Academic Computing Blog

July 31, 2005

The 100-Year Archive Dilemma

Filed under: Bibliography — Administrator @ 10:04 am

(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.

July 26, 2005

Downie, 2002. The Ramsden Course Experience Questionnaire: A Pilot Study of Final-Year Students

Filed under: Academics, Bibliography — Administrator @ 10:28 am

%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)

Perron, 1994. Learning on the WWW: A Case Study (Preliminary Version)

Filed under: Bibliography, Uncategorized — Administrator @ 10:27 am

%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.

Speh, 1995. A Virtual Programming Course using the MOO

Filed under: Academics, Bibliography — Administrator @ 10:26 am

%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

July 25, 2005

Vethamani, 2004. Computer Applications for Literature Learning

Filed under: Academics, Bibliography — Administrator @ 7:26 am

%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

Du, 2005. Learning with Weblogs: An Empirical Investigation

Filed under: Academics, Bibliography — Administrator @ 7:24 am

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.

Hernández-Ramos, 2005. Web Logs and Online Discussions as Tools to Promote Reflective Practice

Filed under: Academics, Bibliography — Administrator @ 7:19 am

%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.

Hernández-Ramos, 2005. Web Logs and Online Discussions as Tools to Promote Reflective Practice

Filed under: Academics, Bibliography — Administrator @ 7:18 am

%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.

Jurczyk, 2004. Measuring Student Perceptions in Web-Based Courses: A Standards-Based Approach

Filed under: Academics, Bibliography — Administrator @ 7:01 am

%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.

Wendy Grossman, 1997. Net.Wars

Filed under: Academics, Bibliography — Administrator @ 6:50 am

%A Wendy Grossman
%D 1997
%T Net.Wars
%I New York University Press
%C New York
%U http://www.nyupress.org/netwars/intro/intro.html
%Y NYU Press is pleased to present its first online book, net.wars by Wendy M. Grossman – free of charge to our readers.
%X Introduction: The idea for net.wars came from three things. The first was repeated exposure to theories that the Net would wipe away the world as we know it (with the corollary that this would be a Good Thing). I think this is far from certain, if only because I learned about inertia in high school. The second was John Perry Barlow’s declaration that cyberspace should be its own sovereign state. It seems unlikely this will be allowed to happen, but it’s an interesting idea. The third was watching the Net’s convulsions over the years 1993 to 1996 as it tried to assimilate huge numbers of new users who didn’t share the culture that had been developing over the previous decade. Around the time that I finished writing up a year’s worth of observing folks duke it out on alt.religion.scientology for Wired, I decided there was a book in the wars along the border between cyberspace and real life, a metaphor that was inspired by discovering that a few years after Ireland was partitioned in the early 1920s there were riots along the border when an outfit called the Boundary Commission proposed to change it slightly to bring more Protestants into the North and more Catholics into the South.

Around the time the book was commissioned, in June 1996, I went to Cornell University for a science workshop and found myself staying in roughly the same area of North Campus I had lived in my first summer there in 1970. Walking down the path through the empty landscape around Clara Dickson Hall and its courtyard, I finally understood the meaning of the word timeless: shorn of students and their changing fashions it looked the same when I was forty-two as it had when I was sixteen. Doubtless it looked the same before I was born, and it’s easy to imagine that generations of alumni will help ensure that it will look the same a century hence.

The Net is not like this. The oldest area I visit regularly didn’t exist before 1985, and while it will probably exist ten years from now, I have no idea whether it will look or behave the same. For a hundred years from now all bets are off, although it’s nice to think that future generations might not only tread in my path but relive my interactions in cyberspace. Reading what new friends said in old, stored topics and conferences is the nearest we come to time travel and the ability to see our friends and lovers as they were before we knew them and altered them subtly, as knowing people does.

I used to say that a key crossroads in an expatriate’s life comes at five years after emigrating. Before then, going back is still easy: your friends’ kids remember you, your career is retrievable, your life is still there. After five years, it gets hard: your friends move, your work contacts change jobs or even professions, and you lose touch with the common culture. I mean, you don’t get the jokes. (After ten years, there is no longer any such thing as going back. There is only starting over in a new place that’s partly familiar.)

Having now been online for more than five years, I note a similar watershed. It became clear to me around the same time as that Cornell trip, when I suddenly found it difficult to feel a sense of shared community with a large group of people, many of whom I knew, who shared some of my long-term interests. They were not on the Net, you see. These are people who make their lives with ideas, and yet their primary perception of the Net was negative: they didn’t see it as a tool they could use to spread information or counter misinformation, or interact with like- minded others. Instead, they saw it as a new danger. And I reacted as any typical Nethead might–protective instincts to the fore, along with a sort of exasperated alienation: they didn’t get the jokes.

This all leads up to saying that I’m not sure how objective any journalist is about the Net. Journalists who don’t use the Net themselves routinely make such egregious technological and cultural errors that you can only compare the results to what would happen if they were assigned to write about the interstate highway system based on their experiences at sea. With that lack of context, if the police told you that prostitutes routinely and openly solicited truckers and other visitors to roadside rest areas and that therefore they were risky places for families to visit, you would probably believe them and write the story.

At the same time, after a while it’s easy to lose perspective and forget that behavior which is common and tolerated on the Net seems shocking to newcomers. If you hang out, for example, in the newsgroup alt. showbiz.gossip for more than a week or two, you begin to realize that the participants are simultaneously gossiping about celebrities and making fun of celebrity gossip from their virtual “trailer park.” This is a level of irony that completely by-passes the casual visitor; my own first thought on seeing that group was that it was a lawsuit waiting to happen. Now, months later, I think the alt.showbiz.gossip list of fifty ways to tell if a star is gay is one of the funniest things I’ve ever read on the Net and feel sorry for anyone so humorless as to think there oughtta be a law against it.

This warping is so common among the Net-savvy journalists I know that I’ve concluded that the best objectivity I can offer you is to declare my biases up front: I love the fact that in this age of polite political correctness there is a place in the world where people feel free to speak their minds, even offensively; I love the fact that others can tell them off for it and poke holes in their reasoning. I admire the courage of at least some of those who defend those rights, even though I don’t always agree with their methods or their behavior. I would like to see the freedom of the old net.culture survive in the face of the many competing commercial and regulatory interests that might prefer to limit its reach and openness. I am less confident than others that such survival is ineluctable and that attempts at regulation will inevitably fail; they may indeed fail, but there will be lots of boundary disputes while we try to define the rules in the grey area where real life and cyberspace intersect. Either way, the stories should be told.

Wendy M. Grossman
wendyg@skeptic.demon.co.uk
March 1997

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