Engaging the Digitally Engaged Student: Comparing Technology-Mediated Communication Use and Effects on Student Learning

The role of communication technologies in the learning process is both a dynamic and complex issue. Yet, we know surprisingly little about how the use of specific communication technologies may influence classroom performance, key learning outcomes, and other measures of course satisfaction. The research reported here attempts to add to our knowledge about the role of communication in the technology enhanced classroom (TEC) education and in technology-enhanced online (TEO) education through a direct comparison of two courses. Our findings indicate additional support for “The No Significant Difference Phenomenon.” Furthermore, we found that prior experiences lead students to gravitate towards their preferred learning environments, and that basic website elements are required in any learning environment to enhance student outcomes. Finally, we found that when used appropriately, the benefits of communication technology use in education outweigh many of the drawbacks

Resolving Conflicts by a Random Device

We examine conflict resolution via a random device. We model conflict as a two-agent rent-seeking contest for a fixed prize. Before conflict arises, both agents may agree to allocate the prize by coin flip to avoid the costs of conflict. In equilibrium, risk-neutral agents with relatively symmetric conflict capabilities agree to resolve the conflict by randomization. However, with sufficiently asymmetric capabilities, conflicts are unavoidable because the stronger agent prefers to fight. Laboratory experiments confirm that the availability of the random device partially eliminates conflicts when agents are relatively symmetric; however, the device also reduces conflict between substantially asymmetric agents.Beauty contest, conflict resolution, experiments

Make Him an Offer He Can’t Refuse: Avoiding Conflicts through Side Payments

The equilibrium of a two-stage conflict game with side-payments predicts that with binding stage-one offers, proposers make and responders accept side-payments, generating settlements that strongly favor proposers. When side-payments are non-binding, proposers offer nothing and conflicts always arise. Laboratory experiments confirm that binding side-payments reduce conflicts. However, 30% of responders reject binding offers, and offers are more egalitarian than predicted. Surprisingly, non-binding side-payments also improve efficiency, although less than binding. With binding side-payments, 98% of efficiency gains come from avoided conflicts. However, with non-binding side-payments, only 49% of gains come from avoided conflicts and 51% from reduced conflict expenditures.contest, conflict resolution, side payments, experiments

Side-Payments and the Costs of Conflict.

Conflict and competition often impose costs on both winners and losers, and conflicting parties may prefer to resolve the dispute before it occurs. The equilibrium of a conflict game with side-payments predicts that with binding offers, proposers make and responders accept side-payments, generating settlements that strongly favor proposers. When side-payments are non-binding, proposers offer nothing and conflicts always arise. Laboratory experiments confirm that binding side-payments reduce conflicts. However, 30% of responders reject binding offers, and offers are more egalitarian than predicted. Surprisingly, non-binding side-payments also improve efficiency, although less than binding. With binding side-payments, 87% of efficiency gains come from avoided conflicts. However, with non-binding side-payments, only 39% of gains come from avoided conflicts and 61% from reduced conflict expenditures.contests, conflict resolution, side-payments, experiments

Do Facework Behaviors Matter During Conflicts Among Online Discussion Team Members?

According to researchers, face is an important possession carried by individuals into interactions with others. Face has been studied in diverse areas such as: politeness, compliance gaining, emotional discourse, negotiations, face-negotiation theory, and conflict. Perhaps because of its value, face can be vulnerable during conflict situations. Facework behaviors are the communicative strategies that people use during conflicts to protect face (theirs or others), threaten others\u27 face, and to avoid or resolve conflicts. So far, studies about facework behaviors have focused on face-to-face interactions. Preliminary studies have shown: a. facework behaviors may affect the outcomes of online discussion teams, b. sex may play a role in the relationship between facework behaviors and online discussion outcomes, and c. conflicts among online discussion team members may influence discussion outcomes. This research explores more completely the role that facework behaviors play during conflicts, their influence on online discussion outcomes, and the role that sex plays in these matters. Data gathered from surveys and transcripts of participants\u27 online discussion postings show that facework behaviors: a. influence conflict levels, b. influence the outcomes of the online discussion teams, and c. play a moderating role on the relationship between conflicts and online discussion outcomes. They also indicate that sex plays a moderating role in these relationships. Moreover, this study shows that the typology of facework behaviors, originally developed to describe face-related aspects of face-to-face interactions, has value in understanding online discussions

Contractualism and the Conditional Fallacy

Most contractualist ethical theories have a subjunctivist structure. This means that they attempt to make sense of right and wrong in terms of a set of principles which would be accepted in some idealized, non-actual circumstances. This makes these views vulnerable to the so-called conditional fallacy objection. The moral principles that are appropriate for the idealized circumstances fail to give a correct account of what is right and wrong in the ordinary situations. This chapter uses two versions of contractualism to illustrate this problem: Nicholas Southwood’s and a standard contractualist theory inspired by T.M. Scanlon’s contractualism. It then develops a version of Scanlon’s view that can avoid the problem. This solution is based on the idea that we also need to compare different inculcation elements of moral codes in the contractualist framework. This idea also provides a new solution to the problem of at what level of social acceptance should principles be compared

A genetic-inspired joint multicast routing and channel assignment algorithm in wireless mesh networks

Copyright @ 2008 IEEEThis paper proposes a genetic algorithm (GA) based optimization approach to search a minimum-interference multicast tree which satis¯es the end-to-end delay constraint and optimizes the usage of the scarce radio network resource in wireless mesh networks. The path-oriented en- coding method is used and each chromosome is represented by a tree data structure (i.e., a set of paths). Since we expect the multicast trees on which the minimum-interference channel assignment can be produced, a fitness function that returns the total channel conflict is devised. Crossover and mutation are well designed to adapt to the tree structure. A simple yet effective channel assignment algorithm is proposed to reduce the channel conflict. Simulation results show that the proposed GA based multicast algorithm achieves better performance in terms of both the total channel conflict and the tree cost than that of a well known algorithm

Managing assessment : student and staff perspectives

‘I never realised assessment was for learning’ Laura Ludman BSc (Hons) Nursing, University of Central England Managing Assessment: Student and Staff Perspectives is a practical tool developed by the Managing Effective Student Assessment (MESA) benchmarking club. It aims to give senior management, staff and educational developers, teachers, and support staff insight into assessment issues along with ideas and tools to enable them to improve student learning and reduce the burden on staff. It is hoped that, as well as enriching the learning experience, the case studies will also encourage students to reflect on their experiences of assessment and promote student and staff dialogue around assessment practices. The underlying principle of the Managing Effective Student Assessment (MESA) benchmarking club was the emphasis and value placed on the student perspective. However, it was recognised that assessment is complex and needs careful management. This includes appropriate strategies, structures and support to ensure effective student learning. The initiative was led by the Higher Education Academy (formerly the Learning and Teaching Support Network Generic Centre) and University of Central England (UCE) with the aim of refocusing staff time into providing better support for students and making student learning more effective. The MESA group comprised of a senior manager at departmental level, a member of the educational/faculty development staff and up to three students from each of eight institutions: the UCE, University of Brighton, Coventry University, De Montfort University, University of Glamorgan, Northumbria University, University of Sussex, and York St John College. The students and staff involved were from a range of different discipline areas and diverse institutions. The aims of the MESA group were to: • Share effective practices and issues in assessment; • Use assessment to enrich the student learning experience and seek to demystify assessment; • Enhance assessment practice to improve student retention and progression; • Manage change effectively and embed within institutions. The active involvement of students was facilitated through a student discussion forum which ran parallel to the inputs made by academic managers. The students were invited to discuss experiences of good assessment practice and identify assessment related issues that impacted on their experiences. The group then worked together to seek effective resolutions to the issues raised, which led to the creation of the case studies presented in this publication. The MESA project encouraged students and staff to learn from one another, as well as learning across subject boundaries and types of institutions. Managing Assessment: Student and Staff Perspectives was created in order to share this learning and to help others develop their understanding of what students need from assessment. It also considers how change can be managed and embedded within institutions

Using asynchronous discussion tools in engineering education

This paper considers a number of uses of asynchronous discussion in engineering education, highlighting the benefits to learners and the issues which need to be considered. The main context is the use of computer conferencing by distance learners of technology at the UK Open University. The paper focuses on two courses where computer conferencing has been used in different ways: for optional peer support; and for assessed group activities. A number of questions about the use of asynchronous discussion are considered in the light of experience from these two contexts. The paper also indicates where more research is needed, considers how this research might be carried out, and discusses the difficulties involved