Which Conference Do You Attend?: A Look at the Conference Attendance of Educational Technology Professionals

Educational technology professionals attend conferences each year. Many have funds to attend at most 1-2 conferences each year. As a result, educational technology professionals must make a decision of which conferences to attend. The following article reports on what conferences other educational technology professionals attend

Synchronous Tools for Interaction and Collaboration

The history of distance education in many ways is a history about the evolution of synchronous and asynchronous communication technologies. Distance education, and online learning in particular, has primarily relied on asynchronous communication technologies over the years. However, COVID-19 has sparked a new interest in using synchronous tools for interaction and collaboration in open, distance, and digital education. Given this it is incumbent upon educators and researchers alike to be familiar not only with the current iteration of synchronous communication technologies but also with how they have developed and evolved over time, the affordances and constraints of synchronous communication, interaction, and collaboration, some of the different types, and the overall implications for future research and practice

The Panchromatic Starburst Intensity Limit At Low And High Redshift

The integrated bolometric effective surface brightness S_e distributions of starbursts are investigated for samples observed in 1. the rest frame ultraviolet (UV), 2. the far-infrared and H-alpha, and 3. 21cm radio continuum emission. For the UV sample we exploit a tight empirical relationship between UV reddening and extinction to recover the bolometric flux. Parameterizing the S_e upper limit by the 90th percentile of the distribution, we find a mean S_{e,90} = 2.0e11 L_{sun}/kpc^2 for the three samples, with a factor of three difference between the samples. This is consistent with what is expected from the calibration uncertainties alone. We find little variation in S_{e,90} with effective radii for R_e ~ 0.1 - 10 kpc, and little evolution out to redshifts z ~ 3. The lack of a strong dependence of S_{e,90} on wavelength, and its consistency with the pressure measured in strong galactic winds, argue that it corresponds to a global star formation intensity limit (\dot\Sigma_{e,90} ~ 45 M_{sun}/kpc^2/yr) rather than being an opacity effect. There are several important implications of these results: 1. There is a robust physical mechanism limiting starburst intensity. We note that starbursts have S_e consistent with the expectations of gravitational instability models applied to the solid body rotation portion of galaxies. 2. Elliptical galaxies and spiral bulges can plausibly be built with maximum intensity bursts, while normal spiral disks can not. 3. The UV extinction of high-z galaxies is significant, implying that star formation in the early universe is moderately obscured. After correcting for extinction, the observed metal production rate at z ~ 3 agrees well with independent estimates made for the epoch of elliptical galaxy formation.Comment: 31 pages Latex (aas2pp4.sty,psfig.sty), 9 figures, accepted for publication in the Astronomical Journa

Social Presence and Online Discussions: A Mixed Method Investigation

Researchers have been investigating social presence in online learning for decades. However, despite this continued research, questions remain about the nature and development of social presence. The purpose of this mixed method exploratory case study was to investigate how social presence is established in online discussion forums in an asynchronous online course. The results suggest that social presence is more complicated than previously thought. In particular, situational variable such as group size, instructional task, and previous relationships influence how social presence is established and maintained in online courses. In the following paper, we report the results of our inquiry and the implications for further research and practice

What Do They Really Like?: An Investigation of Students\u27 Perceptions of Their Coursework in a Fully Online Educational Technology Program

The higher education market space has become increasingly competitive during the past few years. For instance, there are now hundreds of fully online master’s programs in educational technology. Given this increased competition, it is more important than ever for those working in graduate education to understand what students, and specifically those who have graduated from their program, like and dislike about their coursework. We constructed a survey using Rovai’s Classroom Community Scale (CCS) and some additional questions about the easiest, most difficult, and favourite courses to investigate what graduates thought about the coursework of the program they just completed. Results suggest that students in the program prefer courses with practical content, continuous interactions, and hands-on projects; and they dislike courses that are too theoretical. We conclude with implications for practice and additional research

In Search of a Better Understanding of Social Presence: An Investigation into How Researchers Define Social Presence

Research on social presence and online learning continues to grow. But to date, researchers continue to define and conceptualize social presence very differently. For instance, at a basic level, some conceptualize social presence as one of three presences within a Community of Inquiry, while others do not. Given this problem, we analyzed how researchers in highly cited social presence research defined social presence in an effort to better understand how they are defining social presence and how this might be changing over time. In this article, we report the results of our inquiry and conclude with implications for future research and practice

Switched Control of Electron Nuclear Spin Systems

In this article, we study control of electron-nuclear spin dynamics at magnetic field strengths where the Larmor frequency of the nucleus is comparable to the hyperfine coupling strength. The quantization axis for the nuclear spin differs from the static B_0 field direction and depends on the state of the electron spin. The quantization axis can be switched by flipping the state of electron spin, allowing for universal control on nuclear spin states. We show that by performing a sequence of flips (each followed by a suitable delay), we can perform any desired rotation on the nuclear spins, which can also be conditioned on the state of the electron spin. These operations, combined with electron spin rotations can be used to synthesize any unitary transformation on the coupled electron-nuclear spin system. We discuss how these methods can be used for design of experiments for transfer of polarization from the electron to the nuclear spins

Creating Accessible Video for the Online Classroom

Videos are being integrated more and more into the online classroom. However, they can create barriers for learners with hearing problems. If a student asks for an ADA accommodation for a video, you will be scrambling at the last minute to create a text supplement. That\u27s why it\u27s good practice to create a text supplement at the same time that you create a video

E-Portfolios, Course Design, and Student Learning: A Case Study of a Faculty Learning Community

The purpose of this case study was to investigate faculty perceptions of participating in a Faculty Learning Community (FLC) and how the FLC contributed toward their pedagogical use of e-portfolios. The researchers were also interested in faculty perceptions of the potential impact of e-portfolios on student learning. An online survey and focus group were used to collect data for this study. Results suggest that the FLC, as a professional development experience, enabled faculty at different levels of e-portfolio adoption, to learn from their peers, become more confident instructors, reflect on course design, and plan for changes in the instructional use of e-portfolios. Faculty reported that changes in instructional design through the intentional inclusion of e-portfolios can have a positive impact on student learning. Implications for practice are discussed

Strategies to Improve the Use of Live Synchronous Meetings in Blended, Remote, and Online Courses

Distance education over the years has been defined by the ability of students to learn at any time, from anywhere. Thus, it is not surprising that most online courses rely solely on asynchronous text-based online communication, such as email and discussion forums. However, the COVID- 19 pandemic and the rise of emergency remote teaching have sparked an increased interest in using web conferencing software (e.g., Zoom, WebEx, Google Meet, Microsoft Teams) to hold live synchronous meetings, often on a set day and time each week, instead of asynchronous discussions. But as convenient as it can be to move classroom instruction to live synchronous meetings, instructors and students have quickly experienced some drawbacks to using this mode of instruction. Given this problem, we set out to curate a list of strategies to improve the use of live synchronous meetings based on the literature and our combined experience designing and teaching online over the years. In this paper, we describe some affordances and constraints of live synchronous meetings and then describe some strategies that instructors can use to improve their use of these meetings, whether that be in a blended, remote, or online course