Grasping the Concept of Decentralized Systems for Instant Messaging [in press]

Whether a centralized, distributed, or decentralized system approach is selected for Internet-based services affects sovereignty and responsibilities of users and providers alike. Therefore, computer science education can contribute to informed decision-making and citizenship education by teaching power structures of and responsibilities in digital infrastructures. In this practical report, we focus on the example of instant messaging. We analyze three different algorithms for instant messaging that vary in their degree of (de-) centralization. Based on the analysis, we propose a teaching activity called Klemmchat using the concept of computer science unplugged to educate students on the discovered key aspects and trade-offs. We report on results obtained by teaching Klemmchat in two classes in grades 11 and 12. The evaluation shows that the activity is suitable for conveying trade-offs and helping students to engage with the topic. The results, however, leave open whether the acquired understanding affects usage decisions

Computing and Information Science (CIS)

Cornell University Courses of Study Vol. 97 2005/200

Computing and Information Science

Cornell University Courses of Study Vol. 98 2006/200

COMPLEXITY LEADERSHIP: THE ROLE OF TEACHING AND LEARNING CENTER LEADERS IN ONLINE LEARNING AT SMALL, PRIVATE COLLEGES

As online learning continues to grow and became an integral component of many higher education institutions (Allen & Seaman, 2017), the role of leadership in guiding those online learning initiatives differs from institution to institution. At small, private colleges and universities, where online learning is seeing greater enrollment and growth (Clinefelter & Magda, 2013), teaching and learning centers (TLC) often have involvement in guiding and shaping online learning initiatives. This study investigated the role of TLC leaders in leading online learning initiatives. The value of this study is an examination of leadership during a period of transformation and change that requires TLC leaders to manage administrative directives, work with a diverse faculty base, and balance these sometimes competing interests. This research study sought to explore the perceptions and lived experiences of TLC leaders in online learning leadership within small, private higher education institutions. Utilizing complexity leadership theory as a framework for exploring the various leadership functions of TLC leaders, the study employed a transcendental phenomenological methodology (Moustakas, 1994). Participants included seven TLC leaders or other TLC staff who were involved in online learning initiatives at their institutions. Data was collected through a series of three semi-structured interview sessions based on the qualitative interview design of Seidman (2005). Analysis of the data generated themes centered around the three leadership functions of complexity leadership theory: administrative, adaptive, and enabling leadership

A Design Model for Lifelong Learning Networks

The provision of lifelong learning facilities is considered to be a major new direction for higher and distance teaching educational institutes catering for the demands of industry and society. ICT networks will in future support seamless, ubiquitous access to lifelong learning facilities at home, at work, in schools and universities. This implies the development of new ways of organizing learning delivery that goes beyond course and programme-centric models. It envisions a learner-centred, learner-controlled model of distributed lifelong learning. We present a conceptual model for the support of lifelong learning which is based on notions from self-organization theory, learning communities, agent technologies and learning technology specifications such as IMS Learning Design. An exploratory implementation has been developed and used in practice. We reflect on the findings and future directions

Improved Regional Education Delivery: Reach for the North Program

This Organizational Improvement Plan (OIP) has outlined the change plan for a problem of practice for consideration of the education mandate at MY-U’s multiple regional campuses. The overall goal of this plan is to have increased the availability of academically rigorous courses for our regional students. An assessment of the readiness of several stakeholders allowed for a student-centred focus within the political, collegial and organized anarchy paradigms in which the university organization exists. A strategy is discussed to address issues in the administration and university culture while breaking down silos for the multiple campuses. A new organizational framework is offered with students, faculty members and deans in the centre focus while being supported by multiple campus groups. Regional provision of courses is a complex problem and has many external stakeholders involved such as local communities, First Nation’s governments, federal and provincial governments. A new overall transformational leadership model is designed specifically for this institution and incorporates generalized Indigenous ways of knowing. The creation of a professional development education initiative to apprise faculty members about blended learning pedagogy is the preferred solution of the problem of practice due within my sphere of influence. The initiative titled Reach for the North will be piloted then expanded to incorporate more faculty members and programs. This could begin the necessary culture shift to provide better methods of academically rigorous programs for blended education to all students in the north

Interdisciplining Digital Humanities: Boundary Work in an Emerging Field

The first book to test the claim that the emerging field of Digital Humanities is interdisciplinary and also examines the boundary work of establishing and sustaining a new field of stud

When Michigan Changed the World

http://deepblue.lib.umich.edu/bitstream/2027.42/168165/1/2020-Feb_When_UM_Changed_the_World.pd

Perceptions of Curriculum Quality Management in a Multicampus Community College District

Community college systems must create and maintain curriculum quality management processes and mechanisms to assess the effectiveness of curricula as mandated by state accountability measures. This basic qualitative study was employed to understand the perceptions of members of a curriculum quality management team at a multicampus community college district. Senge\u27s learning organization theory and tenets of Gronn\u27s distributive leadership principles guided this study. Semistructured interviews were used as the data collection method to examine perceptions of 8 full-time curriculum team members at a multicampus community college district in the southwestern United States about the organization, collaborative formats, and governing procedures of their curriculum management system. Data analysis employed the use of open coding, reflective journaling, and the formation of themes. Team members perceived that their multicampus structure makes it challenging to maintain a seamless curriculum quality management system. Participants were perplexed while attempting to describe their perceptions of governance. In general, participants described the governance system using the word collaborative with the caveat that final decisions rest with leadership; however, a few participants felt that the governance system lacked structure. Organizing curriculum management teams into functional collaborative units may help multicampus community college districts to be better equipped to maintain quality curricula. Ultimately, the goal is to improve the success of graduates in the workforce, resulting in positive social change regarding a cultural shift on campuses where curriculum quality management is an institutional practice