LIT Reflections: Teaching Information Literacy
These are the reflections of the LIT, Library Instruction Team, of Gainesville College on teaching information literacy, developing online coures, using WebCT, and general library "stuff". Gripes, whinning and like about work and libraries are also accept here. :-)
Friday, January 28, 2005
Thursday, January 27, 2005
Article from WebCT's monthly newsletter
10 Big Impact WebCT Teaching Tips
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Are you new to teaching fully online courses? Are you
looking for ways to improve communication, save time, and
motivate your students in the online environment? At IMPACT
2004 -- the 6th Annual WebCT User Conference, Lisa
Friedrichsen of Johnson County Community College gave an
excellent presentation on this topic to a standing-room-only
audience. Her session focused on easy-to-implement
organizational tips learned over several years of using
WebCT. Here are just a few examples: taking an online class
before teaching one, leaving room for Q&A at the end of each
class, and embedding "easter eggs" as rewards for students
who do all of the required reading. Read about all Top 10
Tips for ideas on ways to enhance your own online courses...
http://webct.rsc02.net/servlet/cc5?OJlQATWQTVHuLnHOxnJQiLHJogLlQLKmV2VB
Users confuse search results, Ads
Users Confuse Search Results, Ads Associated Press
Story location: http://www.wired.com/news/culture/0,1284,66374,00.html
04:04 PM Jan. 23, 2005 PT
NEW YORK -- Only one in six users of internet search engines can tell the difference between unbiased search results and paid advertisements, a new survey finds.
The Pew Internet and American Life Project reported Sunday that adults online in the United States are generally naive when it comes to how search engines work.
The major search engines all return a mix of regular results, based solely on relevance to the search terms entered, and sponsored links, for which a website had paid money to get displayed more prominently.
Google marks such ads as "sponsored links," Yahoo terms them "sponsor results" and Microsoft's MSN uses "sponsored sites." Such ads are placed to the right and on top of the regular search results, in some cases highlighted in a different color.
But only 38 percent of web searchers even know of the distinction, and of those, not even half --47 percent -- say they can always tell which are paid. That comes out to only 18 percent of all web searchers knowing when a link is paid.
Forty-five percent of web searchers say they would stop using search engines if they thought they weren't being clear about such payments, yet 92 percent of internet searchers say they are confident about their abilities.
Deborah Fallows, a senior research fellow at Pew and the study's author, said the findings were surprising given that the same people are likely to know the difference between television programs and infomercials.
"We're still in the infancy of the internet," Fallows said. "People are still kind of so pleased that they can go there, ask for something and get an answer that it's kind of not on their radar screen to look in a very scrutinizing way to see what's in the background there."
She said the results reflect blind trust on the part of the web searcher rather than "anything nefarious on the part of the search engine."
Nonetheless, the Consumer Reports WebWatch studied the top 15 search engines and found many of them could do better in disclosing sponsorships, particularly when they practice "paid inclusion." That is when sites pay to make sure they are included in a search engine's index, though without guarantees that their links will be displayed more prominently.
The Pew telephone study was conducted May 14 to June 17 and involved 2,200 adults, including 1,399 internet users. Results based on internet users have a margin of sampling error of plus or minus three percentage points.
Tuesday, January 25, 2005
Tardy Assignments
Our current RSCH1501 syllabus has an "attendance" policy and a "what to do if WebCT is misbehaving" policy but we don't really have a due date/late assignment policy. Do we need one? Should it be on the master syllabus as a common statement for all sections or by individual instrutor's option?
This is a really big issue because RSCH1501 assignments build on top of one another so you really can't "skip" the first three journal entries (you could not turn in 4, 5 or 6) and you can't do the journal entries without doing the corresponding lab.
Thoughts?
