Pub Date : 2017-06-01DOI: 10.4018/978-1-5225-2255-3.CH686
Jeremy Riel
Massive open online courses (MOOCs) are a recent approach to education, with much buzz generated around them by technology investors, educators, and the news media alike. However, despite the hype and the subsequent enrollment of millions of learners into MOOCs, the following years experienced a reversal of energy as the results of studies on the effects and costs of MOOCs began to reveal that MOOCs were not a panacea to formal educations’ challenges. Now, in 2016, as MOOCs continue to serve millions of students and there are more courses available than before, key questions persist about the efficacy, relevance, and value of MOOCs. This chapter examines the state of MOOCs between 2012 and 2016 and discusses advances in knowledge around MOOCs that have been observed from empirical research during this period. We build upon our previous review of MOOCs that was originally written in 2013 (Riel & Lawless, 2015), as a large number of studies focused on MOOC technologies, efficacy, and goals have been published in the short time between 2012 and 2016.
{"title":"Developments in MOOC Technologies and Participation Since 2012: Changes Since 'The Year of the MOOC'","authors":"Jeremy Riel","doi":"10.4018/978-1-5225-2255-3.CH686","DOIUrl":"https://doi.org/10.4018/978-1-5225-2255-3.CH686","url":null,"abstract":"Massive open online courses (MOOCs) are a recent approach to education, with much buzz generated around them by technology investors, educators, and the news media alike. However, despite the hype and the subsequent enrollment of millions of learners into MOOCs, the following years experienced a reversal of energy as the results of studies on the effects and costs of MOOCs began to reveal that MOOCs were not a panacea to formal educations’ challenges. Now, in 2016, as MOOCs continue to serve millions of students and there are more courses available than before, key questions persist about the efficacy, relevance, and value of MOOCs. This chapter examines the state of MOOCs between 2012 and 2016 and discusses advances in knowledge around MOOCs that have been observed from empirical research during this period. We build upon our previous review of MOOCs that was originally written in 2013 (Riel & Lawless, 2015), as a large number of studies focused on MOOC technologies, efficacy, and goals have been published in the short time between 2012 and 2016.","PeriodicalId":369795,"journal":{"name":"Writing Technologies eJournal","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122099190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Through case studies of existing digital educational videos, this paper attempts to connect, curate, and distill best practices that have emerged from learning sciences research, educational video use, and video production. It is a review of educational, online video best practices and research as of early-2017, written especially for producers and educators who are interested in using video to communicate technical content and to facilitate learning.
{"title":"Optimizing Video for Learning: A Case Study-Based Primer of Informal, Educational, Digital Video Best Practices","authors":"Elizabeth Choe","doi":"10.2139/ssrn.2909769","DOIUrl":"https://doi.org/10.2139/ssrn.2909769","url":null,"abstract":"Through case studies of existing digital educational videos, this paper attempts to connect, curate, and distill best practices that have emerged from learning sciences research, educational video use, and video production. It is a review of educational, online video best practices and research as of early-2017, written especially for producers and educators who are interested in using video to communicate technical content and to facilitate learning.","PeriodicalId":369795,"journal":{"name":"Writing Technologies eJournal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133574558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
“You know, it doesn't work if you just try to copy Alphago; you have to understand it.” - Jennie Shin 2p Alphago often makes moves that pro commentators call strange, which in light of her successes may not be as daft as they seem. An analysis of one such “strange” move in a recent game with world #1 Ke Jie, made through the lens of a commonsense Go algorithm, reveals that it's not so strange after all. Full paper PDF best viewed in Dual Mode, Odd Pages Left.
{"title":"Swimming with Alphago","authors":"David Brown","doi":"10.2139/SSRN.2934932","DOIUrl":"https://doi.org/10.2139/SSRN.2934932","url":null,"abstract":"“You know, it doesn't work if you just try to copy Alphago; you have to understand it.” - Jennie Shin 2p \u0000Alphago often makes moves that pro commentators call strange, which in light of her successes may not be as daft as they seem. \u0000An analysis of one such “strange” move in a recent game with world #1 Ke Jie, made through the lens of a commonsense Go algorithm, reveals that it's not so strange after all. \u0000Full paper PDF best viewed in Dual Mode, Odd Pages Left.","PeriodicalId":369795,"journal":{"name":"Writing Technologies eJournal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125242379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-21DOI: 10.4018/978-1-5225-1868-6.CH011
Steffen Roth, Carlton Clark, J. Berkel
Using the updated Google Book corpus dataset generated in July 2012, we analyze the largest available corpus of digitalized books to review social macro trends such as the secularization, politicization, economization, and mediatization of society. These familiar trend statements are tested through a comparative analysis of word frequency time-series plots for the English, French, and German language area produced by means of the enhanced Google Ngram Viewer, the online graphing tool that charts annual word counts as found in the Google Book corpus. The results a) confirm that the importance of the political system, religion, economy, and mass media features significant change in time and considerable regional differences and b) suggest that visions of economized or capitalist societies are intellectual artifacts rather than appropriate descriptions of society.
{"title":"The Fashionable Functions Reloaded: An Updated Google Ngram View of Trends in Functional Differentiation (1800-2000)","authors":"Steffen Roth, Carlton Clark, J. Berkel","doi":"10.4018/978-1-5225-1868-6.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-1868-6.CH011","url":null,"abstract":"Using the updated Google Book corpus dataset generated in July 2012, we analyze the largest available corpus of digitalized books to review social macro trends such as the secularization, politicization, economization, and mediatization of society. These familiar trend statements are tested through a comparative analysis of word frequency time-series plots for the English, French, and German language area produced by means of the enhanced Google Ngram Viewer, the online graphing tool that charts annual word counts as found in the Google Book corpus. The results a) confirm that the importance of the political system, religion, economy, and mass media features significant change in time and considerable regional differences and b) suggest that visions of economized or capitalist societies are intellectual artifacts rather than appropriate descriptions of society.","PeriodicalId":369795,"journal":{"name":"Writing Technologies eJournal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122784729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-06-01DOI: 10.5325/JINFOPOLI.6.2016.0294
A. Clement, Jonathan A. Obar
In the wake of Snowden's revelations about National Security Agency (NSA) surveillance, demands that Internet carriers be more forthcoming about their handling of personal information have intensified. Responding to this concern, this report evaluates the data privacy transparency of forty-three Internet carriers serving the Canadian public. Carriers are awarded up to ten stars based on the public availability of information satisfying ten transparency criteria. Carriers earn few stars overall, just 92.5 out of 430, an average of two of ten possible stars. A variety of policy recommendations are provided to encourage and guide further data privacy transparency efforts in Canada as well as around the world.
{"title":"Keeping Internet Users in the Know or in the Dark: An Analysis of the Data Privacy Transparency of Canadian Internet Carriers","authors":"A. Clement, Jonathan A. Obar","doi":"10.5325/JINFOPOLI.6.2016.0294","DOIUrl":"https://doi.org/10.5325/JINFOPOLI.6.2016.0294","url":null,"abstract":"\u0000 In the wake of Snowden's revelations about National Security Agency (NSA) surveillance, demands that Internet carriers be more forthcoming about their handling of personal information have intensified. Responding to this concern, this report evaluates the data privacy transparency of forty-three Internet carriers serving the Canadian public. Carriers are awarded up to ten stars based on the public availability of information satisfying ten transparency criteria. Carriers earn few stars overall, just 92.5 out of 430, an average of two of ten possible stars. A variety of policy recommendations are provided to encourage and guide further data privacy transparency efforts in Canada as well as around the world.","PeriodicalId":369795,"journal":{"name":"Writing Technologies eJournal","volume":"416 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116560045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Across the globe, daily economic, social, and political activities increasingly revolve around the use of content on the Internet. This content influences our understandings of, and interactions with, our social environment. Yet it is remarkable how little we know about the broader contexts in which much of that content in created. As such, this chapter sets out to comprehensively uncover: (1) where Internet content is being created; (2) whether the amount of content created in different places is changing over time; and (3) the ways in which landscapes of content are structured and formed. Mapping the geographic diversity and concentration of a broad variety of sources of online content is ultimately crucial to develop more informed strategies to combat digital divides and ultimately benefit those who are left out of flows of information.
{"title":"Internet Geographies: Data Shadows and Digital Divisions of Labour","authors":"Mark Graham","doi":"10.2139/ssrn.2448222","DOIUrl":"https://doi.org/10.2139/ssrn.2448222","url":null,"abstract":"Across the globe, daily economic, social, and political activities increasingly revolve around the use of content on the Internet. This content influences our understandings of, and interactions with, our social environment. Yet it is remarkable how little we know about the broader contexts in which much of that content in created. As such, this chapter sets out to comprehensively uncover: (1) where Internet content is being created; (2) whether the amount of content created in different places is changing over time; and (3) the ways in which landscapes of content are structured and formed. Mapping the geographic diversity and concentration of a broad variety of sources of online content is ultimately crucial to develop more informed strategies to combat digital divides and ultimately benefit those who are left out of flows of information.","PeriodicalId":369795,"journal":{"name":"Writing Technologies eJournal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131614259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the past decade, social media platforms have penetrated deeply into the mechanics of everyday life, affecting people's informal interactions, as well as institutional structures and professional routines. Far from being neutral platforms for everyone, social media have changed the conditions and rules of social interaction. In this article, we examine the intricate dynamic between social media platforms, mass media, users, and social institutions by calling attention to social media logic—the norms, strategies, mechanisms, and economies—underpinning its dynamics. This logic will be considered in light of what has been identified as mass media logic, which has helped spread the media's powerful discourse outside its institutional boundaries. Theorizing social media logic, we identify four grounding principles—programmability, popularity, connectivity, and datafication—and argue that these principles become increasingly entangled with mass media logic. The logic of social media, rooted in these grounding principles and strategies, is gradually invading all areas of public life. Besides print news and broadcasting, it also affects law and order, social activism, politics, and so forth. Therefore, its sustaining logic and widespread dissemination deserve to be scrutinized in detail in order to better understand its impact in various domains. Concentrating on the tactics and strategies at work in social media logic, we reassess the constellation of power relationships in which social practices unfold, raising questions such as: How does social media logic modify or enhance existing mass media logic? And how is this new media logic exported beyond the boundaries of (social or mass) media proper? The underlying principles, tactics, and strategies may be relatively simple to identify, but it is much harder to map the complex connections between platforms that distribute this logic: users that employ them, technologies that drive them, economic structures that scaffold them, and institutional bodies that incorporate them.
{"title":"Understanding Social Media Logic","authors":"J. V. van Dijck, T. Poell","doi":"10.17645/MAC.V1I1.70","DOIUrl":"https://doi.org/10.17645/MAC.V1I1.70","url":null,"abstract":"Over the past decade, social media platforms have penetrated deeply into the mechanics of everyday life, affecting people's informal interactions, as well as institutional structures and professional routines. Far from being neutral platforms for everyone, social media have changed the conditions and rules of social interaction. In this article, we examine the intricate dynamic between social media platforms, mass media, users, and social institutions by calling attention to social media logic—the norms, strategies, mechanisms, and economies—underpinning its dynamics. This logic will be considered in light of what has been identified as mass media logic, which has helped spread the media's powerful discourse outside its institutional boundaries. Theorizing social media logic, we identify four grounding principles—programmability, popularity, connectivity, and datafication—and argue that these principles become increasingly entangled with mass media logic. The logic of social media, rooted in these grounding principles and strategies, is gradually invading all areas of public life. Besides print news and broadcasting, it also affects law and order, social activism, politics, and so forth. Therefore, its sustaining logic and widespread dissemination deserve to be scrutinized in detail in order to better understand its impact in various domains. Concentrating on the tactics and strategies at work in social media logic, we reassess the constellation of power relationships in which social practices unfold, raising questions such as: How does social media logic modify or enhance existing mass media logic? And how is this new media logic exported beyond the boundaries of (social or mass) media proper? The underlying principles, tactics, and strategies may be relatively simple to identify, but it is much harder to map the complex connections between platforms that distribute this logic: users that employ them, technologies that drive them, economic structures that scaffold them, and institutional bodies that incorporate them.","PeriodicalId":369795,"journal":{"name":"Writing Technologies eJournal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133239884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When Bill Gates published his book “The Road Ahead” (1995), he summarized the transformative implications of the personal computing revolution and described a future profoundly changed by the arrival of a global information super highway. Almost twenty years later, the tsunami of online programs and the MOOCs (massive online open courses) is impacting the structural integrity of post-secondary institutions and changing the competitive landscape of higher learning at an unprecedented pace. When Allen and Seaman (2013) asked the question of whether faculty acceptance of online education increased in their Sloan Consortium annual report, only 30.2% of chief academic officers believe their faculty accept the value and legitimacy of online education. This rate is even lower than the rate recorded in 2004. With an apparent widening gap between institutional strategy and faculty acceptance, each organization needs to conceptually map its road ahead. However, only an institution as a whole can decide for itself what kind of change is needed and define what constitutes evidence of lasting change. This implies a unique transformation of institutional philosophy, culture, strategy, and reward systems for faculty members. Complex adoptive system (CAS) theory (Olson & Eoyang, 2001), suggests that the most powerful organizational transformations occur not at the macro level but rather at the micro level where behaviors and changes began to emerge. Thus, instead of trying to measure, evaluate, or categorize which faculty member fits into which stage of online faculty development under which framework, this study asked four tenured faculty members to reconstruct their experiences on why they teach online, how they learn to teach online, and what factors influences their journeys to teaching online. Their narratives painted a landscape of faculty acceptance in institutions and the online learning phenomena in our society. Ultimately, their stories are really about change. By studying the “change agents” in a changing organization in a changing industry, this study is not an exercise to identify the best practices. Rather, this study hopes to inspire new ideas for new ways to conceptually frame the problem facing the faculty, the institution, and the industry in their road ahead in teaching online. The researcher hopes that this study may be used by institution leaders, faculty developers, and other faculty members to: (1) assess the level of progress of their current and future distance learning program, (2) determine how distance learning programs should be established, (3) evaluate faculty development efforts, (4) improve strategies and implementations for institutionalization of their distance education programs, including academic programming and faculty reward structure, and (5) improve online student retention and learning outcomes.
{"title":"The Journey to Teaching Online: A Case Study of Faculty Preparation and Experiences in Online Teaching","authors":"Angel Chi","doi":"10.2139/SSRN.2303965","DOIUrl":"https://doi.org/10.2139/SSRN.2303965","url":null,"abstract":"When Bill Gates published his book “The Road Ahead” (1995), he summarized the transformative implications of the personal computing revolution and described a future profoundly changed by the arrival of a global information super highway. Almost twenty years later, the tsunami of online programs and the MOOCs (massive online open courses) is impacting the structural integrity of post-secondary institutions and changing the competitive landscape of higher learning at an unprecedented pace. When Allen and Seaman (2013) asked the question of whether faculty acceptance of online education increased in their Sloan Consortium annual report, only 30.2% of chief academic officers believe their faculty accept the value and legitimacy of online education. This rate is even lower than the rate recorded in 2004. With an apparent widening gap between institutional strategy and faculty acceptance, each organization needs to conceptually map its road ahead. However, only an institution as a whole can decide for itself what kind of change is needed and define what constitutes evidence of lasting change. This implies a unique transformation of institutional philosophy, culture, strategy, and reward systems for faculty members. Complex adoptive system (CAS) theory (Olson & Eoyang, 2001), suggests that the most powerful organizational transformations occur not at the macro level but rather at the micro level where behaviors and changes began to emerge. Thus, instead of trying to measure, evaluate, or categorize which faculty member fits into which stage of online faculty development under which framework, this study asked four tenured faculty members to reconstruct their experiences on why they teach online, how they learn to teach online, and what factors influences their journeys to teaching online. Their narratives painted a landscape of faculty acceptance in institutions and the online learning phenomena in our society. Ultimately, their stories are really about change. By studying the “change agents” in a changing organization in a changing industry, this study is not an exercise to identify the best practices. Rather, this study hopes to inspire new ideas for new ways to conceptually frame the problem facing the faculty, the institution, and the industry in their road ahead in teaching online. The researcher hopes that this study may be used by institution leaders, faculty developers, and other faculty members to: (1) assess the level of progress of their current and future distance learning program, (2) determine how distance learning programs should be established, (3) evaluate faculty development efforts, (4) improve strategies and implementations for institutionalization of their distance education programs, including academic programming and faculty reward structure, and (5) improve online student retention and learning outcomes.","PeriodicalId":369795,"journal":{"name":"Writing Technologies eJournal","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116696699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines how the structure of a social network and the quality of information available to different agents determine the speed of social learning. To this end, we study a variant of the seminal model of DeGroot (1974), according to which agents linearly combine their personal experiences with the views of their neighbors. We show that the rate of learning has a simple analytical characterization in terms of the relative entropy of agents’ signal structures and their eigenvector centralities. Our characterization establishes that the way information is dispersed throughout the social network has non-trivial implications for the rate of learning. In particular, we show that when the informativeness of different agents’ signal structures are comparable in the sense of Blackwell (1953), then a positive assortative matching of signal qualities and eigenvector centralities maximizes the rate of learning. On the other hand, if information structures are such that each individual possesses some information crucial for learning, then the rate of learning is higher when agents with the best signals are located at the periphery of the network. Finally, we show that the extent of asymmetry in the structure of the social network plays a key role in the long-run dynamics of the beliefs.
{"title":"Information Heterogeneity and the Speed of Learning in Social Networks","authors":"A. Jadbabaie, Pooya Molavi, A. Tahbaz-Salehi","doi":"10.2139/ssrn.2266979","DOIUrl":"https://doi.org/10.2139/ssrn.2266979","url":null,"abstract":"This paper examines how the structure of a social network and the quality of information available to different agents determine the speed of social learning. To this end, we study a variant of the seminal model of DeGroot (1974), according to which agents linearly combine their personal experiences with the views of their neighbors. We show that the rate of learning has a simple analytical characterization in terms of the relative entropy of agents’ signal structures and their eigenvector centralities. Our characterization establishes that the way information is dispersed throughout the social network has non-trivial implications for the rate of learning. In particular, we show that when the informativeness of different agents’ signal structures are comparable in the sense of Blackwell (1953), then a positive assortative matching of signal qualities and eigenvector centralities maximizes the rate of learning. On the other hand, if information structures are such that each individual possesses some information crucial for learning, then the rate of learning is higher when agents with the best signals are located at the periphery of the network. Finally, we show that the extent of asymmetry in the structure of the social network plays a key role in the long-run dynamics of the beliefs.","PeriodicalId":369795,"journal":{"name":"Writing Technologies eJournal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134338286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the past several years a number of older technologies have become more readily available and easier to use as feedback tools. Graphics tablets and tablet PC's allow for more flexible feedback in student writing by allowing instructors to write directly on student work in Word 2007 or later. The price and complexity of graphics tablet systems have declined in recent years making them readily available for professors with minimal budget impact. While still expensive the tablet PC offers flexibility in grading not offered by graphics tablets or pure tablets such as the iPad. This paper offers a comparison of these technologies, their relative strengths and weaknesses, and costs. The use of these technologies provides greater flexibility in providing student feedback and can improve the quality of the student experience in fully online and hybrid courses.
{"title":"Writing the Stuff: Graphics Tablets, Tablet PC's, and Tablets as Feedback Tools","authors":"Gregory C. Dixon","doi":"10.2139/SSRN.2212567","DOIUrl":"https://doi.org/10.2139/SSRN.2212567","url":null,"abstract":"In the past several years a number of older technologies have become more readily available and easier to use as feedback tools. Graphics tablets and tablet PC's allow for more flexible feedback in student writing by allowing instructors to write directly on student work in Word 2007 or later. The price and complexity of graphics tablet systems have declined in recent years making them readily available for professors with minimal budget impact. While still expensive the tablet PC offers flexibility in grading not offered by graphics tablets or pure tablets such as the iPad. This paper offers a comparison of these technologies, their relative strengths and weaknesses, and costs. The use of these technologies provides greater flexibility in providing student feedback and can improve the quality of the student experience in fully online and hybrid courses.","PeriodicalId":369795,"journal":{"name":"Writing Technologies eJournal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129517073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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