourism Degree Courses
%J Journal of Hospitality, Leisure, Sport and Tourism Education
%U http://www.hlst.ltsn.ac.uk/johlste/vol1no1/research/0010.html
%K student experience, evaluation, learning and teaching
%X This research note outlines a pilot study which was undertaken to test the viability of implementing a national survey of the quality of the student experience of teaching and learning within hospitality, leisure, sport and tourism programmes. The research utilised the Ramsden (1991) Course Experience Questionnaire, which has been used extensively in Australia. Indications of the initial findings are given. These show that overall, students recognise and appreciate the skills development they have achieved during their study, the teaching they have received and the content of their courses. Students feel that the primary aspect which could be improved relates to communication, including timely feedback on their work, more information about what is expected of them, and more time with tutors.
%Z Includes Ramsden Student Course Experience Questionnaire (http://www.itl.usyd.edu.au/CEQ/usydquestionnaire0401.pdf)
%A Daniel Perron
%T Learning on the WWW: A Case Study (Preliminary Version)
%D 1994
$J Second International World Wide Web (WWW) Conference ‘94: Mosaic and the Web.
%I NCSA, UIUC
%X The course was built around four main components: the hypertext book, the mailings lists, the projects and the MOO interactions.
%A Marcus Speh
%T A Virtual Programming Course using the MOO
%D 1994
%J The Diversity University Journal of Virtual Reality Education,
%N 1(1):21–27.
%U http://info.desy.de/www/gna/DUVEJ.html
%U http://tecfa.unige.ch/edu-comp/DUJVRE/vol1/DUJVRE.1.1.text
%X The first fully virtual course in the Globewide Network Academy. Combines a MOO and a HTML hypertextbook. With links to other C++ resources as well, an important resource for learning C++.
%X The course won best of the web
%A Malachi Edwin Vethamani
%T A New CALL: Computer Applications for Literature Learning
%D 2004
%J Internet Journal of e-Language Learning & Teaching, 1(2), July 2004, 58-72
%C Faculty of Educational Studies. Universiti Putra Malaysia
%E E-mail: mevethamani@yahoo.co.uk
%U http://www.eltrec.ukm.my/ijellt/pdf/EdwinVethamani.pdf
%X In this paper, the writer will discuss the use of computer mediated communication applications in the teaching of literature. The emphasis on the use of computers by the Ministry of Education for teaching, the availability of computers in schools, both ordinary and Smart schools, and in tertiary institutions bodes well to encourage students to use computers in the learning of literature. With the emergence of the Internet as a major force in the world today, many computer mediated communication tools are available to our learners. The writer will present a case for using e-forums and blogs to enrich the learning process and bring learning in the literature classroom that is often associated to reading books by dead writers to the 21st century. The writer will present findings from his research that indicates that students studying literature enjoy using computer mediated tools in their learning process.
%X Introduction – This paper is the result of an-ongoing research that the writer is carrying out in the area of the use of computer applications and learning literature. This research emerged out of the researcher’s concern for the lack of the use of computer applications, by teachers, especially language and literature teachers. Today, most teachers are computer literate and do use the computer for various administrative purposes and also in their preparation of lessons. Yet, teachers seem to be reluctant to participate in online activities or use them in their teaching. This paper will present a case for teachers to use computer-mediated applications while teaching literary texts to students. The paper will highlight two phases in a three-phase programme developed by the researcher in which the use of computer-mediated applications is made part of the course requirements for teachertrainees who are preparing to become English Language (TESL) and Literature in English teachers.
Background to the Study
There has been little information available on the use of computer applications while teaching literature in English or the English language in Malaysia. Sivapuniam
Learning with Weblogs: An Empirical Investigation
%A Helen S. Du, City University of Hong Kong
%A Christian Wagner, City University of Hong Kong
%D 2005
%J Proceedings of the 38th Annual Hawaii International Conference on System Sciences (HICSS’05) – Track 1 p. 7b
%K Weblog; Learning log; Constructivism; IT-supported learning
%U DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/HICSS.2005.387
%X The study investigates the impact of weblog use on individual learning in a university environment. Weblogs are a relatively new knowledge sharing technology, which enables people to record their thoughts in diary form and publish those diaries as web pages, without programming or HTML coding. The research sought to empirically determine whether the keeping of on-going (web based) learning logs throughout a semester would result in better overall student performance. This was hypothesized, because web based learning logs appear to promote constructivist learning, provide reinforcement, and increase accountability (non-anonymous idea sharing). Results from an information systems undergraduate course with 31 students indicate that weblog performance is a significant predictor for learning outcome, while traditional coursework is not. Weblogs appear to have highest predictive power for high and low performing students, but much less predictive value for medium performers. Results also suggest that there is a learning effect for weblog authoring.
%Z Helen S. Du, Christian Wagner. “Learning with Weblogs: An Empirical Investigation,” hicss, vol. 1, no. 1, p. 7b, Proceedings 2005.
%A Pedro Hernández-Ramos
%T Web Logs and Online Discussions as Tools to Promote Reflective Practice
%E Santa Clara University
%J jiol – Journal of Interactive Online Learning
%I National Center for Online Learning Research
%C
%D Summer, 2005
%U http://www.ncolr.org/jiol/issues/2004/summer/04/index.htm
%Z Accessed July 22, 2005
%G evaluation rubric for blogging
%K Blogging, Evaluation, Rubric
%X This article reports on the use of Web logs (“blogs”) and online discussion forums in an instructional technology course in a teacher preparation program. Key goals behind the use of these tools included exposure for students to computer-supported communication and collaboration, encouragement of reflective practice, and a better understanding of the pedagogical and learning benefits derived from integration of these technologies. Management and assessment challenges for instructors derived from the volume of writing, as well as pedagogical considerations, are noted. Some of the issues raised led to a call for improvements in the tools and for additional research in a wider variety of contexts.
%Z Contains a nice course grade rubric tied to student grade expectation … what you have to do to get an F, D, C, B, A.
%A Pedro Hernández-Ramos
%T Web Logs and Online Discussions as Tools to Promote Reflective Practice
%E Santa Clara University
%J jiol – Journal of Interactive Online Learning
%I National Center for Online Learning Research
%C
%D Summer, 2005
%U http://www.ncolr.org/jiol/issues/2004/summer/04/index.htm
%Z Accessed July 22, 2005
%G evaluation rubric for blogging
%K Blogging, Evaluation, Rubric
%X This article reports on the use of Web logs (“blogs”) and online discussion forums in an instructional technology course in a teacher preparation program. Key goals behind the use of these tools included exposure for students to computer-supported communication and collaboration, encouragement of reflective practice, and a better understanding of the pedagogical and learning benefits derived from integration of these technologies. Management and assessment challenges for instructors derived from the volume of writing, as well as pedagogical considerations, are noted. Some of the issues raised led to a call for improvements in the tools and for additional research in a wider variety of contexts.
%Z Contains a nice course grade rubric tied to student grade expectation … what you have to do to get an F, D, C, B, A.
%A Joe Jurczyk, Susan N. Kushner Benson, John R. Savery
%D 2004
%T Measuring Student Perceptions in Web-Based Courses: A Standards-Based Approach
%J Online Journal of Distance Learning Administration
%I University of West Georgia
%U http://www.westga.edu/~distance/ojdla/winter74/jurczyk74.htm
%E jpj2@uakron.edu
%X Abstract: This paper outlines a method of identifying student perceptions throughout a distance learning course. Using a questionnaire based on standards from the Institute of Higher Education Policy (IHEP) as a guide, instructors and administrators can measure various aspects of the distance education experience and their importance to students. By implementing the questionnaire before, during, and after a course, the results can be analyzed at each individual point in time and also in terms of change over time. Similarly the results can be compared to benchmarks for the IHEP standards to assess class perceptions relative to other students. Such measurements can provide insight into the perceptions of the distance learning student during the educational process where few other accepted measurement methods exist.
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