毀滅者:
http://flash.haha365.com/flash_36/20061106130952.htm
Sunday, June 24, 2007
Friday, June 22, 2007
Thursday, June 21, 2007
News: Using Wikipedia to Extend Digital Collections
http://www.dlib.org/dlib/may07/lally/05lally.html
Wikipedia referrals to UW Libraries Digital Collections, October 2005 - September 2006
In May 2006, the University of Washington Libraries began integrating their digital collections into the online encyclopedia Wikipedia.
Why?
Students often start their research outside of the library’s Web site, so it made sense to put links in one of the top Web reference resources to lead students back to resources available to them in the library.
Results?
Analysis of server statistics indicates that Wikipedia is indeed driving more traffic to the UW site. There was a steady increase in Wikipedia referrals to UW Libraries’ digital collections between October 2005 and September 2006 and a sharp upward spike between April and September 2006.
View article
Source of the above news:
http://www.oclc.org/asiapacific/en/
Wikipedia referrals to UW Libraries Digital Collections, October 2005 - September 2006
In May 2006, the University of Washington Libraries began integrating their digital collections into the online encyclopedia Wikipedia.
Why?
Students often start their research outside of the library’s Web site, so it made sense to put links in one of the top Web reference resources to lead students back to resources available to them in the library.
Results?
Analysis of server statistics indicates that Wikipedia is indeed driving more traffic to the UW site. There was a steady increase in Wikipedia referrals to UW Libraries’ digital collections between October 2005 and September 2006 and a sharp upward spike between April and September 2006.
View article
Source of the above news:
http://www.oclc.org/asiapacific/en/
Free and Comprehensive Statistical Applications on the World Wide Web (Internet)
Two free and comprehensive statistical applications includes statistics for a variety of functions such as regression, ANOVA, ANCOVA, and desciptive statistics available on the World Wide Web (Internet) .
- A comprehensive sie operated by Professor Richard Lowry at Vassar College http://faculty.vassar.edu/lowry/intro.html
- SISA (Simple Interactive Statistical Analysis)
http://home.clara.net/sisa/index.htm
Wednesday, June 20, 2007
Observation and thoughts about Google and Google Scholar
We realize that something called "deep web" when exploring more about google and google scholar:
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/InvisibleWeb.html
Deep web
http://www.internettutorials.net/deepweb.html
Google Scholar ( http://scholar.google.com/) claims that indexes scholarly literature, such as peer-reviewed papers, theses, preprints and technical reports from academic publishers, professional societies, preprint repositories,
universities and open access publications across the web.
From the description of HKUST Library's newsletter, in addition to indexing their content, Google Scholar analyzes their citation pattern and calculates how often a title is being cited by others in its archive.
Search results are ranked by relevancy, which takes into account th
appearance of the search terms, the article's author(s), the publication
source and the number of times a title has been cited. Each title in the
result list has a "Cited by X (a number)" link, and clicking on this link
will show you all the citing references. Though full-text viewing is
limited to open access publications (unless the Library has a subscription
for the content), abstracts are available for most documents (except thoseoffline documents that are referenced in citations only).
Source
http://library.ust.hk/info/notes/notes56.html
Some interesting information is as follows:
Use Google Scholar to find articles from a wide variety of academic
publishers, professional societies, preprint repositories and
universities, as well as scholarly articles available across the web.
Wleklinski, J. M. (2005). Studying Google Scholar: Wall to wall
coverage? Online (Weston, Conn.), 29, 22-6.
Jacso, P. (2005). Google Scholar: The pros and the cons. Online
Information Review, 29(2), 208-14.
Fantastic 4
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/InvisibleWeb.html
Deep web
http://www.internettutorials.net/deepweb.html
Google Scholar ( http://scholar.google.com/) claims that indexes scholarly literature, such as peer-reviewed papers, theses, preprints and technical reports from academic publishers, professional societies, preprint repositories,
universities and open access publications across the web.
From the description of HKUST Library's newsletter, in addition to indexing their content, Google Scholar analyzes their citation pattern and calculates how often a title is being cited by others in its archive.
Search results are ranked by relevancy, which takes into account th
appearance of the search terms, the article's author(s), the publication
source and the number of times a title has been cited. Each title in the
result list has a "Cited by X (a number)" link, and clicking on this link
will show you all the citing references. Though full-text viewing is
limited to open access publications (unless the Library has a subscription
for the content), abstracts are available for most documents (except thoseoffline documents that are referenced in citations only).
Source
http://library.ust.hk/info/notes/notes56.html
Some interesting information is as follows:
Use Google Scholar to find articles from a wide variety of academic
publishers, professional societies, preprint repositories and
universities, as well as scholarly articles available across the web.
Wleklinski, J. M. (2005). Studying Google Scholar: Wall to wall
coverage? Online (Weston, Conn.), 29, 22-6.
Jacso, P. (2005). Google Scholar: The pros and the cons. Online
Information Review, 29(2), 208-14.
Fantastic 4
Feedback to the Best Group's research article and presentation
Hi The Best Group,
In the meantime, we think that it is the most convenient way to post this on our blog because under that particular posting on your blog, we could not put on our feedback.
Your PowerPoint slides clearly stated the 2 research questions to be studied. In the major conclusions, we can see the first question was being answered but not the second question, i.e. how does teachers’ preparation relate to their teaching practices?
In the conclusions the authors mentioned the limitations of this study. These limitations, such as the qualitative perspective adopted in Year 1 was not designed to lead to casual inferences and the difficulties in data collection due to attrition of participants, may somehow affect the validity of the conclusions.
However, we think that this research has a good justification of its research objective. While the findings are quite obvious, they do offer scientific research evidences to show that a high quality teacher preparation program has positive effect on teachers entering into the profession and also on the adoption of effective teaching practices of these teachers. This helps fill an important gap in knowledge. The study also suggested the need to have further research on teacher preparation and more policy studies that monitor the influence of legislative mandates and certification requirements on teacher preparation programs. These are important research areas given their impact on teaching training and student learning.
The design of this research was quasi-experimental. We found that like experimental research, this kind of research seeks to discover casual relationships. Quasi-experimental research has subjects, treatment, etc., but uses nonrandomized groups. It incorporates interpretation and transferability in order to compensate for lack of control of variables.
Lastly, it would be interested to see similar kinds of research studies conducted in Hong Kong to look at the effects of teachers' participation and completion of a teaching education program on their experiences and practices.
Fantastic 4
In the meantime, we think that it is the most convenient way to post this on our blog because under that particular posting on your blog, we could not put on our feedback.
Your PowerPoint slides clearly stated the 2 research questions to be studied. In the major conclusions, we can see the first question was being answered but not the second question, i.e. how does teachers’ preparation relate to their teaching practices?
In the conclusions the authors mentioned the limitations of this study. These limitations, such as the qualitative perspective adopted in Year 1 was not designed to lead to casual inferences and the difficulties in data collection due to attrition of participants, may somehow affect the validity of the conclusions.
However, we think that this research has a good justification of its research objective. While the findings are quite obvious, they do offer scientific research evidences to show that a high quality teacher preparation program has positive effect on teachers entering into the profession and also on the adoption of effective teaching practices of these teachers. This helps fill an important gap in knowledge. The study also suggested the need to have further research on teacher preparation and more policy studies that monitor the influence of legislative mandates and certification requirements on teacher preparation programs. These are important research areas given their impact on teaching training and student learning.
The design of this research was quasi-experimental. We found that like experimental research, this kind of research seeks to discover casual relationships. Quasi-experimental research has subjects, treatment, etc., but uses nonrandomized groups. It incorporates interpretation and transferability in order to compensate for lack of control of variables.
Lastly, it would be interested to see similar kinds of research studies conducted in Hong Kong to look at the effects of teachers' participation and completion of a teaching education program on their experiences and practices.
Fantastic 4
Monday, June 18, 2007
Research Tools 2: SPSS
SPSS (short for “Statistical Package for the Social Science”) is a powerful statistical analysis and data management system which initially ran on mainframe computers in the late 1960s. Starting from version 12 to 15, it has specially designed for the environment of Windows XP operating system. It provides a collection of statistical subroutines with descriptive menus and simple dialog boxes for users to analyze research data in a graphical environment with personal computers. Besides the traditional method to perform all the tasks by keyboard, most of the tasks can also be accomplished by using mouse now. There are many editing environments in SPSS which provide users with prominent functions on statistical analysis:
(1) Data Editor : A versatile spreadsheet-like system which enable users for defining, entering, editing and displaying data.
(2) Output Viewer : A highly visual, object oriented facility which enable users to manipulate and customize output and charts produced by SPSS.
(3) Pivot Tables : Users can view the results in many different ways and manipulate in a multi-dimensional tables.
(4) Interactive Chart Editor Window : Users can generate and modify high resolution, full colour pie charts, bar charts, histograms, scatter plots, 3-D graphics etc in the SPSS.
(5) Draft Viewer Window : Users can present their outputs as text materials instead of objects and pivot tables.
(6) Script Editor : Users can write, modify and debug the SPSS command in an editing window with Sax BASIC.
SPSS Website: http://www.spss.com/
Reference:
- Best, John W. (206). Research in education. Boston ; Hong Kong : Pearson/Ally and Bacon.
- Reinard, John C. (2006). Communication research statistics. Thousand Oaks, Calif. : SAGE Publications.
Sunday, June 17, 2007
Research Tools 1: Microsoft Project
Microsoft Project (or MSP) is a project management software program developed and sold by Microsoft which is designed to assist project managers in developing plans, assigning resources to tasks, tracking progress, managing budgets and analyzing workloads.
Downloads for Microsoft Project:
http://www.microsoft.com/technet/downloads/project.mspx
The application creates critical path schedules, although critical chain and event chain methodology third-party add-ons are available. Schedules can be resource leveled, and chains are visualized in a Gantt chart.
Readings:
(Elementary)
Microsoft Project 2003 for dummies / by Nancy Stevenson.
(Advanced)
Microsoft Office Project 2003 bible / Elaine Marmel.
Downloads for Microsoft Project:
http://www.microsoft.com/technet/downloads/project.mspx
The application creates critical path schedules, although critical chain and event chain methodology third-party add-ons are available. Schedules can be resource leveled, and chains are visualized in a Gantt chart.
Readings:
(Elementary)
Microsoft Project 2003 for dummies / by Nancy Stevenson.
(Advanced)
Microsoft Office Project 2003 bible / Elaine Marmel.
Wednesday, June 13, 2007
Wednesday, June 6, 2007
Session 1: Classification of Research Types
Research type: Case Study
1. Opportunities and obstacles : implementing a web-based teaching and learning strategy in a vocational education institution
Reason:
This research involves the researcher interacts with the participants (interviews with staff in the vocational education institution) and the collection of narrative data on many variables (management strategies, staff training plans, web-based teaching and learning) over an extended period of time. It also deals with current events.
Research type: Causal-comparative Research
1. Effect of parents' technology perception on children's technology acceptance
2. The effects of computer-assisted instruction on learning Mathematics for students with low academic performance
3. The effects of collaborative learning in a Network Supported Environment
Reason:
They attempt to establish cause-effect relationships between the values of an independent variables, i.e. parents’ technology perception, computer-assisted instruction on learning mathematics and the collaborative learning, have significant effects on dependent variables, i.e. the children’s technology acceptance, students with low academic performance and the network supported environment . These independent variables are not under the experimenters control but have to take values of the independent variables as they come.
Research type: Correlational Research
1. A study of characteristics of youth's interpersonal relationships in cyberspace
2. Use Virtual Classroom in Learning Information Technology Subject
3. The use of geometer's sketchpad to facilitate new learning experience in geometry
4. The use of simulation in teaching and learning General Studies in primary school
Reason:
The above 4 belong to the type of correlational research which attempt to determine whether and to what extent, the relationship exists between two or more numerical variables This relationship can be used to predict the value of one variable for a subject if you know the other variable. Correlation implies prediction but not causation. A researcher uses the correlation coefficient to report the research.
Research type: Experimental Research
1. The effectiveness of using Information and Communications Technology in teaching Mathematics in primary schools
Reason:
The quasi-experimental research was conducted to determine whether there was a significant difference in learning outcome and attitude between two classes of primary students subjected to different learning methods. An interactive software was used in one class by students to practice exercises after teaching the theories, while the traditional learning method in the other.
Research type: Descriptive Research
1. A Usability Study of a Language Centre Web Site
Reason:
The purpose of the research was to investigate whether the technique of ‘Discount Usability Testing’ advocated by Nielsen (1994, pp. 245-272) is effective in improving the usability of the CILL Internet site, given its departures from the ‘classical’ experimental approach as detailed in Rubin (1994), such as a small number of test subjects. They suggested three hypothesizes: Firstly, do the improvements to the site made during the usability study result in improvements in test participants’ success rate in completing tasks on the CILL site? Secondly, do the improvements to the site made during the usability study result in participants being able to carry out these tasks in a shorter time? Finally, do the participants say that they believe that the site is easier to use?
Research type: Historical Research
1. Factors affecting teachers' attitude and integration of ICT in education
2. Factors affecting Internet usage of teachers in teaching: A Study of Senior Form Science Teachers in Hong Kong
3. Teacher and teacher librarian collaboration
4. Investigating problem-based learning with ICT in elementary school
Reason:
The above four involved with the study of past events and using a qualitative approach to conduct the research. Collection and objective evaluation of data related to past events in order to test hypotheses that may help to explain present events and anticipate future events.
Research type: Naturalistic Research
1. Changing English language teaching through ICT integration: an investigation
Reason:
The research is based on a small-scale study using an ethnographic and naturalistic approach in order to reflect on the reflections of five educational practitioners on their teaching of English language with the support of Information and Communications Technology (ICT). The study was carried out from January to May 2002 in a local secondary school. It involves the collection of extensive narrative data including semi-structured interviews and teacher’s journals. The researcher’s reflections mainly came from lesson observations, a reflective journal, documents and reviews of the literature.
1. Opportunities and obstacles : implementing a web-based teaching and learning strategy in a vocational education institution
Reason:
This research involves the researcher interacts with the participants (interviews with staff in the vocational education institution) and the collection of narrative data on many variables (management strategies, staff training plans, web-based teaching and learning) over an extended period of time. It also deals with current events.
Research type: Causal-comparative Research
1. Effect of parents' technology perception on children's technology acceptance
2. The effects of computer-assisted instruction on learning Mathematics for students with low academic performance
3. The effects of collaborative learning in a Network Supported Environment
Reason:
They attempt to establish cause-effect relationships between the values of an independent variables, i.e. parents’ technology perception, computer-assisted instruction on learning mathematics and the collaborative learning, have significant effects on dependent variables, i.e. the children’s technology acceptance, students with low academic performance and the network supported environment . These independent variables are not under the experimenters control but have to take values of the independent variables as they come.
Research type: Correlational Research
1. A study of characteristics of youth's interpersonal relationships in cyberspace
2. Use Virtual Classroom in Learning Information Technology Subject
3. The use of geometer's sketchpad to facilitate new learning experience in geometry
4. The use of simulation in teaching and learning General Studies in primary school
Reason:
The above 4 belong to the type of correlational research which attempt to determine whether and to what extent, the relationship exists between two or more numerical variables This relationship can be used to predict the value of one variable for a subject if you know the other variable. Correlation implies prediction but not causation. A researcher uses the correlation coefficient to report the research.
Research type: Experimental Research
1. The effectiveness of using Information and Communications Technology in teaching Mathematics in primary schools
Reason:
The quasi-experimental research was conducted to determine whether there was a significant difference in learning outcome and attitude between two classes of primary students subjected to different learning methods. An interactive software was used in one class by students to practice exercises after teaching the theories, while the traditional learning method in the other.
Research type: Descriptive Research
1. A Usability Study of a Language Centre Web Site
Reason:
The purpose of the research was to investigate whether the technique of ‘Discount Usability Testing’ advocated by Nielsen (1994, pp. 245-272) is effective in improving the usability of the CILL Internet site, given its departures from the ‘classical’ experimental approach as detailed in Rubin (1994), such as a small number of test subjects. They suggested three hypothesizes: Firstly, do the improvements to the site made during the usability study result in improvements in test participants’ success rate in completing tasks on the CILL site? Secondly, do the improvements to the site made during the usability study result in participants being able to carry out these tasks in a shorter time? Finally, do the participants say that they believe that the site is easier to use?
Research type: Historical Research
1. Factors affecting teachers' attitude and integration of ICT in education
2. Factors affecting Internet usage of teachers in teaching: A Study of Senior Form Science Teachers in Hong Kong
3. Teacher and teacher librarian collaboration
4. Investigating problem-based learning with ICT in elementary school
Reason:
The above four involved with the study of past events and using a qualitative approach to conduct the research. Collection and objective evaluation of data related to past events in order to test hypotheses that may help to explain present events and anticipate future events.
Research type: Naturalistic Research
1. Changing English language teaching through ICT integration: an investigation
Reason:
The research is based on a small-scale study using an ethnographic and naturalistic approach in order to reflect on the reflections of five educational practitioners on their teaching of English language with the support of Information and Communications Technology (ICT). The study was carried out from January to May 2002 in a local secondary school. It involves the collection of extensive narrative data including semi-structured interviews and teacher’s journals. The researcher’s reflections mainly came from lesson observations, a reflective journal, documents and reviews of the literature.
Tuesday, June 5, 2007
Session 1: Research Topic
Research Topic
The value of an Information Commons (IC) to the university libraries in Hong Kong: A case study
Research Question
Information Commons facilities (also appears in the form of Learning Commons, E-Learning Centre, Knowledge Navigation Centre, etc), now represent a new form of service delivery in many university libraries all over the world. It is important for libraries to find out the value of such a facility in the light of changing user behavior and advancement of information technology. This research is guided by 2 questions:
1.Do the Information Commons facilities meet the needs of the library users?
2.How can libraries further develop and improve the Information Commons facilities so as to enhance users’ satisfaction?
Methodology
We will use both quantitative and qualitative methods to collect the data. Questionnaire will be designed to get data on usage patterns, activities carried out at IC, users’ satisfaction, and suggestions for improvement, etc. Interviews with IC users and direct observations of the IC usage patterns will also be conducted.
The following are sample questions to be used:
Indicate the library facilities you most use. You may choose more than one.
□ Information Commons
□ Computer Laboratory
□ Group Study Rooms
□ Classroom
□ Seminar Rooms
□ Other – please specify ____________________________________
Indicate the library services that you most use. You may choose more than one.
□ Information Commons
□ Reference
□ Check-in and check-out library materials
□ Library instruction classes
□ Reserve
□ Other – please specify _____________________________________
What are your purposes for visiting the library? You may choose more than one.
□ Study
□ Use the Information Commons
□ Search for information
□ Read newspapers/magazines
□ Research consultation
□ Other – please specify _____________________________________
Do you find the Information Commons useful in meeting your needs (learning, teaching and/or research) ?
□ No
□ Yes. Please specify your needs _____________________________________
Have you ever used the Library Information Commons?
□ No. Reason __________________________
□ Yes
References: A preliminary review of on-line resources
Linking the Information Commons to Learninghttp://www.educause.edu/ir/library/pdf/PUB7102g.pdf
Evolving a new model: the information commons
http://www.emeraldinsight.com/Insight/ViewContentServlet?Filename=Published/EmeraldFullTextArticle/Articles/2400340207.html
INFORMATION COMMONS ¡V TRENDS IN COLLABORATION
http://www.caudit.edu.au/educauseaustralasia/2005/PDF/B8.pdf
An Information Commons for E-Learning
http://www.newamerica.net/publications/policy/an_information_commons_for_e_learning
This paper focuses on the potential for an e-learning "commons" to improve and enhance education and lifelong learning for all Americans
The value of an Information Commons (IC) to the university libraries in Hong Kong: A case study
Research Question
Information Commons facilities (also appears in the form of Learning Commons, E-Learning Centre, Knowledge Navigation Centre, etc), now represent a new form of service delivery in many university libraries all over the world. It is important for libraries to find out the value of such a facility in the light of changing user behavior and advancement of information technology. This research is guided by 2 questions:
1.Do the Information Commons facilities meet the needs of the library users?
2.How can libraries further develop and improve the Information Commons facilities so as to enhance users’ satisfaction?
Methodology
We will use both quantitative and qualitative methods to collect the data. Questionnaire will be designed to get data on usage patterns, activities carried out at IC, users’ satisfaction, and suggestions for improvement, etc. Interviews with IC users and direct observations of the IC usage patterns will also be conducted.
The following are sample questions to be used:
Indicate the library facilities you most use. You may choose more than one.
□ Information Commons
□ Computer Laboratory
□ Group Study Rooms
□ Classroom
□ Seminar Rooms
□ Other – please specify ____________________________________
Indicate the library services that you most use. You may choose more than one.
□ Information Commons
□ Reference
□ Check-in and check-out library materials
□ Library instruction classes
□ Reserve
□ Other – please specify _____________________________________
What are your purposes for visiting the library? You may choose more than one.
□ Study
□ Use the Information Commons
□ Search for information
□ Read newspapers/magazines
□ Research consultation
□ Other – please specify _____________________________________
Do you find the Information Commons useful in meeting your needs (learning, teaching and/or research) ?
□ No
□ Yes. Please specify your needs _____________________________________
Have you ever used the Library Information Commons?
□ No. Reason __________________________
□ Yes
References: A preliminary review of on-line resources
Linking the Information Commons to Learninghttp://www.educause.edu/ir/library/pdf/PUB7102g.pdf
Evolving a new model: the information commons
http://www.emeraldinsight.com/Insight/ViewContentServlet?Filename=Published/EmeraldFullTextArticle/Articles/2400340207.html
INFORMATION COMMONS ¡V TRENDS IN COLLABORATION
http://www.caudit.edu.au/educauseaustralasia/2005/PDF/B8.pdf
An Information Commons for E-Learning
http://www.newamerica.net/publications/policy/an_information_commons_for_e_learning
This paper focuses on the potential for an e-learning "commons" to improve and enhance education and lifelong learning for all Americans
Subscribe to:
Posts (Atom)
