Schaffhauser, D. (2009, Nov. 10).
Social networking exploding in enterprise networks.
Campus Technology. http://campustechnology.com/articles/2009/11/10/social-networking-exploding-in-enterprise-networks.aspx. Accessed 11-09.
Evangelista, B. (2009, Nov. 9).
Study: Social networks, Google Docs becoming business applications.
SFGage, San Francisco Chronicle. http://campustechnology.com/articles/2009/11/10/social-networking-exploding-in-enterprise-networks.aspx. Accessed 11-09.
Kolowich, S. (2009, Nov. 5).
Tweeting in class.
Inside Higher Ed. http://www.insidehighered.com/news/2009/11/05/twitter. Accessed 11-09.
The Twitter Experiment- UT Dallas (2009, May 2). YouTube. http://www.insidehighered.com/news/2009/11/05/twitter. Accessed 11-09.
Whittaker, Z. (2009, Nov. 3).
Google Wave: Has potential, but let loose too soon.
ZDNet. http://blogs.zdnet.com/igeneration/?p=3221&tag=nl.e539. Accessed 11-09.
Labels: bib, facebook, internet, twitter
applyPage
In January 2004, or sometime around then, SIUC tried to make uniform all the departmental webpages by instituting a template requirement; we were to put a red and white striped banner across our main page; it had various links in it, including link to SIUC proper, search, the applyPage (Apply Now, it said), athletics, jobs, etc. Interior pages could have a vertical banner that was simpler but also redder, and had the same links, basically.
Web designers across campus complained that the colors were hard to work with, and in fact, SIUC would not tell how they made the red, so the webmasters had to find other dull colors that made it look good, and not try to match it. They had chosen the design from among many, but it still was unpopular. The clocktower logo that appeared within it turned out to be popular, though; even today people are using that clocktower image in creative ways, and it serves as a fairly good, popular logo for the university and its web designers.
The red-and-white banner page, however, never went over well, and ultimately the university let it go, and gave web designers the freedom to make their own pages without being trapped within the maroon template. Most departments have done so, I'm sure.
There are still hundreds of pages with the banner template and the vertical-bar template, however. Our department has two banners and three or four hundred vertical-bars alone. It's mostly because we haven't upgraded old pages to better templates.
The "Apply Now" links on these templates stopped working in 2007. Perhaps the university web system was reorganized, or a system was initiated that did not honor the capital letter in the link URL. In any case, on our pages at least, anyone who clicked "Apply Now" got a 404 message; this has been going on for a couple of years, apparently. The button at the bottom of the banner template (also saying "Apply Now" is dead also. You would think they'd put a redirect on the applyPage, and send people over to the new one, which is simply applypage.html; redirects are not impossible, apparently. You would think they would warn us, webmasters of the various departments, also. Not that I have time to fix 400 pages, but I'd at least like to know if the main ones have dead links. I had mistakenly considered that banner to be taken care of; it was, after all, imposed upon us.
No such luck. By the way, I can't imagine a good way to solve SIUC's enrollment crisis. We definitely need to get more people to apply to our programs; it would be good for us in general. If they could apply by clicking on those buttons, that would help, I'm sure. Maybe somebody could apply themselves to this situation.
Labels: siuc
more happening
Diaz, S. (2009, Oct. 27).
LA votes to "Go Google"; pressure shifts to Google and the cloud.
ZDNet. http://blogs.zdnet.com/BTL/?p=26641&tag=nl.e539. Accessed 11-09.
MacManus, R. (2009, Oct. 29).
Google Wave use cases: Education.
ReadWriteWeb. http://www.readwriteweb.com/archives/google_wave_use_cases_education.php. Accessed 11-09.
Baskin, K. (2009, Nov. 1).
My Profile, Myself.
Boston Globe Sunday Magazine, boston.com. http://www.boston.com/bostonglobe/magazine/articles/2009/11/01/my_profile_myself/. Accessed 11-09.
Dawson, C. (2009, Oct. 26).
More e-readers- more misconceptions.
ZDNet. http://education.zdnet.com/?p=3282&tag=nl.e623. Accessed 11-09.
Labels: bib, internet
no irony intended
Acohido, B. (2009, Oct. 28).
Unstoppable new phishing attacks blanket Facebook, Twitter, Hotmail.
The Last Watchdog, http://lastwatchdog.com/unstoppable-phishing-attacks-blanket-facebook-twitter/. Accessed 10-09.
Newgarden, K. (2009, Sept.).
Annotated Bibliography- Twitter, social networking, and communities of practice.
TESL-EJ 13, 2. http://www.tesl-ej.org/wordpress/past-issues/volume13/ej50/ej50int/. Accessed 10-09.
Labels: bib, facebook, internet, twitter, webheads
Miranda's presentation
Ma, Sin I (Miranda). (2009, Oct. 27. Web-blogging in ESL writing: Weaving a class into a community. Saline Room, Student Center, SIUC. Based on class weblog at
http://f09ling101.blogspot.com.
Miranda's presentation was well-attended; the room held only about twenty, but there were people leaning on the wall behind the last row, so it was standing-room only and crowded. She had put her students in charge of making assignments and then basically turned them loose, allowing for a freer environment and lots of lively exchange. When asked whether it improved their more formal writing, she said that it did clearly make them more fluent; they write more and without worrying as much about the outcome. She was asked how they were graded, and how they were put in groups; she was asked if she gave corrective feedback in a public place. When she said that she had berated them a little for making so many typos, they complained that they didn't capitalize "I", for example, because they were used to typing on Word, which always did it for them. The weblog was therefore a rawer, more informal environment, and they just accepted that for what it was and wrote a lot. One teacher, L.H., even commented that the blog could thus be used to wean them from dependence on spell-check.
She was asked if a teacher who set up a blog had more of a burden, and she agreed that she did; but, she thought it was worth it. I don't include all her answers here because I didn't take very accurate notes. But, what interested me was that there was great interest from the community in what she did. People remained leaning on the walls throughout the presentation. Good job, Miranda!
Labels: bib, linguistics, siuc, weblogs
New Jersey
Leverett, T. (2009, Oct. 24)
Integrating chat into the writing class. Invited talk, New Jersey Higher Education ESL Conference, Montclair State Univ., Montclair NJ.
This was essentially the same as my presentation at TESOL in Denver; I was asked, in Denver, if I could come to New Jersey to give it. New Jersey was stunning in its fall colors, and my hosts were generous and friendly. Teachers were eager and somewhat stunned to hear about both weblogs and chat; how could one really use these? But I showed them, and showed what we did. Also, although I welcomed the opportunity to have and use the "backchannel," there were no takers. ESL teachers don't, apparently, bring their hand-helds or twitters to conferences such as these.
The script this link opens up to is a rough draft of my talk, but it is connected to the rest of the presentation also. I would like to update it; I'm running out of time.
Labels: bib, chat, personal, weblogs
Arequipa, Peru
Leverett, T. (2009, Oct.)
Reading strategies for teachers and students in the new millennium. Workshop, Oct. 5-10, Universidad Catolica de Santa Maria, Arequipa.
This workshop invited teachers from the Arequipa area and concentrated on methods of teaching reading, including ways of using new technology like weblogs and edmodo. We ended up discussing the Extensive Reading philosophy and how to incorporate its philosophy into various kinds of classes. For example, some teachers complained of having classes full of young teens, with very little motivation to read more than a sentence, or remember difficult vocabulary: what to do? Another problem: textbooks with exams lashed onto them, which students find boring or too dull. Can the teacher reach outside of those textbooks? Can the teacher support them and find material to feed into them, thus ensuring that their students do better on the crucial exams?
More on these topics later. If you wish, peruse the links or the edmodo that I set up; I would like to develop this later, soon in fact, but it may be the pinnacle of reading research that I accomplish for the time being.
Labels: bib, internet, personal, reading, twitter
more on twitter & edmodo
Classroom 2.0. (2009, Sept. 15).
Edmodo. http://www.classroom20.com/forum/topics/edmodo-1. Accessed 10-09.
Edmodo: Microblogging for the classroom. (2008, Sept. 2). Box of Tricks weblog. http://www.boxoftricks.net/?p=403. Accessed 10-09.
AcademHack. (2008, Jan. 23).
Twitter for Academia. http://academhack.outsidethetext.com/home/2008/twitter-for-academia/. Accessed 10-09.
Labels: bib, twitter
some cool new stuff
Kennedy Manzo, K. (2009, Oct. 16).
Twitter lessons in 140 characters or less.
Education Week.
http://www.edweek.org/ew/articles/2009/10/21/08twitter_ep.h29.html?tkn=SSXCbUYFvnfdVEOpPoN8%2ByuYf6MZg15e2zdf. Accessed 10-09.
Rusbridger, A. (2009, Oct. 14).
The Trifigura fiasco tears up the textbook.
Guardian http://www.guardian.co.uk/commentisfree/libertycentral/2009/oct/14/trafigura-fiasco-tears-up-textbook. Accessed 10-09.
Chen, S. (2009, Oct. 19).
Facebook, Twitter users beware: Crooks are a mouse click away.
CNN.com. http://www.cnn.com/2009/CRIME/10/19/social.networking.crimes/index.html. Accessed 10-09.
The Young and the Digital. (2009, Oct. 15).
Facebook activism. http://www.theyoungandthedigital.com/research/facebook-activism/. Accessed 10-09.
Barone, C. (2009).
The New Academy.
EduCause. http://www.educause.edu/Resources/EducatingtheNetGeneration/TheNewAcademy/6068. Accessed 10-09.
more coming!
Labels: bib, facebook, internet, twitter
