The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools

In a survey of Advanced Placement and National Writing Project teachers, a majority say digital tools encourage students to be more invested in their writing by encouraging personal expression and providing a wider audience for their work. Most also say digital tools make teaching writing easier, despite an increasingly ambiguous line between formal and informal writing and students' poor understanding of issues such as plagiarism and fair use

The impact of using social networking sites on academic relations and student learning in University setting

This study investigates academic relations of educators, tutors, and students in university settings. Academic relations refer to the controlling and productive relations of power that operate at both societal and interpersonal level between academic actors and through them, knowledge is produced and identities are constructed. From a Critical theoretical point of view, power is unequally distributed in society and psychological development is fundamentally mediated by power relations which are socially and historically constituted. Given the capacity of power configurations to influence learning coupled with the fact that such relations are both relational and psychological, the notion of unequal social power is critical to understanding academic relations in university settings. The psychological and relational aspects of power suggest that underprepared students from disadvantaged academic backgrounds may suffer a sense of powerlessness and social domination as they interact with academics and more capable peers from privileged academic backgrounds. Research suggests that students (especially the previously disadvantaged) form peer-based knowledge sharing clusters (for example, study groups) to augment their intellectual potential and resource limitations. Mindful of these underprepared students' social domination (social and psychological) by high achieving peers and academics, and the capacity of peer-based clusters/ relations to democratise academic relations through presenting opportunities for exchange of perspectives, these peer-based relations present viable proxies for unpacking academic relations. The problem, therefore, is that while academic relations (lecturer-student, tutor-student, and student-peer) in face-to-face contact are quite central to student meaningful learning and transformation, capturing and studying these relations is complex. This complexity is explicated by the incapacity of traditional classrooms to capture and sustain academic relations due to: 1) The temporality, time and spatially bounded nature of academic relations in class, 2) Class sizes, academics' huge workloads and time constraints that limit one-on-one lecturer-student engagements especially at undergraduate level 3) Transmission pedagogy and classroom space configuration that mute lateral discourses, and 4) Student complex histories and cultural diversity. Research suggests that student knowledge sharing clusters are shifting from face-to-face to social networking sites (SNS), that is, online social networks that support group collaboration vii and support. The persistence of these online interactions, opportunities for peer-based discourses, peer-generation of artefacts on SNS challenge the limitations of traditional classrooms, making SNS essential for unpacking classroom lecturer-student and student-peer relations by proxy (if academics participate). These opportunities, and computer-mediated communication theory' suggestion that computer-mediated nature of textual interaction has potential to undermine status, gender and power asymmetries built in face-to-face interaction inform my thesis that SNS interaction has potential to equalise power relations of academic actors. The goal of this study was therefore, to use lecturer-student, student-peer interaction on SNS as proxies for unpacking academic relations and learning that unfold in traditional academic settings (classrooms, computer laboratories). The research question instigated the impact of lecturer-student, student-peer interaction on the academic /power relations and learning of academics and students in formal university settings. Using a Critical ethnographic approach, the research investigated power relations and learning manifested in: 1. academics and student text-based messages posted on SNS (Facebook), 2. lecturer and student experiences of using Facebook and its influence on classroom interactions, and 3. Lecturer-student and student peer interactions in class. Mindful of the democratisation potential of computer-mediated communication (CMC) on previously disadvantaged learners, the relational nature of power, the influence of structural forces on mediated interaction and higher mental development, this research was informed by three theories namely, Critical Theory of Technology (CTT), Critical Theories of Power (CTP), and Cultural Historical Activity Theory (CHAT), respectively. As a participant observer in online ethnography, the researcher employed CTT to examine the democratisation potential and constraints of computer-mediated communication (that is SNS) on learning and academic relations. While CTT was useful for examining the technological effects on mediated learning, the theory was less insightful for unpacking the power contestations in text-mediated discourses. To this end, Critical Discourse Analysis' (CDA) (which draws on CTP) was employed to examine how vertical and horizontal relational power were articulated and contested via textual messages, to complement CTT in its limitations. Although CTP was insightful for the examination of power manifested in lecturer-student, and peer-based interaction, CTP equally proved inadequate for the examination of mediated learning, that is, the role of artefact-mediated action on psychological development. Mindful viii of CHAT's focus on the influence of symbolic mediation on psychological development, CHAT offered a rational complement to CTP for the examination of mediated learning. This was important given that this research on academic/power relations and student learning unfolded in a technology-mediated learning environment (that is SNS). CHAT was adopted as a theoretical and methodological approach to examine how mediated interaction and the interplay of different elements of the lecture activity system impacted on student psychological development and lecturer's teaching practices. In summary, the study examined these empirical materials: text-based interactions (lecturer and student Facebook postings), lecturer and student narratives of lectures and Facebook interactions (interview transcripts, lecturer debriefings after classroom observations), in-class actions and discourses (lecture observations and focus group discussions). The findings of this study are that SNS democratized academic relations and communication for academically inclined students through: widening the academic networking space, breaching lecturer-student social boundaries that often hindered student access to knowledge resources, and offering 'safe haven' for student contestation of unpopular academic practices. Facebook also allowed shy and timid students to be more assertive in requesting academic support. The unintended effect of SNS was that it reconfigured peer-based relations as high achievers assumed additional vertical, 'super tutor' roles of advising peers. Facebook also regulated in-class interaction by hiving off mundane questions on course administration and practicals from the class. SNS thus augmented classroom interaction as online and classroom learning cross fertilised each other. The practical contribution of this work is in the insight into how student informal academic and social support online networks could be drawn upon in student in-class learning. The study proposed a 'best practice' pedagogical model/ strategy that draws on: 1) Informal peer-based and lecturer-student knowledge sharing on Facebook and associated SN tools, 2). Student reflexivity on self-generated and peer-generated content, and 3). Self and peer-based evaluation as a basis for academic empowerment. The theoretical contribution lies in the methodology or approach for analysing the interplay between academic relations and student learning using SNS as proxy. In particular, this work contributes a new body of knowledge through the integration of Critical Theories (Critical Theories of Power and Critical Theories of Technology) and CHAT

Indigenous Language Usage in a Digital Library: He Hautoa Kia Ora Tonu Ai.

The research described in this thesis examines indigenous language usage in a digital library environment that has been accessed via the Internet. By examining discretionary use of the Māori Niupepa and Hawaiian Nūpepa digital libraries this research investigates how indigenous languages were used in these electronic environments in 2005. The results provide encouragement and optimism to people who are striving to retain, revitalise and develop the use of indigenous languages in information technologies. The Transaction Log Analysis (TLA) methods used in this research serve as an example of how web logs can be used to provide significant information about language usage in a bilingual online information system. Combining the TLA with user feedback has provided insights into how and why clients use indigenous languages in their information retrieval activities. These insights in turn, show good practice that is relevant not only to those working with indigenous languages, indigenous peoples or multilingual environments, but to all information technology designers who strive for universal usability. This thesis begins by describing the importance of using indigenous languages in electronic environments and suggests that digital libraries can provide an environment to support and encourage the use of such languages. TLA is explained in the context of this study and is then used to analyse aspects of te reo Māori usage in the Niupepa digital library environment in 2005. TLA also indicates that te reo Māori was used by international clients and this usage differed to te reo Māori usage by national (Aotearoa) clients. Findings further reveal that the default language setting of the Niupepa digital library had a considerable impact on te reo Māori usage. When the default language was set to te reo Māori not only were there more requests in te reo Māori but there was also a higher usage of te reo Māori in the information retrieval activities. TLA of the Hawaiian Nūpepa digital library indicated that the Hawaiian language was also used in a digital library. These results confirm that indigenous languages were used in digital library environments. Feedback from clients suggests reasons why indigenous languages were used in this environment. These reasons include the indigenous language content of the digital library, the indigenous language default language setting of the digital library and a stated desire by the clients to use the indigenous language. The key findings raise some interface design issues and support the claim that digital libraries can provide an environment to support the use of indigenous languages

User Interfaces for Patient-Centered Communication of Health Status and Care Progress

The recent trend toward patients participating in their own healthcare has opened up numerous opportunities for computing research. This dissertation focuses on how technology can foster this participation, through user interfaces to effectively communicate personal health status and care progress to hospital patients. I first characterize the design space for electronic information communication to patients through field studies conducted in multiple hospital settings. These studies utilize a combination of survey instruments, and low- and high-fidelity prototypes, including a document-editing prototype through which users can view and manage clinical data to automatically associate it with progress notes. The prototype, activeNotes, includes the first known techniques supporting clinical information requests directly within a document editor. A usage study with ICU physicians at New York-Presbyterian Hospital (NYP) substantiated our design and revealed how electronic information related to patient status and care progress is derived from a typical Electronic Health Record system. Insights gained from this study informed following studies to understand how to design abstracted, plain-language views suitable for patients. We gauged both patient and physician responses to information display prototypes deployed in patient rooms for a formative study exploring their design. Following my reports on this study, I discuss the design, development and pilot evaluations of a prototype Personal Health Record application providing live, abstracted clinical information for patients at NYP. The portal, evaluated by cardiothoracic surgery patients, is the first of its kind to allow patients to capture and monitor live data related to their care. Patient use of the portal influenced the subsequent design of tools to support users in making sense of online medication information. These tools, designed with nurses and pharmacists and evaluated by cardiothoracic surgery patients at NYP, were developed using topic modeling approaches and text analysis techniques. Embodied in a prototype called Remedy, they enable rapid filtering and comparison of medication-related search results, based on a number of website features and content topics. I conclude by discussing how findings from this series of studies can help shape the ongoing design and development of patient-centered technology

Can Artificail Entities Assert?

There is an existing debate regarding the view that technological instruments, devices, or machines can assert ‎or testify. A standard view in epistemology is that only humans can testify. However, the notion of quasi-‎testimony acknowledges that technological devices can assert or testify under some conditions, without ‎denying that humans and machines are not the same. Indeed, there are four relevant differences between ‎humans and instruments. First, unlike humans, machine assertion is not imaginative or playful. Second, ‎machine assertion is prescripted and context restricted. As such, computers currently cannot easily switch ‎contexts or make meaningful relevant assertions in contexts for which they were not programmed. Third, ‎while both humans and computers make errors, they do so in different ways. Computers are very sensitive to ‎small errors in input, which may cause them to make big errors in output. Moreover, automatic error control ‎is based on finding irregularities in data without trying to establish whether they make sense. Fourth, ‎testimony is produced by a human with moral worth, while quasi-testimony is not. Ultimately, the notion of ‎quasi-testimony can serve as a bridge between different philosophical fields that deal with instruments and ‎testimony as sources of knowledge, allowing them to converse and agree on a shared description of reality, ‎while maintaining their distinct conceptions and ontological commitments about knowledge, humans, and ‎nonhumans.

The effect of component recognition on flexibility and speech recognition performance in a spoken question answering system

A spoken question answering system that recognizes questions as full sentences performs well when users ask one of the questions defined. A system that recognizes component words and finds an equivalent defined question might be more flexible, but is likely to have decreased speech recognition performance, leading to a loss in overall system success. The research described in this document compares the advantage in flexibility to the loss in recognition performance when using component recognition. Questions posed by participants were processed by a system of each type. As expected, the component system made frequent recognition errors while detecting words (word error rate of 31%). In comparison, the full system made fewer errors while detecting full sentences (sentence error rate of 10%). Nevertheless, the component system succeeded in providing proper responses to 76% of the queries posed, while the full system responded properly to only 46%. Four variations of the traditional tf-idf weighting method were compared as applied to the matching of short text strings (fewer than 10 words). It was found that the general approach was successful in finding matches, and that all four variations compensated for the loss in speech recognition performance to a similar degree. No significant difference due to the variations in weighting was detected in the results

Computational propaganda : exploring mitigation strategies for political parties in online brand contexts

Abstract : This research delves into the phenomenon of computational propaganda on social media, and draws on social media specialists from some of South Africa’s best performing brands to explore potential strategies political parties can employ to mitigate against crises that occur as a result of computational propaganda. This research is of importance given that South Africa is entering its first ever National Elections since the identification of computational propaganda as a threat to electoral processes. To date, there is no research that explores this within the South African context. The research entailed semi-structured interviews with eight social media managers, selected using the purposive non-probability sampling method. In addition to this, the research interviewed a communications head from South Africa’s largest political party in order to assess what strategies are already in place. These two sets of data were consolidated resulting in four potential strategies to mitigate against the risk of computational propaganda. The four potential mitigation strategies are grouped into two approaches, the first approach relates to preventative measures political parties can take, namely protecting brand identity and aligning communications. The second approach related to defensive measures political party brands could take in the event of a computational propaganda event, namely online reputation management and integration of communication. The research further uncovered contextual considerations political party brands must take into account before employing strategies to mitigate against crises that arise as a result of computational propaganda.M.A. (Communication Studies

WHISK: Web Hosted Information into Summarized Knowledge

Today’s online content increases at an alarmingly rate which exceeds users’ ability to consume such content. Modern search techniques allow users to enter keyword queries to find content they wish to see. However, such techniques break down when users freely browse the internet without knowing exactly what they want. Users may have to invest an unnecessarily long time reading content to see if they are interested in it. Automatic text summarization helps relieve this problem by creating synopses that significantly reduce the text while preserving the key points. Steffen Lyngbaek created the SPORK summarization pipeline to solve the content overload in Reddit comment threads. Lyngbaek adapted the Opinosis graph model for extractive summarization and combined it with agglomerative hierarchical clustering and the Smith-Waterman algorithm to perform multi-document summarization on Reddit comments.This thesis presents WHISK as a pipeline for general multi-document text summarization based on SPORK. A generic data model in WHISK allows creating new drivers for different platforms to work with the pipeline. In addition to the existing Opinosis graph model adapted in SPORK, WHISK introduces two simplified graph models for the pipeline. The simplified models removes unnecessary restrictions inherited from Opinosis graph’s abstractive summarization origins. Performance measurements and a study with Digital Democracy compare the two new graph models against the Opinosis graph model. Additionally, the study evaluates WHISK’s ability to generate pull quotes from political discussions as summaries

Implementing Semantic Search to a Case Management System

The amount of information in today’s information society is immense, which creates a need for intuitive and effective search functionalities and applications. In addition to openly available search applications, organizations need internal search functionalities for optimizing their information management. This thesis provides an implementation suggestion for JoutseNet semantic search application. JoutseNet is a case management system used by the authorities and the employees of the city of Turku. Thesis begins by introducing some relevant fundamentals of natural language processing and search engines. Literature review is utilized to find semantic search implementation methods from previous research papers. Case JoutseNet is introduced with some background information on the case management process and with a brief user research and examination on the current state of the system. Learnings from the fundamental guidelines and conducted research are combined to implement the search application. After the implementation documentation, guidelines for optimizing and testing the application are given. The value and performance of the implementation is yet to be determined because the production data of the JoutseNet system could not be used for research purposes. A comprehensive suggestion is provided, but further research and development is still needed before delivering it to the production environment

Speech Engines

Academic and regulatory debates about Google are dominated by two opposing theories of what search engines are and how law should treat them. Some describe search engines as passive, neutral conduits for websites’ speech; others describe them as active, opinionated editors: speakers in their own right. The conduit and editor theories give dramatically different policy prescriptions in areas ranging from antitrust to copyright. But they both systematically discount search users’ agency, regarding users merely as passive audiences. A better theory is that search engines are not primarily conduits or editors, but advisors. They help users achieve their diverse and individualized information goals by sorting through the unimaginable scale and chaos of the Internet. Search users are active listeners, affirmatively seeking out the speech they wish to receive. Search engine law can help them by ensuring two things: access to high-quality search engines, and loyalty from those search engines. The advisor theory yields fresh insights into long-running disputes about Google. It suggests, for example, a new approach to deciding when Google should be liable for giving a website the “wrong” ranking. Users’ goals are too subjective for there to be an absolute standard of correct and incorrect rankings; different search engines necessarily assess relevance differently. But users are also entitled to complain when a search engine deliberately misleads them about its own relevance assessments. The result is a sensible, workable compromise between the conduit and editor theories