Publisher / Organization: Athabasca University Press
Year founded: 2000
Description: The International Review of Research in Open and Distributed Learning disseminates original research, theory, and best practice in open and distributed learning worldwide.
Publisher / Organization: The University of Illinois at Chicago- University Library
Year founded: 1996
Description: First Monday is among the very first open access journals in the EdTech field. The journal’s subject matter encompasses the full range of Internet issues, including educational technologies, social media and web search. Contributors are urged via author guidelines to use simple explanations and less complex sentences and to be mindful that a large proportion of their readers are not part of academia and do not have English as a first language.
Academic Management: University of Catalonia (UOC)
Year founded: 2004
Description: This journal aims to: provide a vehicle for scholarly presentation and exchange of information between professionals, researchers and practitioners in the technology-enhanced education field; contribute to the advancement of scientific knowledge regarding the use of technology and computers in higher education; and inform readers about the latest developments in the application of information technologies (ITs) in higher education learning, training, research and management.
Description: Online Learning promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online environments. The journal has been published for over 20 years as the Journal of Asynchronous Learning Networks (JALN) and recently merged with the Journal of Online Learning and Teaching (JOLT).
Publisher / Organization: International Forum of Educational Technology & Society
Year founded:1998
Description: Educational Technology & Society seeks academic articles on the issues affecting the developers of educational systems and educators who implement and manage these systems. Articles should discuss the perspectives of both communities – the programmers and the instructors. The journal is currently still accepting submissions for ongoing special issues, but will cease publication in the future as the editors feel that the field of EdTech is saturated with high quality publications.
Description: The Australasian Journal of Educational Technology aims to promote research and scholarship on the integration of technology in tertiary education, promote effective practice, and inform policy. The goal is to advance understanding of educational technology in post-school education settings, including higher and further education, lifelong learning, and training.
DESCRIPTION: The Internet and Higher Education is devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings. Articles should significantly address innovative deployments of Internet technology in instruction and report on research to demonstrate the effects of information technology on instruction in various contexts in higher education.
Publisher / Organization: British Educational Research Association (BERA)
YEAR FOUNDED: 1970
DESCRIPTION: The journal publishes theoretical perspectives, methodological developments and empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
Description: Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high quality research, which extends theory and practice.
Description: TechTrends targets professionals in the educational communication and technology field. It provides a vehicle that fosters the exchange of important and current information among professional practitioners. Among the topics addressed are the management of media and programs, the application of educational technology principles and techniques to instructional programs, and corporate and military training.
Description: Advances in technology and the growth of e-learning to provide educators and trainers with unique opportunities to enhance learning and teaching in corporate, government, healthcare, and higher education. IJEL serves as a forum to facilitate the international exchange of information on the current research, development, and practice of e-learning in these sectors.
Led by an Editorial Review Board of leaders in the field of e-Learning, the Journal is designed for the following audiences: researchers, developers, and practitioners in corporate, government, healthcare, and higher education. IJEL is a peer-reviewed journal.
Description: JCMST is a highly respected scholarly journal which offers an in-depth forum for the interchange of information in the fields of science, mathematics, and computer science. JCMST is the only periodical devoted specifically to using information technology in the teaching of mathematics and science.
Just as researchers build reputation over time that can be depicted (in part) through quantitative measures such as h-index and i10-index, journals are also compared based on the number of citations they receive..
Description: The Journal of Interactive Learning Research (JILR) publishes papers related to the underlying theory, design, implementation, effectiveness, and impact on education and training of the following interactive learning environments: authoring systems, cognitive tools for learning computer-assisted language learning computer-based assessment systems, computer-based training computer-mediated communications, computer-supported collaborative learning distributed learning environments, electronic performance support systems interactive learning environments, interactive multimedia systems interactive simulations and games, intelligent agents on the Internet intelligent tutoring systems, microworlds, virtual reality based learning systems.
Description: JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education. It contributes to the advancement of the theory and practice of learning and teaching in environments that integrate images, sound, text, and data.
Publisher / Organization: Society for Information Technology and Teacher Education (SITE)
Year founded: 1997
Description: JTATE serves as a forum for the exchange of knowledge about the use of information technology in teacher education. Journal content covers preservice and inservice teacher education, graduate programs in areas such as curriculum and instruction, educational administration, staff development instructional technology, and educational computing.
Publisher / Organization: Association for the Advancement of Computing in Education (AACE)
YEAR FOUNDED: 2015
DESCRIPTION: The Journal of Online Learning Research (JOLR) is a peer-reviewed, international journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on primary and secondary pedagogy and policy in primary and secondary (K-12) online and blended environments. JOLR is focused on publishing manuscripts that address online learning, catering particularly to the educators who research, practice, design, and/or administer in primary and secondary schooling in online settings. However, the journal also serves those educators who have chosen to blend online learning tools and strategies in their face-to-face classroom.
The most commonly used index to measure the relative importance of journals is the annual Journal Citation Reports (JCR). This report is published by Clarivate Analytics (previously Thomson Reuters).
SCImago Journal Rank (SJR indicator) measures the influence of journals based on the number of citations the articles in the journal receive and the importance or prestige of the journals where such citations come from. The SJR indicator is a free journal metric which uses an algorithm similar to PageRank and provides an open access alternative to the journal impact factor in the Web of Science Journal Citation Report. The portal draws from the information contained in the Scopus database (Elsevier B.V.).
Introduced by Google in 2004, Scholar is a freely accessible search engine that indexes the full text or metadata of scholarly publications across an array of publishing formats and disciplines.
Introduced by Elsevier in 2004, Scopus is an abstract and citation database that covers nearly 18,000 titles from more than 5,000 publishers. It offers journal metrics that go beyond just journals to include most serial titles, including supplements, special issues and conference proceedings. Scopus offers useful information such as the total number of citations, the total number of articles published, and the percent of articles cited.
Anne-Wil Harzing:
“Citations are not just a reflection of the impact that a particular piece of academic work has generated. Citations can be used to tell stories about academics, journals and fields of research, but they can also be used to distort stories”.
Harzing, A.-W. (2013). The publish or perish book: Your guide to effective and responsible citation analysis. http://harzing.com/popbook/index.htm
ResearchGate is a social networking site for scientists and researchers to share papers, ask and answer questions, and find collaborators. The community was founded in May 2008. Today it has over 14 million members.
Google Scholar allows users to search for digital or physical copies of articles, whether online or in libraries. It indexes “full-text journal articles, technical reports, preprints, theses, books, and other documents, including selected Web pages that are deemed to be ‘scholarly. It comprises an estimated 160 million documents.
Academia.edu is a social-networking platform for academics to share research papers. You can upload your own work, and follow the updates of your peers. Founded in 2008, the network currently has 59 million users, and adding 20 million documents.
The ORCHID (Open Researcher and Contributor ID) is a nonproprietary alphanumeric code to uniquely identify scientific and other academic authors and contributors. It provides a persistent identity for humans, similar to content-related entities on digital networks that utilize digital object identifiers (DOIs). The organization offers an open and independent registry intended to be the de facto standard for contributor identification in research and academic publishing.
The Scopus Author Identifier assigns a unique number to groups of documents written by the same author via an algorithm that matches authorship based on a certain criteria. If a document cannot be confidently matched with an author identifier, it is grouped separately. In this case, you may see more than one entry for the same author.
+++++++++++++++++
more on metrics in this iMS blog
Over the past 10 years, new learning management systems (LMSs) have sprung on the scene to rival the Blackboards and Moodles of old. On the EdSurge Product Index alone, 56 products self-identify and fall into the LMS category. And with certain established companies like Pearson pulling out of the LMS ranks, where do you start?
As University of Central Florida’s Associate Vice President of Distributed Learning, Tom Cavanagh, wrote in an article for EDUCAUSE, “every institute has a unique set of instructional and infrastructure circumstances to consider when deciding on an LMS,” but at the same time, “all institutions face certain common requirements”—whether a small charter school, a private university or a large public school district.
The LMS Checklist
#1: Is the platform straightforward and user-friendly?
#2: Who do we want to have access to this platform, and can we adjust what they can see?
#3: Can the instructor and student(s) talk to and communicate with each other easily?
“Students and faculty live a significant portion of their daily lives online in social media spaces,” writes University of Central Florida’s Tom Cavanagh in his article on the LMS selection process. “Are your students and faculty interested in these sorts of interplatform connections?”
#5: Does this platform plug in with all of the other platforms we have?
“Given the pace of change and the plethora of options with educational technology, it’s very difficult for any LMS vendor to keep up with stand-alone tools that will always outperform built-in tools,” explains Michael Truong, executive director of innovative teaching and technology at Azusa Pacific University. According to Truong, “no LMS will be able to compete directly with tools like Piazza (discussion forum), Socrative (quizzing), EdPuzzle (video annotation), etc.”
As a result, Truong says, “The best way to ‘prepare’ for future technological changes is to go with an LMS that plays well with external tools.”
The brain is actually three brains: the ancient reptilian brain, the limbic brain, and the cortical brain. This article will focus on the limbic brain, because it may be most important to successfully using interactive video or web-based video. The limbic brain monitors the external world and the internal body, taking in information through the senses as well as body temperature and blood pressure, among others. It is the limbic brain that generates and interprets facial expressions and handles emotions, while the cortical brain handles symbolic activities such as language as well as action and strategizing. The two interact when an emotion is sent from the limbic to the cortical brain and generates a conscious thought; in response to a feeling of fear (limbic), you ask, “what should I do?” (cortical).
The importance of direct eye contact and deciphering body language is also important for sending and picking up clues about social context.
The loss of social cues is important because it may affect the quality of the content of the presentation (by not allowing timely feedback or questions) but also because students may feel less engaged and become frustrated with the interaction, and subsequently lower their assessment of the class and the instructor (Reeves & Nass, 1996). Fortunately, faculty can provide such social cues verbally, once they are aware of the importance of helping students use these new media.
Attachment theory also supports the importance of physical and emotional connections.
As many a struggling teacher knows, students are often impervious to learning new concepts. They may replay the new information for a test, but after time passes, they revert to the earlier (and likely wrong) information. This is referred to as the “power of mental models.” As explained in Marchese (2000), when we view a tree, it is not as if we see the tree in our head, as in photography.
The coping strategies of the two hemispheres are fundamentally different. The left hemisphere’s job is to create a belief system or model and to fold new experiences into that belief system. If confronted with some new information that doesn’t fit the model, it relies on Freudian defense mechanisms to deny, repress or confabulate – anything to preserve the status quo. The right hemisphere’s strategy is to play “Devil’s Advocate,” to question the status quo and look for global inconsistencies. When the anomalous information reaches a certain threshold, the right hemisphere decides that it is time to force a complete revision of the entire model and start from scratch (Ramachandran & Blakeslee, 1998, p. 136).
While much hemispheric-based research has been repudiated as an oversimplification (Gackenbach, 1999), the above description of how new information eventually overwhelms an old world view may be the result of multiple brain functions – some of which work to preserve our models and others to alter – that help us both maintain and change as needed.
Self-talk is the “the root of empathy, understanding, cooperation, and rules that allow us to be successful social beings. Any sense of moral behavior requires thought before action” (Ratey, 2001, p. 255).
Healy (1999) argues that based on what we know about brain development in children, new computer media may be responsible for developing brains that are largely different from the brains of adults. This is because “many brain connections have become specialized for . . . media” (p. 133); in this view, a brain formed by language and reading is different from a brain formed by hypermedia. Different media lead to different synaptic connections being laid down and reinforced, creating different brains in youngsters raised on fast-paced, visually-stimulating computer applications and video games. “Newer technologies emphasize rapid processing of visual symbols . . . and deemphasize traditional verbal learning . . . and the linear, analytic thought process . . . [making it] more difficult to deal with abstract verbal reasoning” (Healy, 1999, p. 142).
Effective communication is one critical characteristics of effective and successful school principal. Research on effective schools and instructional leadership emphasizes the impact of principal leadership on creating safe and secure learning environment and positive nurturing school climate (Halawah, 2005, p. 334)
Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334-345.
Selection of school principals in Hong Kong. The findings confirm a four-factor set of expectations sought from applicants; these are Generic Managerial Skills; Communication and Presentation Skills; Knowledge and Experience; and Religious Value Orientation.
Kwan, P. (2012). Assessing school principal candidates: perspectives of the hiring superintendents. International Journal Of Leadership In Education, 15(3), 331-349. doi:10.1080/13603124.2011.617838
Yee, D. L. (2000). Images of school principals’ information and communications technology leadership. Journal of Information Technology for Teacher Education, 9(3), 287–302. https://doi.org/10.1080/14759390000200097
Catano, N., & Stronge, J. H. (2007). What do we expect of school principals? Congruence between principal evaluation and performance standards. International Journal of Leadership in Education, 10(4), 379–399. https://doi.org/10.1080/13603120701381782
Communication can consist of two large areas:
broadcasting information: PR, promotions, notifications etc.
two-way communication: collecting feedback, “office hours” type of communication, backchanneling, etc.
Further communication initiated by/from principals can have different audiences
Reyes, P., & Hoyle, D. (1992). Teachers’ Satisfaction With Principals’ Communication. The Journal of Educational Research, 85(3), 163–168. https://doi.org/10.1080/00220671.1992.9944433
parents: involvement, feeling of empowerment, support, volunteering
students
board members
community
Epstein, J. L. (1995). School/family/community partnerships – ProQuest. Phi Delta Kappan, 76(9), 701.
Others
Communication and Visualization
The ever-growing necessity to be able to communicate data to different audiences in digestible format.
considering the information discussed in class, split in groups of 4 and develop your institution strategy for effective and modern communication across and out of your school.
From ransomware to phishing and other types of security breaches, direct contact is the number one way that you can create a vulnerability in your system. Those who commit these online crimes are finding smarter and sneakier ways to infiltrate your data every day. Sometimes the attack can even come as an email from a legitimate sender, or appear to be a perfectly normal message on social media. The goal is usually to get you to click on a link.
Solution: Make sure the security preferences for your email account(s) are set up to filter spamming, phishing and executable files that aren’t recognized.
2. Unknown Devices
Solution: Your IT system should include a solution that tracks all devices, including those not owned by your school, that enter the network.
3. Out of Date Technology
Contrary to popular misconception, user interaction isn’t always required for a cyber attack to be launched. The WannaCry attack targeted hundreds of computers all with the same security vulnerability on their Windows operating systems.
Solution: Again, an IT solution that tracks all devices is important, but one that can also check on software upgrades and block access to certain apps is ideal.
4. User Error
A data breach in Florida is just one example of the chaos user error can provoke. This issue didn’t begin with hackers at all. It began with carelessness that caused sensitive information to become public.
User error occurs regularly, and a common root of this is failing to restrict access to files or certain sites that may be compromised.
Solution: Restrict user access to sensitive documents only to those who absolutely need them, and make sure that your site architecture is set up to require a secure login for access. You may also want to create a white list of safe sites and applications and block the rest.
5. No Backup
As disheartening as it sounds, even when you take all the necessary precautions to protect your vital information, data breaches can still occur. When an attack happens, it’s often a major blow to productivity to try and get all the information back into a secure place. Worse, vital work can be lost for good.
Solution: Install a backup system on each school device that sends data to a remote server throughout the day (not just at night) to help make sure nothing is lost.
My note:
This is another example of blanket statements aimed to bank on buzzwords and fashionable tendencies. Indeed, use of social media is an imperative skill for any educational leader, since it provides a modern venue to communicate with the rest of the stakeholders in the educational process: parents, students etc.
However, the process of social media use in education is rather more complex as presented in this article. e.g.:
why the hashtag use is the one and only altmetric consideration for deep data analysis? The author suggests taking “advantage of an analytic tool to measure effectiveness and participation,” but there is no specific recommendation and the choice of the analytical tool as well as the process of analysis is a science on its own
how educators, as suggested by the author, “want to guide students on comment intensity and type while keeping them on topic”? Indeed, an educator abiding by constructivism will facilitate and guide, yet there is a fine boundary between facilitating and dominating the conversation with “guidance.”
The most useless suggestion in the article:
“For administrators, Twitter chats also provide an opportunity to gain student and parent perspectives while giving them more voice in what’s going on within a school or district.”
Are administrators willing to yield that power to their constituency? What does the current research on educational leaders’s attitude reveal regarding their willingness to engage in such open (and difficult to control) discourse? How is such attitude to be changed: this is missing in this article.
What is your approach to the institutional use of social media at your school?
I asked Tinder for my data. It sent me 800 pages of my deepest, darkest secrets
The dating app knows me better than I do, but these reams of intimate information are just the tip of the iceberg. What if my data is hacked – or sold?
Every European citizen is allowed to do so under EU data protection law, yet very few actually do, according to Tinder.
With the help of privacy activist Paul-Olivier Dehaye from personaldata.io and human rights lawyer Ravi Naik, I emailed Tinder requesting my personal data and got back way more than I bargained for.
Some 800 pages came back containing information such as my Facebook “likes”, links to where my Instagram photos would have been had I not previously deleted the associated account, my education, the age-rank of men I was interested in, how many Facebook friends I had, when and where every online conversation with every single one of my matches happened … the list goes on.
Reading through the 1,700 Tinder messages I’ve sent since 2013, I took a trip into my hopes, fears, sexual preferences and deepest secrets. Tinder knows me so well. It knows the real, inglorious version of me who copy-pasted the same joke to match 567, 568, and 569; who exchanged compulsively with 16 different people simultaneously one New Year’s Day, and then ghosted 16 of them.
“What you are describing is called secondary implicit disclosed information,” explains Alessandro Acquisti, professor of information technology at Carnegie Mellon University. “Tinder knows much more about you when studying your behaviour on the app. It knows how often you connect and at which times; the percentage of white men, black men, Asian men you have matched; which kinds of people are interested in you; which words you use the most; how much time people spend on your picture before swiping you, and so on. Personal data is the fuel of the economy. Consumers’ data is being traded and transacted for the purpose of advertising.”.
In May, an algorithm was used to scrape 40,000 profile images from the platform in order to build an AI to “genderise” faces. A few months earlier, 70,000 profiles from OkCupid (owned by Tinder’s parent company Match Group) were made public by a Danish researcher some commentators have labelled a “white supremacist”, who used the data to try to establish a link between intelligence and religious beliefs. The data is still out there.
Victor Pickard, associate professor of communication at the University Pennsylvania’s Annenberg School, whose research focuses on internet policy and the political economy of media.
with each new victory for the American telecommunications oligopoly, that digital optimism fades further from view.
Definition:
Net neutrality protections are essentially safeguards that prevent internet service providers (ISPs) from interfering with the internet. Net neutrality gives the FCC the regulatory authority to prevent ISPs like Comcast and Verizon from slowing down or blocking certain types of content. It also prevents them from offering what’s known as paid prioritization, where an ISP could let particular websites or content creators pay more for faster streaming and download times. With paid prioritization an ISP could shake down a company like Netflix or an individual website owner, coercing them to pay more in order to be in the fast lane.
Net neutrality often gets treated as a sort of technocratic squabble over ownership and control of internet pipes. But in fact it speaks to a core social contract between government, corporations, and the public. What it really comes down to is, how can members of the public obtain information and services, and express ourselves creatively and politically, without interference from massive corporations?
Should we think of the internet as a good, a service, an infrastructure, or something else?
It’s all of the above.
The internet has been radically privatized. It wasn’t inevitable, but through policy decisions over the years, the internet has become increasingly commodified. Meanwhile it’s really difficult to imagine living in modern society without fast internet services — it’s no longer a luxury but a necessity for everything ranging from education to health to livelihood. The “digital divide” is a phrase that sounds like it’s from the 1990s, but it’s still very relevant. Somewhere around one fifth of American households don’t have access to wireline broadband services. It’s a social problem. We should be thinking about the internet as a public service and subsidizing it to make sure that everyone has access.
In your recent book on media democracy, you discuss the rise of what you call “corporate libertarianism.” What is corporate libertarianism and how does it relate to net neutrality?
Corporate libertarianism is an ideological project that has origins at a core moment in the 1940s. It sees corporations as having individual freedoms, like those in the First Amendment, which they can use to shield themselves from public interest oversight and regulation. It’s also often connected to this assumption that the government should never intervene in markets, and media markets in particular. (My note: Milton Friedman)
Of course, this is a libertarian mythology — the government is always involved. The question ought to be how it should be involved. Under corporate libertarianism it’s assumed that the government should only be involved in ways that enhance profit maximization for communication oligopolies.
There are clear dangers associated with vertical integration, where the company that owns the pipes is able to control the dissemination of information, and able to set the terms by which we access that information.
There have been cases like this already. In 2005, the company Telus, which is the second largest telecommunications company in Canada, began blocking access to a server that hosted a website that supported a labor strike against Telus.
Net neutrality is just one part of the story. What other regulations, policies and interventions could resist corporate control of the internet?
Roughly half of Americans live in communities that have access to only one ISP. My note: Ha Ha Ha, “pick me, pick me,” as Dori from “Finding Nemo” will say… Charter, whatever they will rename themselves again, is the crass example in Central MN.
Strategies to contain and confront monopolies:
break them up, and to prevent monopolies and oligopolies from happening in the first place by blocking mergers and acquisitions.
if we’re not going to outright nationalize them then we want to heavily regulate them, and enforce some kind of social contract where they’re compelled to provide a public service in exchange for the right to operate.
create public alternatives, like municipal wireless networks that can circumvent and compete with corporate monopolies. There’s a growing number of these publicly owned and governed internet infrastructures, and building more is crucial.
PALS is housed in Mankato, 40+ years, shared by all MnSCU institutions. smaller libraries with smaller staff benefit.
Funding: Centrally from the Chancellor Office and privately.
Ex Libris. Alma (management software) discovery software is Primo. Implementation from Sept 2017 to 2019
value-added services? A value–added service (VAS) is a popular telecommunications industry term for non-coreservices, or, in short, all services beyond standard voice calls and fax transmissions. However, it can be used in any service industry, for services available at little or no cost, to promote their primary business.
one search point; phys + electr; integrated into central system; academic resources available in central index; analytics and reporting; library consortia
EZ Proxy – provides access to library resources off campus
Islandora – open source digital asset management solution tha preserves, manages, and provide access to docs, unique history (photos, publications); research, other resources
Islandora is considered for OER, link to course materials through D2L
Leganto – expensive ExLibris for D2L integration
+++++++++++++
Thurs, Nov 30 – continuation from Tues, Nov 28
Islandora. open source digital assessment tool. STCC is using Islandora
Primo is the discovery tool for campus only w subscription. PALS does not fund Primo. PALS does it through state-wide dbases.
ILL of electronic resources among campuses; the new system is making it easier.
your comments about the new system making electronic resources more available : does it mean that I will not have to go through my campus ILL persona can “borrow” directly? or it is too optimistic to expect that?
Stephen Kelly: Tim Anderson has shared with me some thoughts on how Islandora can assist with archiving Open Educational Resources (OERs), but could you comment further on that for the benefit of everyone on the call? Answer: safe place to save OER. Drupal-based front end. Customizable. What is the connection to Primo
Stephen Kelly: Could it facilitate easier sharing of resources between institutions? For instance, if an OER was created at one institution and uploaded to Islandora, could it easily be populated for every other institution to access the materials as well?
Piggybacking on Stephen Kelly: are the account permissions similar to the average social media tool, where faculty can decide how “wide” the permission of h/er OER product is? E.g. a blog or YouTube / Kaltura can have: private / unlisted / public levels. Does Islandora function the same?
China Central Television (formerly Beijing Television), commonly abbreviated as CCTV, is the predominant statetelevision broadcaster in the People’s Republic of China. CCTV has a network of 50 channels broadcasting different programmes and is accessible to more than one billion viewers.[1] As of present, there are 50 television channels, and the broadcaster provides programming in six different languages. Most of its programmes are a mixture of news, documentary, social education, comedy, entertainment, and drama, the majority of which consists of Chinese soap operas and entertainment.[2]