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Organizational management improvement through planned decision support tools in technology based organizations

Author: Pierson Ken
Publication venue: University of Maryland University College (UMUC)
Publication date: 29/10/2010
Field of study

The purpose of the research: -To improve organizational decision making -Help managers achieve their objectives -Reduce rate of change failureOrganizational Management Improvement Through Planned Decision Support Tools in Technology Based Organizations. Ken Pierson Doctor of Management Program (DMGT 892) Keywords Organizational Improvement, Change Management, Decision Making, Decision Support Systems, Domain KnowledgePurpose and Scope of the Research Purpose of research: -To improve organizational decision making -Help managers achieve their objectives -Reduce rate of change failure Scope of research: -Technology based organizations -Decision support systemsResearch Assumptions • Improve organizational performance through improved change management processes. • Organizational decision making canbe improved through a systems perspective. • Change management processes is dependent on effective decision making processes? • Decision support tools willimprove the decision making thereby enhancing the organizations competitive posture?Significance of this Research for Management Implementation of organization improvement through: -Change management processes supported by effective and efficient decision making -Improved organizational decision making processes with Decision Support Systems (DSS) -DSS supported by knowledge management Main Literature Themes and Authors Organizational Improvement Henry Mintzberg John Kotter Peter Drucker Systems Thinking Peter Senge Diana White & Joyce Fortune Organizational Decision Making Herbert Simon Max Bazerman Decision Support Systems J.D. Powers Clyde HolsappleKey Propositions Distilledfrom the Literature -Organizational survival depends on effective decision making. -Change is inevitable and must be correctly managed in order for an organization to remain competitive. -Knowledge Management is a key element of a DSS and a dynamic process; it must be updated.Conceptual Framework -Economic Forces -Technological Forces -Political Forces -Legal Forces -Socio-cultural Forces Source(Hunger & Wheelen, 2007) External Change Environment The DSS Database Model Base DBMS MBMS DGMS Data Component Dialog Component Model Component User DBMS –Database Management System MBMS-Model Base Management System DGMS-Dialog Generation Management System From: McNurlin & Sprague, 2006 -Type of Industry -Communications -Trust -Processes -Collaborative Environment -Corporate Culture Internal Change Environment Knowledge Management Data Warehouse Improved Organization ResultThesis statement Decisions associated with changes are often hindered by several challenging factors -Decisions must be made quickly -Internal and external environment drives continuous change often occurring simultaneously and affecting interdependencies. -The quality of a decision is affected by a vast array of variables. Decision Support Systems (DSSs) are an effective means for mitigating the complexities of organizational change. Change Management Organizational Decision Making DecisionMakingTools Systems Thinking Organizational Improvement Integrate Literature Review Determine Key Components of Organizational Improvement Analyze Key Elements Research Approach & Formationof Argument Findings • Organizational changes require highly rational decisions. • Managers must recognize the importance of the decisions. • Systems thinking is supported by effective Knowledge Management. • Knowledge Management is key component to DSS. • Managers believe they know their product better than anyone else. • • An alternative to manual decision making processes is a computer based DSS. Implications for Management Practice • Improve situational awareness of organizational managers • Faster higher quality decisions • Improved organizational performance • Remain competitive in rapid change environmentFuture Research Agendas Supply Chain Management (SCM) Analyze upstream and downstream decision support processes Enhanced innovative process Monitor external environment for innovative opportunities and readiness. Support for organizations in globalization process Determine what extent DSS can support new and established global operation

Strategic management Approach to curriculum internationalization for undergraduate business programs: Focus on small U.S. based colleges and universities

Author: Hogan Tom C.
Publication venue: University of Maryland University College (UMUC)
Publication date: 29/10/2010
Field of study

The purpose of the research is to explore a strategic management approach to curriculum internationalization for small U.S. based colleges and universities and small undergraduate business programs.A Strategic Management Approach to Curriculum Internationalization for Undergraduate Business Programs: Focus on Small U.S. Based Colleges and Universities Tom C. HoganKeywords: Curriculum, Internationalization, Undergraduate BusinessPurpose and Scope of the Research • Explore a strategic management approach to curriculum internationalization for small U.S. based colleges and universities and small undergraduate business programs • Limited to institutions that offer traditional bachelor’s degree and in-residence programs serving a target population between the ages of 18 –24 • Focus on meeting the human capital needs of multinational corporations (MNCs)Research Questions • How can small, resource -constrained U.S. based colleges and universities with small business programs approach curriculum internationalization of the undergraduate business program from a strategic management perspective, thereby differentiating their institutions and creating a competitive advantage in the global higher education market?Significance of this Research for Management • Need to develop national workforce capable of effectively competing in the global economy • National competitiveness • National securityMain Literature Themes and Authors • Impact of globalization on organizations Javidan, Dorfman, de Luque & House Ball and McCulloch Lahiri, Perez-Nordtvedt and Renn • Internationalizing curricula Altbach and Knight American Council on Education U.S. Department of Education Quiang • Organizational adaptation Porter Weick and Quinn Mintzberg and Westley Key Propositions Distilledfrom the Literature • Institutions and undergraduate business programs that build on student interests and demographics; create, implement and regularly assess a strategic framework for internationalization; and exhibit active leadership in making internationalization an institutional priority will be more effective at preparing students for global work. • Internationalizing undergraduate business programs prepare students better for effective global work. • Undergraduate business programs that invest in faculty developmental opportunities will be more effective at preparing students for global work.Conceptual Framework Thesis Statement • Small schools with small undergraduate business programs can thrive in a hyper-competitive global higher education market by adopting a strategic management approach to curriculum internationalization, adapting to the dimensions of globalization and needs of MNCs, focusing on creating value and differentiation through creativity, innovation and transforming themselves into more resilient organizationResearch Approach & Formationof Argument • Research approach Content analysis based on a search of the literature Explanatory in nature Theory building (i.e., development of conceptual model) • Formulation of argument Utilize external content practitioner experts to test and refine conceptual model Leverage personal and professional experienceFindings • Adopt an enterprise-wide approach to internationalization • To develop global literacy among graduates focus limited resources on: Institutional commitment Faculty investment Curriculum investment • Develop a customer intimate model towards MNCs Intimate knowledge of needs from human capital perspective Partnership and alliance approach Anticipate, meet and exceed expectationsFindings • Invest in programs that create value and differentiation Type 6 business model (Chesbrough) Value chain analysis • Create a resilient enterprise Understand and reduce vulnerabilities Build flexible and adaptable culture Recognize, reward and promote creativity and innovationImplications for Management Practice • Develop new core competencies Strategic management Entrepreneurship Leading change Alliances and partnerships Investment approach to resource allocation • Understand and respond to business challenges of MNCs Business ethics Corporate social responsibility SustainabilityImplications for Management Practice • Recognize and develop market opportunities in forward-going concerns like sustainable business development Market failures Consequences of market failures Institutional barriersFuture Research Agendas • Role of information and communication technologies (ICTs) in promoting sustainable business development internationally and in higher education sector • Role of mobile technologies regarding creating and supporting the learning environment of the future at small schools relative to addressing issues pertaining to curriculum internationalization including sustainable business development

Innovative capacity index for managing the effectiveness of open innovation

Author: Greenwood Dolly
Publication venue: University of Maryland University College (UMUC)
Publication date: 29/10/2010
Field of study

The purpose of the research is to understand the conditions and factors for business practices that create and sustain competitive advantage with open innovation.Innovative Capacity Index for Managing the Effectiveness ofOpen Innovation Dolly Greenwood Keywords: innovation, open innovation, social capital, network ties, boundary spanning, absorptive capacity 29 October 2010Purpose and Scope of the Research • Purpose of the research: Understand the conditions and factors for business practices that create and sustain competitive advantage with open innovationResearch Questions • Research Question #1: What is a framework for the open innovation factors? • Research Question #2: What are the measures and metrics for a corporation to assess and monitor its innovation effectiveness? • Research Question #3: What are the research propositions to further manage effectiveness?Significance of this Research for Management • Speed and flexibility are key and leveraging new information in the innovation network is essential. • Open innovation is an emerging business model today. • Open innovation business models and practices challenge conventional models and practices. • There is little research that establishes innovative capacities needed for a corporation’s effective management of open innovation.Main Literature Themes and Authors(1 of 2) • Open innovation Chesbrough -seminal Viskari–innovation business models Hsin-Min –forms of collaboration Gnyawali& Park –co-opetition • Social capital Tsai –value creation Reagans& McEvily–cohesion Alder & Kwon –an asset • Network ties Ahuja –direct, indirect, structural holes Burt –structural hole market theory Munsch* –business value * This person was one of my expert reviewers!Main Literature Themes and Authors(2 of 2) • Boundary spanning Fleming & Waguespack –longitudinal Tushman–knowledge brokering Zien& Buckler; Cunha –peripheral vision • Absorptive capacity Cohen & Levinthal–seminal Zahra* –dynamic Andriopolous* & Lewis -ambidexterity Hargadon–recombination of old ideas in new waysKey Propositions Distilled from the Literature and Research Methods P1: Higher social capital leads to more network ties and boundary spanning P2: Different network ties provide access to different types of knowledge P3: More network ties and boundary spanning lead activation triggers for internal knowledge explorationKey Propositions Distilled from the Literature and Research Methods P4: More activation triggers lead to higher absorptive capacity P5: Higher absorptive capacity leads to more differentiation market opportunities P6: Higher Innovative Capacity Index correlates with more differentiating market opportunities Conceptual Framework Thesis statement Corporations must cultivate four innovative capacities to effectively manage open innovation for competitive advantage: Social capital Network ties Boundary spanning Absorptive capacityResearch Approach & Formationof Argument • Research approach Literature review to determine open innovation promise, practices and challenges • Formation of Argument Analysis of literature and practices to derive factors and conditions as supported by cross-literature findings and corporate practicesFindings –Innovative Capacity Index IC-1: Firms will form network relationships with firms they believe have valuable knowledge and will be cooperative and respectful IC-2: Network ties facilitate access to external knowledge IC-3: Firms will establish effective values and norms for knowledge sharing within the firm and across the innovation network for cooperative gain IC-4: Individuals will collaborate when rewarded, recognized, and given executive advocacyFindings –Innovative Capacity Index IC-5: Firms will seek knowledge sharing with those who are best in their class in complementary areas. IC-6: Firms will adaptively harmonize each other’s efforts with complementary research and idea generation for cooperative gain IC-7: External knowledge will facilitate peripheral vision for internal discovery of new value opportunities IC-8: Adaptive balance in priorities, investment and resources between discovery exploration and product / market exploitation for market opportunities.Finding: Multi-indicator, Multi-causal Model for Innovative Capacity IndexImplications forManagement Practice • Cultivate willingness and motivation for open innovation • Collaboration with intellectual property as a proactive versus reactive asset • Balance exploration and exploitation dynamically �� Executive leadership should be an active advocate • Executive leadership should use the Innovative Capacity Index to adapt advocacy, priorities, investments and resources in response.Future Research Agendas • Monitoring and influencing effective collaboration Social network analysis : who is talking to whom about what? • Offensive use of intellectual property in open innovation Extend model of use of IP as enabling, financial, strategic asset • Adaptively balancing exploration and exploitation Appropriate management involvement • Empirical analysis of Innovative Capacity Index Validate effectiveness in managing open innovatio

Library-led faculty workshops: Helping distance educators meet information literacy goals in online classroom

Author: Miller Robert M.; O'Donnell, Edward; Pomea, Neal
Publication venue: Fourteenth Off-Campus Library Services Conferences
Publication date: 30/04/2010
Field of study

Panel members (University of Maryland University College librarians) will present examples of online faculty workshops they have designed and led. The workshops address a variety of subjects, such as open educational resources, subject-specific information literacy skills, Google applications, and assignment design. Audience members will learn how they can implement similar workshops at their institutions, workshops that help faculty teach information literacy skills alongside course content in an online class.Library-led Faculty Workshops: Helping Distance Educators Meet Information Literacy Goals in the Online Classroom Robert Miller Ed O’Donnell Neal Pomea OCLS, April 30, 2010 © Robert Miller, Ed O’Donnell, Neal PomeaUMUC: Institutional Context • Primarily distance learning – Faculty need to teach information literacy skills in the online classroom • Center for Teaching and Learning (CTL) – Hosts online training and library workshops for faculty © Robert Miller, Ed O’Donnell, Neal PomeaLogistics • Online, asynchronous • WebTycho – UMUC’s online course delivery system – comparable to Blackboard • Part of a larger training session, or stand-alone • 5, or 10, or 12 days © Robert Miller, Ed O’Donnell, Neal PomeaSubject-Specific Information Literacy • Natural Sciences • Social Sciences – CTL for-credit workshop – Co-facilitate with academic director © Robert Miller, Ed O’Donnell, Neal PomeaWorkshop Objectives • Faculty will be able to: – Define information literacy – Name university’s information literacy objectives for students – Help students find, evaluate, use information – Design an assignment teaching information literacy skills alongside course content © Robert Miller, Ed O’Donnell, Neal PomeaFaculty Discussion • Information literacy challenges – Plagiarism – Wikipedia – “Reporting” rather than synthesizing information © Robert Miller, Ed O’Donnell, Neal PomeaFaculty Explore the Library • Faculty search databases and brainstorm ways to use them in assignments • Librarian provides guides that can in turn be used in the online class © Robert Miller, Ed O’Donnell, Neal PomeaSearching Tips • Faculty might feel insulted by “basic” database instruction – Frame advice for students © Robert Miller, Ed O’Donnell, Neal PomeaDesigning an Assignment • “Capstone” project in the workshop: – Design an assignment that teaches course content alongside one or more information literacy objectives – Review and critique a colleague’s assignment © Robert Miller, Ed O’Donnell, Neal PomeaSummary • Subject-specific faculty workshops – Promote faculty-librarian collaboration – Provide concrete tools that faculty can use in the online classroom • Labor intensive – To prepare material, but it can be reused and adapted – To facilitate a workshop, but it raises library’s visibility © Robert Miller, Ed O’Donnell, Neal PomeaTraining Objectives • Faculty will be able to: - Locate, select, and search library research databases - Create assignments that address information literacy standards © Robert Miller, Ed O’Donnell, Neal PomeaTraining for New Online Faculty • Library integrated into required 5-week training course • Introduction to library resources and services available to faculty and their students © Robert Miller, Ed O’Donnell, Neal PomeaDiverse Faculty • Faculty from all disciplines taught at UMUC • Recent PhDs, returning faculty • Working professionals & academics • Online comfort levels vary © Robert Miller, Ed O’Donnell, Neal PomeaTraining Content • Highlight information literacy objectives • Suggest assignments that foster information literacy • Provide active learning opportunities via library research database exercises to familiarize faculty with available resources • Lead faculty peer-to-peer discussions and reflection opportunities via online conferences © Robert Miller, Ed O’Donnell, Neal PomeaLibrary Services of Interest to Faculty • Electronic Reserves • Document Express • Reference Service • Support for Citation • Support for Turnitin © Robert Miller, Ed O’Donnell, Neal PomeaNew Tools for Research • Subject Guides • Research Port • Google Scholar at UMUC © Robert Miller, Ed O’Donnell, Neal PomeaInformation Literacy Courses at UMUC • LIBS150 for undergraduates • UCSP611 for graduate students • Need faculty buy-in for university’s information literacy initiatives © Robert Miller, Ed O’Donnell, Neal PomeaDatabase Exercise • Option 1: Searching across disciplines • Option 2: Searching several databases in the same discipline • Option 3: Federated search tool, Research Port © Robert Miller, Ed O’Donnell, Neal PomeaBenefits of Training • Faculty gauge students’ experience with online research • Better assignment design • Relationship with library • Increased requests for instruction and other services © Robert Miller, Ed O’Donnell, Neal PomeaGoogle Universe: Overview • Asynchronous, online, week-long workshop • Content created by Ed O’Donnell, Ryan Shepard, & Kee-Young Moon • Offered in conjunction with UMUC’s Center for Teaching and Learning © Robert Miller, Ed O’Donnell, Neal PomeaGoogle Universe: Modules • Introduction to Google • Advanced Searching • Google Scholar • Google Book Search © Robert Miller, Ed O’Donnell, Neal PomeaGoogle Universe: Modules (con’t) • Google Earth • Google Maps – Deliverable: Buildings designed by Palladio • Google Images • Keeping Up with Google © Robert Miller, Ed O’Donnell, Neal PomeaLearning Outcomes • Employ Google’s advanced search features in order to obtain more precise and useful research results • Understand the benefits and drawbacks of using Google and Google Scholar for academic research in order to afford faculty a better understanding of these as possible research resources • Utilize complementary subscription-only resources available from the Library in order for faculty to demonstrate their advantages as research resources to students • Locate full-text articles and books using Google Scholar and Book Search in order to demonstrate the research possibilities of these resources • Explore Google Earth, Images, and Maps in order to demonstrate their usefulness as classroom instruction tools © Robert Miller, Ed O’Donnell, Neal PomeaConference Postings “I certainly found more useful things in the databases--plus I think it's important to challenge students to try technology things they may not be familiar with. At any rate, that's the ploy I use when insisting that students use databases for research papers.” “For my students, I tell them that the subscription databases work better for me, that it is a much better use of my time, and that my searches are more effective. My students have to be efficient in their use of time, and of course they want to be effective as well.” “I think we may have to mandate the use of the library for sources, particularly scholarly journals, when requiring research papers from our students.” © Robert Miller, Ed O’Donnell, Neal PomeaFaculty Evaluation Examples “Practical hands-on implementation of Google tools with expert direction and backing-up of the instructors. I appreciate the informed background information on history-strengths-weaknesses of Google Scholar.” “(T)his is an excellent stand-alone course. Perhaps, a year from now, the instructors might update about new developments in a memo or note in the faculty newsletter.” © Robert Miller, Ed O’Donnell, Neal PomeaOpen Educational Resources • CTL for-credit 8-day workshop • Co-facilitated by two UMUC librarians – Joseph Rawson – Cynthia Thomes © Robert Miller, Ed O’Donnell, Neal PomeaWorkshop Objectives • Faculty will be able to: – Explain what OERs are – Understand the history of the OER movement – Explain some of the advantages and disadvantages associated with the use of OERs in classes © Robert Miller, Ed O’Donnell, Neal PomeaWorkshop Objectives, Continued • Faculty will be able to: – Find OERs that could be used in their classes – Evaluate OERs for suitability for use in classes – Adapt OERs, if necessary, for use in classes – Understand copyright, accessibility, and other issues that may constrain the use of OERs in a class – Find additional information about OERs in library resources and on the free Web © Robert Miller, Ed O’Donnell, Neal PomeaFaculty Discussion • Pros and cons of using OERs in the classroom • Criteria to consider when evaluating OERs for use in a class • OER repositories for particular subjects/ topics © Robert Miller, Ed O’Donnell, Neal PomeaFaculty Tasks • Find an article about OERs • Find and evaluate an OER • Find licensing information about an OER • Edit a Wikipedia article © Robert Miller, Ed O’Donnell, Neal PomeaLibrary Resources, Continued © Robert Miller, Ed O’Donnell, Neal PomeaDesigning an Assignment • “Capstone” project in the workshop: – Design an assignment that incorporates an OER and explain how the assignment would benefit students and how it could be determined whether the assignment successful – Review and provide feedback regarding a colleague’s assignment © Robert Miller, Ed O’Donnell, Neal PomeaSummary OER workshop provides information regarding freely available learning content that faculty can immediately begin using in their online classrooms © Robert Miller, Ed O’Donnell, Neal PomeaCollaboration Is Key “To be successfully implemented on campus, information literacy depends on collaboration between classroom faculty, academic administrators, [and] librarians. . . .” ACRL. (n.d.). Information literacy for faculty and administrators. Retrieved from http://www.lita.org/ala/mgrps/divs/acrl/issues/infolit/ overview/faculty/faculty.cfm © Robert Miller, Ed O’Donnell, Neal PomeaPlease Be in Touch • Robert Miller: [email protected] • Ed O’Donnell: [email protected] • Neal Pomea: [email protected] © Robert Miller, Ed O’Donnell, Neal Pome

Electronic reserves services in distance education environment

Author: Wang Yu-Hsiu
Publication venue: The 21st Century Librarian Seminar Series: U.S.-China Library Forum
Publication date: 06/07/2010
Field of study

This presentation provides an overview of the Electronic Reserves services offered by the Information and Library Services (ILS), at the University of Maryland University College (UMUC). The experiences and practices of the technology applications for the Electronic Reserves services are featured, including related data and statistics.Electronic Reserves Services In Distance Education Environment 远程教育环境下的图书馆电子储备服务 Yu-Hsiu Wang Information and Library Services University of Maryland University College 马里兰大学资讯研究院图书馆 July 2010 YW1UMUC Geographic Divisions: 马里兰大学学院的区域:美国,欧洲和亚洲 YW2Background History 历史简介 • 成立于1947年 • 为第二次世界大战后在海外军事基地的美军提供继续教育 • 目前在全球25个国家有我们的学生使用网上远程教育系统 • 世界各地就读的学生超过92,000，包括60,000 名现役, 储备, 和退伍军人以及他们的家属 • 第一个美国大学为中东和中亚地区的美军人员, 包括伊拉克和阿富汗战区现场提供授课 YW3UMUC’s Information & Library Services 马里兰大学资讯研究院图书馆 • 远程教育图书馆 • 非传统图书馆 • 虚拟图书馆服务 • 图书馆的数据库包含 74,000学术期刊/电子图书8,000册 • 24/7图书馆在线服务 • 所有新生必修图书馆信息和研究方法的课程 • 每年有使用者满意度调查及其统计数据报告 • 每5年有学生需要深入调查及其统计数据报告 YW4Electronic Reserves Services 图书馆电子储备服务 • 1998年春季测试，1999年秋季正式推出 • 推广电子储备服务计划 -被纳入作为新教师培训项目 -图书馆的每月通讯，博客和电子邮件公告 -网络会议 • 电子储备网站包括 -电子储备服务的政策和方针 -电子储备常见问题及解答 -电子储备网络系统表格 -指导教师使用电子储备服务的视听教程 YW5Electronic Reserves Audio Visual Presentation 使用电子储备服务的视听教程 YW6What is Electronic Reserves Services? 什么是电子储备服务? • A collection of digital course materials made available over one or more computer networks” (Kristof, 1999) • 通过计算机网络所提供的集合数字课程教材 YW7Electronic Reserves vs Print Reserves 电子储备及印刷储备的比较 YW8Electronic Reserves Services 电子储备服务 Locate, obtain, and post materials in online classrooms; scanning and digitizing when necessary 查找及获取印刷材料,及进行扫描和数字化, 并在网络教室刊登 Determine what needs copyright clearance and obtain copyright permissions 确定哪些需要版权许可并获得版权许可 Provide instructions or direct links to access full text materials via library databases when available 通过图书馆资料数据库查寻全文材料,于网络教室提供直接联系或说明如何获取全文 YW9Various Formats of Electronic Reserves 电子储备的各种格式材料 • 通过图书馆的数据库或网站直接链接或说明如何获取全文 • 扫描和数字化档案期刊文章书籍章节 • 多媒体流式音频或视频剪辑 • PowerPoint演示 • 教师的演习或习题 • 考试样本 YW10WebTycho Online Course Management System 网上课程管理教育体系电子储备单位 YW11PDF (Portable Document Format) File 通过扫描和数字化档案 Journal Article 期刊论文 Book Chapters 书籍章节 YW12Library Databases 图书馆订阅的资料数据库 YW13Audio File 音频文件 YW14Media Visual File 媒体视觉文件 YW15Electronic Reserves Online Request System 电子储备网络系统表格 YW16Electronic Reserves Online Request System 电子储备网络系统表格 YW17Electronic Reserves Online Request System 电子储备网络系统表格 YW18Electronic Reserves Request Management System 电子储备管理数据库 YW19Electronic Reserves Request Management System 电子储备管理数据库-版权申请管理系统 YW20U.S. Section 107 of the Copyright Law 美国版权法107条公平合理使用原则 Four factors to be considered in determining fair use: 决定是否公平合理使用的四个考虑的因素: • The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes 使用的目的和性质--这种使用是商业性质或以非营利教育为目的 • The nature of the copyrighted work 该版权作品的性质 • The amount and substantiality of the portion used in relation to the copyrighted work as a whole 使用该版权作品的数量和实质性 • The effect of the use upon the potential market for, or value of, the copyrighted work 该版权作品的潜在市场价值 Source: U.S. Copyright Office at http://www.copyright.gov/fls/fl102.html YW21Permission Denied 权限被拒绝 Permission Denied 权限被拒绝 YW22Copyright Clearance Center 版权使用管理中心 YW23Electronic Reserves Wiki 电子储备维基 YW24Library Staff Wikis – Student Schedule 图书馆工作人员的维基 -工读学生时间表 YW25Faculty and Courses Used Electronic Reserves 2001年至2009年使用的电子储备总数 39163969812301490186220841885244911911661249038954284141731837010138435202944671313134914686146648511111530200040006000800010001200014000160001800020000200120022003200420052006200720082009CoursesFacultyItems YW26Electronic Reserves Requests per Year 2001年至2009年电子储备每年要求的总数 020004000600080001000012000200120022003200420052006200720082009UndergraduateGraduate YW27Average Items per Class for Electronic Reserves Requests 2001年至2009年电子储备每班平均要求 6.36.096.16.97.57.67.047.67.5012345678200120022003200420052006200720082009Average items per class YW28Electronic Reserves Statistics Analysis Project 电子储备项目的统计分析 11%16%15%20%18%74%100%0%10%20%30%40%50%60%70%80%90%100%000100200300400Master'sDoctoral% of Total Sections YW29Textbook Issues 教科书问题 YW30Textbook Issues 教科书问题 YW31Textbook Publisher’s Portal Website 教科书出版商的门户网站 YW32Directions of Electronic Reserves Services 电子储备服务的方向未来方向 • 提升电子储备工作流程 --计划并入教学进度表及课程内容 --版权管理直接连接到版权许可中心继续方针 • 与学校内外各单位和机构相互协作继续辅助学生学习成功 • 创新科技/持续评估/质量保证提高对远程教育图书馆的价值观念 YW33WebTycho Online Course Management System 网上课程管理教育体系电子储备单位 YW34Copyright Clearance Center 版权使用管理中心 YW35Reference & Studies 参考及研究 Croft, Janet Brennan. (2004). Legal Solutions in Electronic Reserves and the Electronic Delivery of Interlibrary Loan. Routledge. Dawes, Treror A. (ed.) (2006). Marketing and Managing Electronic Reserves. Haworth. Leonhart, Thomas W. (2006). Handbook of Electronic and Digital Acquisitions. Haworth. Rosedale, Jeff (ed.) (2002). Managing Electronic Reserves. American Library Assoication. YW36Questions? 问答? YW3

Lexical conceptual structure of English psych verbs: Indications from child language data

Author: Di Desidero Linda
Publication venue: University of Maryland University College (UMUC)
Publication date: 2010
Field of study

Abstract: Exceptional lexical semantic representations typically attributed to verbs of psychological state cannot be supported by the quite unexceptional ways in which children acquire these verbs. Unaccusative explanations of the behavior of psych verbs, particularly with respect to linking and binding, cannot be readily supported in published data from child language. Children’s acquisition of psych verbs seems consistent with the developmental process of acquiring increasing levels of abstraction. Paper supports theories of lexical semantics which do not rely on accepted semantic role hierarchies, but instead on event-related properties of verbs consistent with recent work on lexical conceptual structure (in e.g. Levin & Rappaport Hovav, forthcoming).Di Desidero, Lexical Conceptual Structure of Psych Verbs, 1 The Lexical Conceptual Structure of English Psych Verbs: Indications from Child Language Data Linda Di Desidero, Ph.D. University of Maryland University College NIDA Journal of Language and Communication, Vol. 15, June 2010, pp. 115-128. Abstract Exceptional lexical semantic representations typically attributed to verbs of psychological state cannot be supported by the quite unexceptional ways in which children acquire these verbs. Unaccusative explanations of the behavior of psych verbs, particularly with respect to linking and binding, cannot be readily supported in published data from child language. Children’s acquisition of psych verbs seems consistent with the developmental process of acquiring increasing levels of abstraction. Paper supports theories of lexical semantics which do not rely on accepted semantic role hierarchies, but instead on event-related properties of verbs consistent with recent work on lexical conceptual structure (in e.g. Levin & Rappaport Hovav, forthcoming). Introduction Psych verbs present several challenges to linguists, particularly with respect to linking and binding. Many accounts of psych verbs appeal to unaccusativity as an explanation for the puzzling behavior of the verbs. This paper uses data from child language to question the feasibility of such unaccusative analyses of psych verbs. Data from child language indicate that children learn to distinguish between two semantically distinct types of subject-arguments: those representing physical events and those representing experienced events. This proposal is consistent with current work on both lexical conceptual structure (e.g. Levin & Rappaport Hovav, forthcoming) and on children’s developing theories of mind. Psych Verbs The Verbs The verbs of psychological state are verbs that are used primarily to describe states of mind or changes in states of mind (Levin 1993). These verbs include the words commonly used to express emotion. Representative members include admire, enjoy, favor, fear, hate, like, love, miss, trust, amuse, amaze, anger, annoy, astonish, concern, disgust, frighten, please, surprise, and worry. The verbs of psychological state are verbs with two arguments, typically called experiencer and theme (Belletti & Rizzi, 1988; Grimshaw, 1990) or experiencer and stimulus. They divide into two subgroups, each named after a representative class member. FEAR verbs link the experiencer argument to the subject position and the theme argument to the object position; FRIGHTEN verbs link the theme argument to the subject position and the experiencer argument to the object position. The examples in (1) illustrate this. The FEAR-verb is in (1a) and the FRIGHTEN-verb is in (1b). (1) a. The boy fears the dog. (EXP-THEME) (1) b. The dog frightens the boy. (THEME-EXP) FRIGHTEN verbs also differ from FEAR verbs in that the events they denote are causative events in which “the stimulus causes the experiencer to enter the mental state” (Croft,1993, p. 56). Most of the FRIGHTEN causatives are able to denote events with either agentive or non-Di Desidero, Lexical Conceptual Structure of Psych Verbs, 2 agentive subject arguments, as the examples in (2) and (3) illustrate. The examples in (2a) and (3a) have subject arguments that are inanimate objects, while the examples in (2b) and (3b) have subject arguments that are individual agents involved in causing the event denoted by the verb. (2) a. The mask frightened the children. (2) b. The man frightened the children. (3) a. The book amused the children. (3) b. The librarian amused the children. The concept of agency is important to linguistic analyses of psych verbs because only the non-agentive uses of FRIGHTEN verbs are known to exhibit unexpected behavior in the syntax, especially with respect to binding (Baker, 1988b; Belletti & Rizzi, 1988; Grimshaw, 1990; Pesetsky, 1987, 1992, and others). The Linking Problem and the Binding Problem The two problems associated with psych verbs are known as the linking problem and the binding problem. The Linking Problem: Psych verbs appear to exhibit irregular linking patterns. Linking refers to the way in which meaning is used to map arguments to the grammatical functions of a predicate. These linking regularities (Carter, 1988) are generally predictable, even across languages. Hypotheses which capture this regularity of linking patterns in a number of universally applicable principles include Baker’s (1988a) Uniformity of Theta Assignment Hypothesis (UTAH). Such hypotheses are attractive from a language theorist’s viewpoint, as these generalizations have both explanatory and predictive value (Pinker, 1989; Pesetsky, 1992): They attempt to explain and predict the ways in which arguments bearing particular semantic roles tend to link to the same syntactic positions. Yet these theories do not appear to hold for psych verbs. (4) a. Mary likes turnips. (EXP-THEME) (4) b. Turnips please Mary. (THEME- EXP) (5) a. The man frightened the child. (AGENT-EXP) (5) b. The mask frightened the child. (THEME-EXP) The pair of sentences in (4) expresses the same or highly similar ideas, yet they link apparently identical arguments to different syntactic positions. The pair of sentences in (5) pose a problem for semantic-role based theories of linking in which roles are hierarchically related to one another. It is unusual from this perspective for the theme argument to map on to the subject positions as it is lower on all thematic hierarchies than the experiencer argument. It is this problem in particular which this paper will address. The Binding Problem: Binding Theory (Chomsky, 1981) describes and predicts how referring expressions (nouns), pronominals, and anaphors relate to each other in sentences. Some acceptable uses of psych verbs appear to flout the principles of Binding Theory. FEAR verbs as well as the agentive uses of FRIGHTEN verbs pattern in standard ways in the syntax, as the sentences in (6a) and (6b) illustrate. These sentences are not acceptable because they violate Principle A of Binding Theory, which requires the anaphor each other to be bound within its local domain. However, what Grimshaw (1990) calls the “non-agentive” uses of FRIGHTEN verbs, as in (6c) and (6d), seem to flout this principle. (6) a. *Each other’s siblings love the two friends. (6) b. *Each other’s parents deliberately frightened the children to teach them a lesson. (Baker, 1988b) (6) c. Each other’s health frightens the young lovers. (Baker, 1988b) (6) d. Stories about herself generally please Mary. (Pesetsky, 1987) The crucial matter to be examined is this: Why does the difference in the nature of the subject NP (that is, an agentive entity as compared to a non-agentive entity) apparently result in this flouting of binding theory for the FRIGHTEN verbs? Di Desidero, Lexical Conceptual Structure of Psych Verbs, 3 Unaccusative Solutions Belletti and Rizzi (1988), Grimshaw (1990), and others (e.g. Pesetsky, 1995; Pustejovsky, 1995) approach the problems associated with psych verbs somewhat differently from one another, yet they rely to a greater or lesser extent on the notion of unaccusativity to solve the problems associated with psych verbs. Unaccusative accounts of psych verbs such as Belletti and Rizzi (1988) argue that, despite the surface differences in the realizations of the arguments of FEAR and FRIGHTEN verbs, the underlying representations are similar to one another in that, for both types of verbs, experiencer arguments in the d-structure are structurally higher than theme arguments. The theme-subjects of non-agentive FRIGHTEN verbs are derived via a movement which leaves the experiencer argument in the object position. Unaccusative accounts such as Grimshaw (1990) see argument structure as the source of this unaccusativity. Where FEAR verbs and agentive FRIGHTEN verbs have the same kind of argument structure as typical transitive verbs, the non-agentive FRIGHTEN verbs have no external argument. The example in (7) summarizes the relevant aspects of both Grimshaw (1990) and Belletti and Rizzi (1988). Both accounts differentiate FRIGHTEN verbs with respect to agentivity. FRIGHTEN verbs with agentive subjects have normal argument structures and normal linking patterns. FRIGHTEN verbs with non-agentive subjects are essentially different from agentive FRIGHTEN verbs in that their subjects are derived from an underlying position which is lower than that of the direct object. (7) a. The man frightened the children. AGENT EXPERIENCER Argument structure: x (y) (7) b. The mask frightened the children (t). THEME EXPERIENCER ^------------------------------------------------- Argument structure: (y, x) Unaccusative accounts of psych verbs, then, propose two entirely different verbs with the same phonological shape: agentive FRIGHTEN verbs and non-agentive FRIGHTEN verbs. Data from child language, however, raise questions for accounts such as these. Evidence from Child Language Data Given the behavior of psych verbs described above, acquisition data would be expected to reflect the child’s efforts to acquire this unusual group of verbs. Yet the exceptional representations which are attributed to psych verbs—particularly unaccusativity—do not seem to be reflected in the rather unexceptional acquisition data for these verbs. Bowerman’s Study Bowerman (1990) uses data from her diary study of her two daughters to argue that psych verbs provide evidence concerning the learning of linking rules. She claims that her daughters made no errors in linking with these verbs until the ages of six and eight. At that point, they began to switch patterns for low-frequency FEAR and FRIGHTEN verbs. For the most part, this involved using some FEAR verbs in the FRIGHTEN linking pattern. That is, they began to link the theme arguments of FEAR verbs to the subject position instead of the object position, as in (8-10) below (1990:1284). (8) How does ‘Hurly Girl’ fancy you? (How do you fancy...) (Christy, age 9;0) (9) It didn’t mind me very much. (I didn’t mind it...) (Eva, age 6;2) (10) I saw a picture that enjoyed me. (...that I enjoyed) (Eva, age 6;6) The Bowerman data actually demonstrate that psych verbs were acquired quite unexceptionally by these children. There is, in fact, no evidence to indicate that FRIGHTEN verbs have two separate argument structures, or that the linking rules associating experiencers sometimes with Di Desidero, Lexical Conceptual Structure of Psych Verbs, 4 object position, sometimes with subject position were problematic for these children. I argue this on several important points. First, errors with psych verbs were rare for Bowerman’s children; indeed, when they were young, the children made no errors with psych verbs. In the early data (Bowerman, 1990) with both FEAR and FRIGHTEN verbs, particularly like and scare, there were no errors at all. This fact also indicates that there were no special errors attributed to the early learning of the unaccusative structures which have been associated with psychological FRIGHTEN verbs, such as failure to raise the d-structure object to s-structure subject position. Deprez and Pierce (1991) report that, very early in the acquisition process, errors with unaccusative verbs tend to surface. That is, as much as 90% of the children’s subject-less utterances at this age involve unaccusative verbs (Pierce, 1991). Bowerman reports none of these errors with psych verbs. This suggests that psych verbs are largely acquired quite unexceptionally along with regular transitive verbs. Had these errors been evident, there would be independent support for the unaccusative analyses of Grimshaw (1990) and Belletti and Rizzi (1988). Secondly, the few errors that Bowerman did record occurred quite late and then largely with low-frequency verbs such as fancy; that is, the children did not generally make errors with the more commonly occurring psych verbs such as love or frighten. Thirdly, at least half of the errors reported by Bowerman (1990) occurred with intransitive verbs in combination with prepositional phrases such as approve of, react to, and appeal to, as in (11). (11) I don’t appeal to that! (That doesn’t appeal to me) (Christy, age 7;0) Because intransitive verbs generally signal non-causative meanings (Bowerman, 1982), it makes perfect sense for the children to have used them within the more causative, transitive frame associated with FRIGHTEN verbs when the children wished to express a cause. Further explanation of these errors may come from the work of Naigles, Fowler, and Helm (1992), and Naigles, Gleitman and Gleitman (1992), who investigated the establishment of argument structure within children across various age groups. They argue that, where children are likely to change the meaning of a verb, to shift its argument structure, or to accept a new argument structure for the verb, adults are less likely to do so. Adults and older children maintain the meaning of a verb as well as its argument structure and tend to alter what they hear to match what they already know. The researchers distinguish these two tendencies as Frame Compliance, in which children accept the data they hear and adjust their lexicons accordingly; and Verb Compliance, in which older children and adults do not accept what they hear, and tend to change the data to fit what already know about a verb. These researchers conclude that, in using Noun-Verb-Noun sentence patterns, children tended to be Frame Compliant until age nine. After that age, they tended to become Verb Compliant. The conclusions of Naigles, Fowler and Helm (1992) may be applied to the Bowerman data. In constructing the novel utterances in (8-10), the Bowerman children were still at an age where they would be expected to experiment with meaning and shift argument structure at the cost of the syntactic pattern. Altering the argument structures of these psych verbs to fit what Bowerman calls a “statistically preponderant pattern” (1990:1285) or simply the accepted causative-transitive pattern is something that children might do while they are still Frame Compliant and not yet Verb Compliant. Given the exceptional representations attributed to these verbs by Belletti and Rizzi (1988), Grimshaw (1990), and Pesetsky (1995), and given the expectation that children under the age of nine easily alter linking patterns, these linking errors with psych verbs would be expected. The remarkable thing about this error data with respect to current accounts of psych verbs is simply that there is not more of it. Di Desidero, Lexical Conceptual Structure of Psych Verbs, 5 Tinker, Beckwith, and Dougherty’s Study Tinker, Beckwith, and Dougherty (1989) describe an experiment that two of the authors conducted with nursery school children in which they elicited responses to questions using, among others, psych verbs. The authors had expected the children to demonstrate some confusion in their use of FRIGHTEN verbs, as these verbs were syntactically “marked,” whereas the FEAR verbs were perceived as being quite regular transitive verbs (p. 254). Results indicated, however, that children could use the FRIGHTEN verbs correctly in active as well as passive sentences. The authors conclude that both the agentive and non-agentive FRIGHTEN verbs are, in fact, quite easily learned. In the Tinker, Beckwith, and Dougherty analysis, it is because the FRIGHTEN verbs are causatives that children had no problem with them. They write, “The relevant feature…for children is the presence of an object affected by a cause in the situational context referred to by the sentence” (1989, p. 259). The child classifies psych verbs as agent-theme verbs whose arguments are predictably linked to grammatical positions of subject and object. The authors point out that the significant factor for the child using these verbs is not their syntactic behavior, but their relationship behavior. By this they mean the way in which the arguments participate in the event named by the verb. Conspicuously absent from the Tinker, Beckwith, and Dougherty study is data which might support an unaccusative account of psych verbs, such as that presented by Grimshaw (1990) and Belletti and Rizzi (1988). The children in the Tinker, Beckwith, and Dougherty study did not make the errors which might be expected if linking for FRIGHTEN verbs were problematic. In fact, the writers themselves argue against the purportedly exceptional nature of psychological FRIGHTEN verbs with respect to linking. For the most part, errors with linking experiencer arguments were few. Mental Events and Causality The lexical semantic structures I suggest support the ideas of Beckwith (1989), Johnson (1982), and others concerning children’s developing theories of mind, thus creating implications for further study in lexical semantics. Tinker, Beckwith, and Dougherty (1989) hypothesize that, as a child learns English, the only way she can understand a FRIGHTEN verb is in its agentive sense. The relation between the agent and the experiencer (just as the relation between the agent and the patient) is one of causality: The agent causes the experiencer to experience a certain psychological state. They propose that when the child is older, she understands that inanimate theme arguments used as subjects of these verbs can also be interpreted as causal, and she learns to link participants bearing either role (that is the agent of agentive FRIGHTEN or the theme of non-agentive FRIGHTEN) to the subject position. In this analysis then, the child learns to use agentive FRIGHTEN verbs first; learning to use the non-agentive FRIGHTEN verbs involves assimilating the non-agentive theme-experiencer role frame to the agent-experiencer role frame. Children need to learn, in other words, that theme subjects can be a kind of abstract, non-active agent. Agents and themes are both causes of the event denoted by the verb. This process of assimilation is not unlike the child’s developing sense of causality as well as the child’s developing sense of the mind. Bloom and Beckwith (1989) point out that the mothers of young children do not often use emotion words when talking about emotional events. What these researchers found was that the mothers instead “talked about the situations that were the causes, consequences, and circumstances of their children’s emotional expression” (335). Bloom and Beckwith argue that, well before they learn the words to express causality such as because and why, children are able to talk about causal connections entailed in emotional experience (337). In fact, Bloom and Capatides (1987) argue that it is through talking about these emotional events that children begin to understand causality itself. As far as feelings are concerned, children often express feelings through the use Di Desidero, Lexical Conceptual Structure of Psych Verbs, 6 of facial expressions and other types of body language (Bloom & Beckwith, 1989). The ability to use language to express feelings evolves as the child grows (Beckwith, 1992; Dunn, Bretherton & Munn, 1987; and Johnson, 1982). Beckwith (1992) argues that children first learn to speak of emotions as concrete, physical phenomena. These phenomena may even be associated with specific body parts. Data collected from my own children support this: (12) Mom: Jeremy! What are you doing? (He has his baby sister in a strangle-hold.) Jeremy: Don’t worry, Mommy. I’m just loving my sister. (He squeezes harder) (age 3;9) (13) Samantha: (to her dolls) Now if you be good, I will love you very good. And I won’t give you any time-outs. (age 2;1) Both children are using the FEAR verb love in an activity sense. They are not experiencing difficulty with linking. The children are also associating the verb with concrete actions, not just emotional states. Only when children are older, Beckwith writes, do they “learn to locate emotions in their heads” (1992:84). He notes that emotions can be polysemous in referring to the emotions themselves or to the “eliciting conditions” of those emotions, that is, to the concrete action of the experiencer or to the experiencer as affected object. The verb love in (12) refers to the action of the experiencer: For Jeremy, loving his sister refers to the act of squeezing as much as it does to whatever feeling may be within him. What appears to be the child’s developing ability to use psych verbs in increasingly abstract ways is consistent with the child’s developing sense of the mind (Beckwith, 1992). Johnson (1982) argues that the development of children’s language about mental states may not be quite as smooth a progression from external events to internal events as Beckwith suggests, but it certainly develops as the child ages. Johnson also argues that even young children have a partial understanding of cognitive events and acts. His position is consistent with that of Gentner (1978) in that he argues that mental verbs first refer to relations, and only later

Mapping Newly Identified Web 2_0 Benefits to Known Best Practices - August 31, 2010_combined - DE Oracle

Author: CSI Staff
Publication venue: University of Maryland University College
Publication date: 2010
Field of study

DE Oracle @ UMUC An Online Learning Magazine for UMUC Faculty Center for Support of Instruction Mapping Newly Identified Web 2.0 Benefits to Known Best Practices in Distance Education - August 31, 2010 CSI Staff Staff Writer Center for Support of Instruction Published: July-August 2010 Category: » De-oracle-live » Archived-webinars Laddie Odom, Multimedia Producer in UMUC’s Center of Support of Instruction, will share his presentation Mapping Newly Identified Web 2.0 Benefits to Known Best Practices in Distance Education, which he delivered at the 2010 EDEN conference in Valencia, Spain, earlier this year. Laddie will impart how his experiences as both a UMUC employee and a student in the Master of Distance Education program helped to inform his paper and will demonstrate how such mapping can assist in vetting Web 2.0 resources. Archived Recording: Launcher Link: http://umuc.wimba.com/launcher.cgi?room=deoracle_2010_0831_1406_43 (http://umuc.wimba.com/launcher.cgi?room=deoracle_2010_0831_1406_43) Wizard Link: http://67.202.210.31/wizard/launcher.cgi?wc=wms (http://67.202.210.31/wizard/launcher.cgi?wc=wms) Slide Presentation: Printable Version: PDF Mapping Newly Identified Web 2.0 Benefits to Known Best Practices in Distance Education - August 31, 2010 - DE Oracle Contact Site Manager Created and Maintained by the Center for Support of Instruction © University of Maryland University College Powered by ArticleMS from ArticleTrader.com Rating: Not yet rated Comments No comments posted. You must be logged in and be a member of the UMUC community in order to comment. If you are a member of the UMUC community and do not have an account, please register for a FREE one. If you have a guest account but are Faculty/Staff of UMUC please send an email to the DE Oracle Site Manager (mailto:[email protected]?subject=Please Update my DE Oracle Guest Account) so that your guest account can be updated. Mapping Newly Identified Web 2.0 Benefits to Known Best Practices in Distance Education - August 31, 2010 - DE Oracle Mapping Newly Identified Web 2.0 Benefits to Known Best Practices in Distance Education Laddie S. Odom, Multimedia Producer, Center for Support of Instruction, University of Maryland University College, U.S.A. 2010.08.31 Mapping Newly Identified Web 2.0 Benefits to Known Best Practices in Distance Education Laddie S. Odom, Multimedia Producer, Center for Service and Instruction, University of Maryland University College, U.S.A. 11.06.2010 update: http://bit.ly/akwigB History History • Suspected benefits – Constructivist-friendly toolkit – Connection to today’s students’ (and our own) “real life” – Authentic assessment – Institutional benefits • Missing: empirical data History Becta • Report on the impact of Web 2.0 technology on secondary schools (Crook et al., 2008) • Based on evidence gathered from – field studies – guided surveys of 2600 students – interviews and online surveys Considerations & Guidelines • Keep the Focus on Instructional/Learning Outcomes • FERPA – http://www2.ed.gov/policy/gen/guid/fpco/fer pa/index.html Considerations & Guidelines • UMUC Guidelines: – All official information related to the course and students’ assignments must be in the WebTycho classroom, i.e. archived internally – Privacy options – External tool usage cannot be mandatory – Instructors should monitor which tools are being used by their students. Questions? Laddie S. Odom [email protected] Web 2.0 Resources: http://bit.ly/akwig

E-books in LibGuides: Thinking outside of traditional codex to provide effective access

Author: England Lenore; Fu, Li
Publication venue: Catholic University of America 2010 Symposium
Publication date: 20/01/2010
Field of study

University of Maryland University College (UMUC) is a comprehensive virtual university, focusing on the unique educational and professional development needs of adult learners and serving more than 90,000 students worldwide. The library at UMUC manages extensive electronic resources for students, faculty, and staff for a broad range of programs. There are currently about 19,000 e-book titles in 30 library collections. The growth is about 98 percent since 2005. In addition, free e-book collections on the Web have grown substantially during this period. Statistics show that our patrons access e-book titles frequently. The library decided to expand the former e-books page. Instead of a standard library template Web page, we decided to use the Springshare LibGuides format since the template was no longer scalable for a large number of collections.E-Books in LibGuides: Thinking Outside of the Traditional Codex to Provide Effective Access Lenore England, Digital Resources Librarian | Li Fu, Digital Services Librarian How to Expand the E-Books Guide Instead of a standard library template Web page, we decided to use the Springshare LibGuides format since the template was no longer scalable for a large number of collections. LibGuides effectively displays 10 times the number of collections, up from 4 to 40 (http://www.umuc.edu/library/database/ebooks.shtml). Accessed 39,000 times since September 2009. Bridging the Spectrum | The Catholic University of America | January 29, 2010 Overall deciding factors on content • Most comprehensive resources included. • Quality over quantity emphasized. • The collections put in priority order, based on the above two factors. • The e-books either library subscriptions or freely available on the Web. • Commercial websites not included. • Library owned and Web-based e-books not distinguished. • Large multidisciplinary resources not distinguished from subject specific collections. • Audio books separated from e-books. • Used the UMUC guidelines for best Web practices. Final Guide Structur

Taking Students on a Magical Mystery Virtual Tour - DE Oracle

Author: Boianova Irena
Publication venue: University of Maryland University College
Publication date: 2010
Field of study

DE Oracle @ UMUC An Online Learning Magazine for UMUC Faculty Center for Support of Instruction Taking Students on a Magical Mystery Virtual Tour Irena Bojanova Program Director TLMN Graduate School of Management and Technology Published: July-August 2010 Category: » Online-pedagogy » Teaching-strategies Introduction Field trips to different venues provide a rich and engaging learning experience for students. However, this is difficult—if not impossible—to accomplish for online classes. During the past several semesters, virtual tours were organized for UMUC graduate students attending ITEC 610 (Information Technology Foundations) and ITEC 620 (Information Technology Infrastructure) classes. The objectives of the tours were to provide a novel perspective on how data and information can be delivered, demonstrate how emerging technologies can support learning, and engage in interactive virtual demonstrations and simulations on emerging information technologies in support of course objectives. Students were required to establish accounts for the applications to be used, review appropriate tutorials, understand policies and procedure, and create personifications of themselves in the form of avatars in Second Life. The details of the tours and their related components are explained below. Virtual World Visits in Second Life During the fall 2009 semester, the students in the form of avatars visited four virtual educational sites: IBM, Cisco, National Oceanic and Atmospheric Administration (NOAA), and Siemens. The students met at the fountain plaza of the IBM Systems Technology Island (Figure 1). At the IBM Server Tower, they were able to watch educational sessions about the System Z10 mainframe, the Power 595 processor, and the IBM blade server center. The interactive environment allowed them to open the doors of a mainframe computer and explore its parts. The students also had complimentary espressos and lattes, and they used the comfortable chairs and sofas to relax. Taking Students on a Magical Mystery Virtual Tour - DE Oracle The next tour location was the Cisco Live conference (Figure 2), an education and training event for IT, networking, and communications professionals. In 2009, this event was held both in real life in San Francisco and in Second Life. During the virtual tour, the students watched the conference keynotes and highlights; the panel discussions on sensor networks and education in virtual worlds; and experts' technical chats on wide area network services, products for the remote workforce, and secure unified communications. On the way back, the group visited the gift center for wizard hats and boxed gifts. Next, the students teleported to the NOAA Island (Figure 3), which features simulations and activities related to the agency's roles and responsibilities. The students flew above a real-time weather map, hung on to an ascending weather balloon, observed the life cycle of a glacier in a time-lapse simulation, and experienced the devastating power of a tsunami as it hit a beach. Taking Students on a Magical Mystery Virtual Tour - DE Oracle The final stop of the tour was at the Siemens Innovation Center. Siemens is Europe's largest engineering conglomerate which focuses on manufacturing, energy, and healthcare, and its Second Life center features innovations in each of these areas. The students experienced designing and creating rocket-propelled scooters that their avatars were able to fly in the air. During the spring 2010 semester, students visited Sun Microsystems, IBM, the U.S. Military Veterans Center, and Genome Island. The students teleported to the Sun Microsystems Public Sim Island, where they were introduced to the Evolving Data Center. The dynamic interactive exhibit shows the migration of a legacy data center to one built on future technologies supporting energy efficiency (Figure 4). The next stop was the IBM Systems EduCenter and the BladeCenter Serviceability Pavilion. Through virtual interactive simulations, the students were able to learn how to add a blade to an IBM BladeCenter and how to replace a faulty dual in-line memory module in an IBM BladeCenter S Chassis Server (Figure 5). Taking Students on a Magical Mystery Virtual Tour - DE Oracle The students were subsequently teleported to the U.S. Military Veterans Center, a virtual center for American veterans, their families, and supporters, providing links to veterans' information and benefits. At this site, the students experienced a novel skydiving adventure. At the end, the tour group enjoyed a scavenger hunt on Genome Island, constructed by Texas Wesleyan University. Although designed to support genetics classes for biology students, Genome Island is open for anyone to experience its many activities. Among the places visited was the Gene Tower, which includes informative 3D displays on genes, chromosomes, and DNA strands. Web 2.0 Tools: Twitter and Twibes During the tours, two related Web 2.0 tools (Figure 6) were used to capture student experiences in real time. The first, Twitter, is a social media service for transmitting and receiving short messages called tweets. The second, Twibes, is a tool that allows posting tweets in a common thread called a twibe. The tour guides also utilized the twibe to identify students with technical issues or who were lost between teleports and visited locations. Taking Students on a Magical Mystery Virtual Tour - DE Oracle Cloud Computing with Google Docs After the tour, Google Docs was used to compile students' reflections within a collaborative online environment. A PowerPoint-like presentation document was created in Google Docs and, after the tour, students were invited to collaborate on providing content for the presentation (Figure 7). Each student was able to contribute pictures taken from the Second Life visits in addition to posting their notes and conclusions. The contributions were posted in chronological order following those of other tourmates. Taking Students on a Magical Mystery Virtual Tour - DE Oracle Links to the tour guidelines, twibes, presentations, and demo recordings are provided in the resources section at the end of this article. Recommended Teaching Strategies Valuable experiences and lessons learned have been gained from this virtual tour activity which translates to the following recommended teaching strategies covering each of the three tour phases. Preparation Select tour sites based on educational value and interactive activities. The locations have to be directly relevant to the course material and yet be interactive and engaging. Prepare clearly written activity tutorials. A navigation guide helps students explore Second Life sites that often do not have clear maps or guideposts. Check hardware requirements. Second Life requires use of a recently manufactured computer with a relatively powerful graphics card. Students with older computers and less powerful laptops (such as netbooks) will experience accessibility issues. Access to appropriate computer platforms must be provided to the students. Ensure that students are prepared for the activity. The start of an actual virtual tour is not the time for students to do account setups or avatar design, nor to check audio and video functionality or provide registration information. These preparations have to be made before the actual activity starts if the focus is to be on the learning experiences. Provide a global perspective. During a virtual tour, students can interact with avatars from other countries and visit sites owned by foreign entities. These experiences provide broad exposure to foreign concepts and ideas and establish international collaborative opportunities. Activity Assign multiple activity facilitators. Some students can be laggards, others aggressive explorers; some experience technical issues, others engage in unacceptable behavior. The activity facilitators, who typically are faculty members, must closely monitor the students. As a rule of thumb, at least one active “avatar herder” is required for every 12 students. Use proper tools for communication. Avatars can communicate in Second Life through text-based chat or by microphone. The latter approach was found to be much more efficient even though it Taking Students on a Magical Mystery Virtual Tour - DE Oracle requires additional hardware. Monitor the time. Virtual tours and colloquia are scheduled to last one hour However, the tours can last up to two hours if not managed well. Students become easily engrossed in the virtual environment and the fascinating tour sites. Facilitators have to know when and how to put an end to an activity. Post-Activity Provide a reflective assignment. It is important, after the virtual activity, to reinforce the connection between the learning experience and the course content. One way to achieve this is through reflective assignments, which document highlights of the activities and measure the level of learning gained by the students. Integrate the experience with the rest of the course activities. Encourage faculty to reference the activity during subsequent lessons, conduct follow-up class discussion sessions, and include questions about the activity in quizzes and examinations. Conclusions The integration of virtual worlds, Web 2.0, and cloud computing technologies can provide a rich extension to the current educational platform. In a virtual world such as Second Life, students can explore educational sites, participate in interactive demonstrations and simulations, and attend informative virtual meetings and conferences. Web 2.0 tools such as Twitter and Twibes can be incorporated to further support collaboration and information exchange as well as enhance the sense of participating in a shared learning experience. Google Docs is an example of an online cloud-based office suite that enables users to create, collaboratively review and edit, and store documents and presentations completely online, prior to posting final assignments in WebTycho. All virtual tour activities for supported the pedagogical objectives of being engaging, interactive, and reflective. A definite improvement in students' satisfaction was achieved, representing a significant improvement over the use of traditional learning management systems, 2D video clips, and presentation slides. The students enjoyed their experiences and wanted to return and discover more engaging sites. Both students and faculty find the activities highly valuable, thus supporting continued use. The above conclusions are supported by a comprehensive student survey conducted after each of the tours. Results are shown in the table below: Definitely Not No Maybe Yes Definitely Yes Engaging and interactive 0% 4% 9% 57% 30% Supports collaboration 0% 9% 8% 44% 39% Provokes curiosity and sense of discovery 0% 4% 4% 57% 35% Provokes critical thinking and problem solving 0% 4% 17% 61% 18% Academically challenging 0% 8% 22% 44% 26% Fun experience 0% 13% 13% 35% 39% Want similar activities in other classes 0% 22% 22% 26% 30% Future plans for the ITEC virtual tours include exploring new and exciting virtual sites that are relevant to today's dynamic world, searching for promising new applications and technologies, identifying innovative approaches to support virtual group activities, addressing technical and human pitfalls, Taking Students on a Magical Mystery Virtual Tour - DE Oracle Contact Site Manager Created and Maintained by the Center for Support of Instruction © University of Maryland University College Powered by ArticleMS from ArticleTrader.com identifying efficient tools for recording virtual tours, and further developing the demonstrated ideas on combining emerging technologies for enhancing teaching and learning. Resources ITEC Virtual Learning Tours: Links to guidelines, Twibes, presentations, and demo recordings (http://polaris.umuc.edu/~ibojanov/Demos/Virtual%20Tours) (http://polaris.umuc.edu/~ibojanov/Demos/Virtual Tours) Google Docs (http://docs.google.com/) (http://docs.google.com) Second Life (http://secondlife.com/) (http://secondlife.com) Second Life System Requirements (http://secondlife.com/support/system-requirements) (http://secondlife.com/support/system-requirements) Twibes (http://www.twibes.com/) (http://www.twibes.com) Twitter (http://twitter.com/) (http://twitter.com) About the Author(s) Dr. Irena Bojanova is a Program Director in UMUC's Graduate School. She has managed academic programs at UMUC, Johns Hopkins University, and PIsoft Ltd. She also co-started an IT company funded by a venture capitalist, currently employing hundreds of developers, and co-founded a successful educational company in Sofia, Bulgaria. Her current research interests are in educational innovations, virtual environments, cloud computing, and student learning assessment. Dr. Bojanova has received awards for excellence in teaching, research, and program management. She received a PhD in Computer Science / Mathematics from the Bulgarian Academy of Sciences. Dr. Les Pang is a Program Director in UMUC's Graduate School who also teaches courses on information technology and homeland security. He was formerly a professor at the National Defense University in Washington, DC. He taught military and civilian leaders data management, enterprise applications, multimedia, simulation, the Internet, and software technologies. He received a PhD in engineering from the University of Utah and an MBA from the University of Maryland, College Park. He is a 2004 recipient of UMUC's Stanley J. Drazek Teaching Excellence Award. Rating: Not yet rated Comments No comments posted. You must be logged in and be a member of the UMUC community in order to comment. If you are a member of the UMUC community and do not have an account, please register for a FREE one. If you have a guest account but are Faculty/Staff of UMUC please send an email to the DE Oracle Site Manager (mailto:[email protected]?subject=Please Update my DE Oracle Guest Account) so that your guest account can be updated. Taking Students on a Magical Mystery Virtual Tour - DE Oracl

Virtual Teamwork in the Online Classroom_ Social and Cultural Characteristics and Influences - Part I - DE Oracle

Author: Khalsa Datta Kaur
Publication venue: University of Maryland University College
Publication date: 2010
Field of study

DE Oracle @ UMUC An Online Learning Magazine for UMUC Faculty Center for Support of Instruction Virtual Teamwork in the Online Classroom: Social and Cultural Characteristics and Influences - Part I Datta Kaur Khalsa, Ph.D. Director of Assessment, UMUC Department of Education, Graduate School of Management and Technology Published: July-August 2010 Category: » University-showcase » Papers-studies Introduction Reaching beyond traditional limits of geographical boundaries and time constraints, the online classroom provides diversified groups of students with opportunities for virtual interaction and authentic team communication, planning, and projects. Traditional team processes take on a new look as online students are required to adapt to the merging of technology, culture, identity, and community in an asynchronous, mostly text-based virtual team process. In order for instructors to facilitate online teamwork more effectively and for students to participate in teams more successfully, it is beneficial to understand the role of social and cultural characteristics during the virtual interactive process. A study with graduate students from the California Public University System who were experienced in virtual teamwork determined that traditional social and cultural influences remain important in current virtual teamwork (Khalsa, 2007). The graduate student survey results are discussed in this first article of a two-part series, noting virtual team challenges as well as the suggestions they offered for improvement to the multicultural, virtual team experience. The student suggestions also inform guidelines for online faculty and students who are involved with forming a cultural hybrid to accomplish virtual team goals. Background Online learning can benefit from the creation and sharing of knowledge versus long-established knowledge transfer and assimilation. Extending learning opportunities through discussion, collaboration, and virtual teamwork present opportunities for a collective effort of understanding. Dynamic interaction in virtual teamwork creates a hybrid of geographical locations, perspectives, and professional backgrounds, and it mirrors authentic interaction needed in many professions, and organizational settings. Short and temporary time frames towards completion of team projects require members to engage in independent tasks with common goals. Online team interactions require some unlearning, relearning, and deep appreciation for the innovative process. Students must be aware of personal, social, and cultural dimensions that acculturate in a virtual time and workplace. Most online team research has emphasized benefits, technology guidelines, processes, and content development. However, social and cultural influences affect many aspects of teamwork, including interpretations, roles, expectations, and progress. A framework for discussing social and cultural characteristics includes examination of traditionally recognized components to determine if their prevalence is still influential in multi-cultural interaction in online learning teams. Virtual Teamwork in the Online Classroom: Social and Cultural Characteristics and Influences - Part I - DE Oracle Traditional Social and Cultural Characteristics Virtual team acculturation is an individual’s ability to adapt to the cultural behavior patterns of others and the ability to shift interdependence among strangers. The powerful sociocultural forces that have been rooted in social and cultural history are now required to function in an interdependent, virtual, and multicultural global team setting. To determine if traditional social and cultural characteristics still have strong influence, let’s first examine what influences were originally established. Hall (1977, 1990) researched patterns of different cultures and noted that there are cultural perceptual differences related to time, space, relationships, and materials. Hofstede (1997, 2001) studied values of people in different cultures and created similarities to a study done 20 years prior by Inkeles & Levinson (1969). The determined values resulted in four dimensions: 1. Power, including perceptions of wealth and status 2. Uncertainty avoidance, including perceptions of rules, regulations, and flexibility 3. Individualism, including perceptions on self-reliance, group harmony, and team recognition 4. Gender, including perceptions on competition, assertiveness, and nurturance or support in teamwork Storti (1990, 1998) built on Hall (1990) and Hofstede’s (1997) work and spoke of two dimensions as building blocks of sociocultural differences: visible dimensions (behaviors) and invisible dimensions (assumptions, values, and beliefs). Perception of self-identity, group identity, time, and power were subcategories of these dimensions. After a further comparison of these four frameworks, there is strong evidence that the following eight dimensions affect traditional group actions as well as group identity and group harmony: 1. Power and status 2. Assertiveness and competition 3. Recognition 4. Leadership 5. Gender 6. Time and flexibility 7. Support and nurturance 8. Rules and regulations The described comparison stimulates further investigation to determine if the traditional notions of sociocultural influences remain applicable when individuals engage in virtual group work, crossing cultures and geographical boundaries with predominantly text-based communication. The investigation prompted these questions: Are traditional sociocultural influences an important part of virtual team processes, which require that cultural and geographical boundaries be crossed with a text-based, asynchronous, virtual communication process? Does the new look of online learning teams require unique adaptations as online students merge technology, culture, identity, and community? Preliminary research (Khalsa, 2007) implies that there is current relevancy to traditional sociocultural dimensions on virtual group work, more specifically online virtual learning teamwork as shown by a survey with 45 graduate students. Graduate Student Participants Forty-five online graduate students (22 females & 23 males) were surveyed (Khalsa, 2007). The participants were a multicultural group of adults with a variety of career goals and experiences including corporate online training, K–12 teaching, university, business and military distance education development. All students were enrolled in a university certificate or master's degree program designed Virtual Teamwork in the Online Classroom: Social and Cultural Characteristics and Influences - Part I - DE Oracle to acquire necessary credentials and skills to be an effective online instructor. All students surveyed had been members of virtual learning teams, which were required to produce a technology and learning-related course project collaboratively. Survey Method and Results Semi-structured and unstructured survey answers were obtained through an online survey, coded by this author. The survey questions were designed to determine aspects of the virtual team experience, and the survey analysis was designed to determine the influence of eight previously mentioned sociocultural dimensions. The frequency at which these sociocultural dimensions appeared in the 45 student survey answers are displayed in Figure 1. Notes on the influence of team and member support during the virtual team process was most frequently mentioned. Two females mentioned the existence of offensive comments by two males who were their team members. Other dimensions were also viewed as important with the frequency range noted in the graphic. Graduate Student Comments Graduate student comments helped define influences and offer general suggestions for team interaction. These results are discussed here. Team Support: Graduate students defined aspects of team support as sharing ideas, communicating positively and frequently with constructive criticism, providing alternate viewpoints, and displaying professionalism. Lack of team support included workload inequality, lack of communication, and generally "not doing their part." Students recommended moving a team project forward in a way that builds trust and effectiveness through timeliness and frequent communication. Time and Flexibility: Interpretation of time varies among cultures. Adult careers and overloaded work schedules also add to the challenge of virtual teamwork. Students may need suggestions on how to work with such time challenges. Remedies suggested by the graduate students included an awareness and acceptance of diversity, tolerance of time zones differences, and a willingness to put forth extra personal effort. Respect and trust for team members are also recommended solutions. Rules and Regulations: Virtual collaboration presents opportunities for a collective effort of understanding and project advancement. Normally social practices, roles, and rules regulate thought and behavior. In a virtual team environment, these characteristics may exist with broader interpretations. Initial guidelines and rules can eliminate confusion and ineffectiveness. One-third of the graduate students surveyed noted that team rules are important to project quality and completion. Discussing team member workloads and schedules with agreement on communication methods and frequency helped eliminate unnecessary delays and miscommunications in addition to clarifying expectations. Recognition, Power, and Status: When an individual’s identity and perception are verified by a Virtual Teamwork in the Online Classroom: Social and Cultural Characteristics and Influences - Part I - DE Oracle group, the group membership is recognized. Thoughts, feelings, and behavior are affected by the presence or implied presence of others. Individual identities often include levels of status or power, yet virtual team identity requires individual adaptation or acculturation. Twenty-three specific comments emphasized some aspect of recognition or power. As some students noted, virtual team members may need to recognize that giving up a degree of power is part of successful virtual teamwork. Leadership, Assertiveness, and Competition: Leadership and assertiveness often serve each other. As noted by these graduate students, overly assertive team members can offend others. However giving due consideration to all member perspectives and paying special attention to being too assertive broadens team respect and trust and most likely will minimize competition, even though the existence of competition was not mentioned. Eleven percent of the students noted the need for one main team leader or a plan to alternate the person in the leadership role to best serve timelines and focus for project completion. Gender: Diverse cultural backgrounds include diverse philosophies, some of which may include lack of gender equality or sensitivity to gender issues. As noted earlier, two females out of the 45 students surveyed noted biased gender comments by two male team members. To help students alleviate sensitive diversity issues, netiquette guidelines that include points on cultural and gender sensitivity have been found to help prevent inappropriate interaction, as was noted by the surveyed participants. Implications and Limitations The sample of participants was limited in number, but the participants’ previous experience with virtual teamwork provided in-depth insight and comments on the team experience. The results, therefore, are especially important for online graduate programs which are offering virtual teamwork and have multicultural adult student populations similar to this population of students. The background, dimension frequencies, and student comments can provide a foundation of understanding for instructors and online students by offering them insight into communication, planning, and challenges for virtual teamwork. Summary This article offers background on traditional sociocultural influences that have affected face-to-face group processes. Comparison of research displays eight key dimensions that have been found to impact group identity and group harmony: power and status, assertiveness and competition, recognition, leadership, gender, time and flexibility, support and nurturance, and rules and regulations. With the increased popularity of online learning and online team projects, it is important to determine if the same sociocultural dimensions influence virtual group processes. Graduate students who are experienced in virtual teamwork helped determine that similar sociocultural influences exist in the virtual world today. Their survey comments provided suggestions for team planning and interaction, including notes on team support, "doing your part," building trust and respect, acculturation to the group identity, assertiveness, and gender sensitivity. Considering the complexity of a global society, it is no longer clear if the traditionally recognized sociocultural influences fully apply to virtual teamwork. However, the online graduate students surveyed here create the awareness that, in virtual learning teamwork, traditional social and cultural influences may still exist today. Being aware of these influences and planning to avoid pitfalls in each area can help online students and instructors create a more effective virtual team process. Part 2 of this series will provide sample student comments and present a practical framework for virtual teamwork. References Hall, E. (1977). Beyond culture. Garden City, NY: Doubleday Anchor Books. Virtual Teamwork in the Online Classroom: Social and Cultural Characteristics and Influences - Part I - DE Oracle Contact Site Manager Created and Maintained by the Center for Support of Instruction © University of Maryland University College Powered by ArticleMS from ArticleTrader.com Hall, E. (1990). Understanding cultural differences. Yarmouth, ME: Intercultural Press. Hofstede, G. (2001). Cultural consequences. London: Sage. Hofstede, G. (1997). Cultures and organizations: Software of the mind. New York: McGraw-Hill. Inkeles, A., & Levinson, D. (1969). National character: The study of modal personality and sociocultural systems. In G. Lindzey & E. Aronson (Eds.), The handbook of social psychology (pp. 311-378). Boston: Addison-Wesley. Khalsa, D.K. (2007). Multicultural dimensions in e-learning teamwork. In A. Edmundsen (Ed.), Globalized e-learning cultural challenges (pp. 254-269). New York: Idea Publishing. Storti, C. (1990). The art of crossing cultures. Boston: Intercultural Press, Inc. Storti, C. (1998). Figuring foreigners out. Boston: Intercultural Press, Inc. About the Author(s) Datta Kaur Khalsa received her PhD from the University of Maryland, Baltimore County in the area of Language, Literacy and Culture. She has a certificate in Online Teaching and Learning from California State University, East Bay and also received a Master of Education degree with a specialty in Online Teaching and Learning. With over 30 years of experience in education, she has been involved with program development, teacher training, and administration in a number of university and K-12 settings, as well as designing and teaching online graduate courses since 2000. Currently she is Director of Assessment for UMUC's Graduate School Department of Education and is an associate professor in the MEd program. Her current research focus includes building trust in virtual teamwork; social computing; online communities; and the policy, training, and organizational structure related to global, cross-cultural, interdisciplinary project-based learning. Rating: Not yet rated Comments No comments posted. You must be logged in and be a member of the UMUC community in order to comment. If you are a member of the UMUC community and do not have an account, please register for a FREE one. If you have a guest account but are Faculty/Staff of UMUC please send an email to the DE Oracle Site Manager (mailto:[email protected]?subject=Please Update my DE Oracle Guest Account) so that your guest account can be updated. Virtual Teamwork in the Online Classroom: Social and Cultural Characteristics and Influences - Part I - DE Oracl

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