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Teaching Technologies

Interdisciplinary Training for Journalism and Computer Science Students

The afternoon session at ECREA 2016 starts with a paper by Gunilla Hultén. She presents Storylab, a collaborative project with Svenska Dagbladet, one of the major daily newspapers in Sweden. This brought together journalism and computer science students and their educators with journalists and editors at the newspaper.

The Influence of Students' Social Networks on Group Participation

The next speaker at Web Science 2016 is Jenna Mittelmeier, whose focus is on cross-cultural collaboration. Group work has always been difficult, and the majority of online contributions are from a small subset of all users; this free riding by non-participants is especially problematic in educational settings that require all users to participate equally.

Identifying MOOC Learners on Social Media Platforms

We start the first paper session at WebSci 2016 with a paper by Guanliang Chen that examines learner engagement with Massively Open Online Courses (MOOCs). These generate a great deal of data about learner engagement during the MOOC itself, but there's very little information about learners before and after this experience. Can we use external social Web data to identify and profile these learners, in order to better customise the learning experience for them?

Starting AoIR with a Bang: Ignite Talks

And I've arrived at the 2012 Association of Internet Researchers conference – my annual pilgrimage to catch up with the family. We start with a quick burst of Ignite talks, which itself begins with John Carter McKnight. He notes the two fundamental axioms of video games studies: games teach, and games don't teach. The Red Cross has posed the question: Is there a way for first-person shooter games to include a more accuracy representation of international humanitarian law?

Two Reports on Learning and Teaching with Social Media

It must be reporting season - in addition to the major "Social Media: State of the Art" report which we'll soon publish through the Smart Services CRC, two final reports from (what used to be called) Carrick Institute teaching and learning projects which I was involved in during 2007 and 2008 have been released recently. (The Carrick Institute has since been renamed the Australian Learning and Teaching Council.) I really can't take much credit here, though - my gradual and continuing transition to a very research-heavy workload has meant that my teaching activities have increasingly had to take a back seat. So, congratulations should go to:

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