This ethnographic study explored how the social web is impacting the way individuals present them... more This ethnographic study explored how the social web is impacting the way individuals present themselves to others and function within group settings. The social web is a collection of social networking sites used by an individual to connect with his or her broader social group. What differentiates the social web from its predecessor web-based community sites, such as newsgroups and discussion forums, is that participants interact in the open, in front of not only their intended audience but their unintended audience as well. The web-based activity of a community of endurance athletes was observed over a three-month period during the spring 2012 marathon season. Twenty-one athletes spread out across six time zones participated in the study. A connective ethnographical method was used to track the activity of the participants as they interacted on Twitter, Facebook, Dailymile, blog, and podcasting sites. Screen capturing software was used to collect data. Follow-up questions were handled via email, Instant Messenger, and Twitter Direct Message. Filed notes were also compiled. Data was coded by hand and consisted of identifying key words/phrases used by the participants in order to identify prevalent themes. Using this method, 818 tweets, 65 blog posts, 5 podcasts, 54 Facebook updates, and 20 Dailymile updates were collected and coded. The outcome was a thick description of community activity. Several discoveries were made as a result: Despite being in front of multiple audiences, individuals will display a primary persona on the social web. Communication practices demonstrated the interplay required between human and non-human factors needed to develop and maintain online communities. Patterns of participation indicate how far the Internet has become ingrained in our lives.
This presentation discusses the outcomes of a study whose purpose was to investigate a computer-b... more This presentation discusses the outcomes of a study whose purpose was to investigate a computer-based lesson designed to test the hypothesis that learner performance could be improved by reducing participant's cognitive load. Of particular interest was using animation supported by textual or audio explanations to reduce the strain placed on both sensory memory and working memory. Corporate and institutional educators who use or are thinking of using computer-based instruction will find the report particularly interesting.
Visualization has been found to be an important instructional variable in
facilitating student a... more Visualization has been found to be an important instructional variable in facilitating student achievement (Baker & Dwyer, 2000) because it allows students to make critical associations and establish interactive relationships (Dwyer, 1994). However, even though visuals inserted in text material can significantly improve achievement typically used alone they are not sufficient to maximize student achievement (Dwyer, 1994) making it necessary to complement visuals with other instructional strategies in an attempt to .
Our research explores online social networking sites to describe the patterns of
participation ... more Our research explores online social networking sites to describe the patterns of participation and knowledge sharing in these spaces. We examine how knowledge is shared and how participation is potentially shaped by social or material resources of the space. Our presentation will focus on data gathered from two different types of social networking sites.
The purpose of this study was to test the principle of modality by using audio to deliver verbal ... more The purpose of this study was to test the principle of modality by using audio to deliver verbal information when that information is designed to support non-verbal information such as animations in a computer-based lesson. This was done by comparing the effect of two types of audio support mechanisms- a simple support mechanism consisting of declarative statements explaining the animated sequence and a complex support mechanism consisting of questions and answers explaining the animated sequence- on undergraduate student achievement of conceptual, rule and procedure knowledge. A control group consisting of the same computer-based lesson without any auditory support of the animation was also employed. Learning was measured through drawing, terminology, and comprehension tests. The results indicate student achievement was not enhanced by the addition of auditory support.
This investigation explored the instructional effect of verbal advance
organizers used as enhance... more This investigation explored the instructional effect of verbal advance organizers used as enhancement strategies to complement animated instruction. Eighty-nine college students were randomly assigned to three treatment groups: (1) control group, (2) verbal descriptive advance organizer group and (3) verbal question advance organizer group. Four independent criterion tests were used to measure students’ achievement of the different educational objectives. Results indicated insignificant differences in achievement among the three treatment groups on each of the criterion measures indicating that the use of verbal advance organizer treatments used to complement the visually-animated instruction did not instigate deeper levels of information processing than did the animated instruction alone.
This ethnographic study explored how the social web is impacting the way individuals present them... more This ethnographic study explored how the social web is impacting the way individuals present themselves to others and function within group settings. The social web is a collection of social networking sites used by an individual to connect with his or her broader social group. What differentiates the social web from its predecessor web-based community sites, such as newsgroups and discussion forums, is that participants interact in the open, in front of not only their intended audience but their unintended audience as well. The web-based activity of a community of endurance athletes was observed over a three-month period during the spring 2012 marathon season. Twenty-one athletes spread out across six time zones participated in the study. A connective ethnographical method was used to track the activity of the participants as they interacted on Twitter, Facebook, Dailymile, blog, and podcasting sites. Screen capturing software was used to collect data. Follow-up questions were handled via email, Instant Messenger, and Twitter Direct Message. Filed notes were also compiled. Data was coded by hand and consisted of identifying key words/phrases used by the participants in order to identify prevalent themes. Using this method, 818 tweets, 65 blog posts, 5 podcasts, 54 Facebook updates, and 20 Dailymile updates were collected and coded. The outcome was a thick description of community activity. Several discoveries were made as a result: Despite being in front of multiple audiences, individuals will display a primary persona on the social web. Communication practices demonstrated the interplay required between human and non-human factors needed to develop and maintain online communities. Patterns of participation indicate how far the Internet has become ingrained in our lives.
This presentation discusses the outcomes of a study whose purpose was to investigate a computer-b... more This presentation discusses the outcomes of a study whose purpose was to investigate a computer-based lesson designed to test the hypothesis that learner performance could be improved by reducing participant's cognitive load. Of particular interest was using animation supported by textual or audio explanations to reduce the strain placed on both sensory memory and working memory. Corporate and institutional educators who use or are thinking of using computer-based instruction will find the report particularly interesting.
Visualization has been found to be an important instructional variable in
facilitating student a... more Visualization has been found to be an important instructional variable in facilitating student achievement (Baker & Dwyer, 2000) because it allows students to make critical associations and establish interactive relationships (Dwyer, 1994). However, even though visuals inserted in text material can significantly improve achievement typically used alone they are not sufficient to maximize student achievement (Dwyer, 1994) making it necessary to complement visuals with other instructional strategies in an attempt to .
Our research explores online social networking sites to describe the patterns of
participation ... more Our research explores online social networking sites to describe the patterns of participation and knowledge sharing in these spaces. We examine how knowledge is shared and how participation is potentially shaped by social or material resources of the space. Our presentation will focus on data gathered from two different types of social networking sites.
The purpose of this study was to test the principle of modality by using audio to deliver verbal ... more The purpose of this study was to test the principle of modality by using audio to deliver verbal information when that information is designed to support non-verbal information such as animations in a computer-based lesson. This was done by comparing the effect of two types of audio support mechanisms- a simple support mechanism consisting of declarative statements explaining the animated sequence and a complex support mechanism consisting of questions and answers explaining the animated sequence- on undergraduate student achievement of conceptual, rule and procedure knowledge. A control group consisting of the same computer-based lesson without any auditory support of the animation was also employed. Learning was measured through drawing, terminology, and comprehension tests. The results indicate student achievement was not enhanced by the addition of auditory support.
This investigation explored the instructional effect of verbal advance
organizers used as enhance... more This investigation explored the instructional effect of verbal advance organizers used as enhancement strategies to complement animated instruction. Eighty-nine college students were randomly assigned to three treatment groups: (1) control group, (2) verbal descriptive advance organizer group and (3) verbal question advance organizer group. Four independent criterion tests were used to measure students’ achievement of the different educational objectives. Results indicated insignificant differences in achievement among the three treatment groups on each of the criterion measures indicating that the use of verbal advance organizer treatments used to complement the visually-animated instruction did not instigate deeper levels of information processing than did the animated instruction alone.
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Papers by Jeff Swain
facilitating student achievement (Baker & Dwyer, 2000) because it allows students to make
critical associations and establish interactive relationships (Dwyer, 1994). However, even
though visuals inserted in text material can significantly improve achievement typically used
alone they are not sufficient to maximize student achievement (Dwyer, 1994) making it
necessary to complement visuals with other instructional strategies in an attempt to .
participation and knowledge sharing in these spaces. We examine how knowledge is shared and
how participation is potentially shaped by social or material resources of the space. Our
presentation will focus on data gathered from two different types of social networking sites.
when that information is designed to support non-verbal information such as animations in a computer-based
lesson. This was done by comparing the effect of two types of audio support mechanisms- a simple support
mechanism consisting of declarative statements explaining the animated sequence and a complex support
mechanism consisting of questions and answers explaining the animated sequence- on undergraduate student
achievement of conceptual, rule and procedure knowledge. A control group consisting of the same computer-based
lesson without any auditory support of the animation was also employed. Learning was measured through drawing,
terminology, and comprehension tests. The results indicate student achievement was not enhanced by the addition of
auditory support.
organizers used as enhancement strategies to complement animated
instruction. Eighty-nine college students were randomly assigned
to three treatment groups: (1) control group, (2) verbal descriptive
advance organizer group and (3) verbal question advance organizer
group. Four independent criterion tests were used to measure
students’ achievement of the different educational objectives. Results
indicated insignificant differences in achievement among the three
treatment groups on each of the criterion measures indicating that
the use of verbal advance organizer treatments used to complement
the visually-animated instruction did not instigate deeper levels of
information processing than did the animated instruction alone.
facilitating student achievement (Baker & Dwyer, 2000) because it allows students to make
critical associations and establish interactive relationships (Dwyer, 1994). However, even
though visuals inserted in text material can significantly improve achievement typically used
alone they are not sufficient to maximize student achievement (Dwyer, 1994) making it
necessary to complement visuals with other instructional strategies in an attempt to .
participation and knowledge sharing in these spaces. We examine how knowledge is shared and
how participation is potentially shaped by social or material resources of the space. Our
presentation will focus on data gathered from two different types of social networking sites.
when that information is designed to support non-verbal information such as animations in a computer-based
lesson. This was done by comparing the effect of two types of audio support mechanisms- a simple support
mechanism consisting of declarative statements explaining the animated sequence and a complex support
mechanism consisting of questions and answers explaining the animated sequence- on undergraduate student
achievement of conceptual, rule and procedure knowledge. A control group consisting of the same computer-based
lesson without any auditory support of the animation was also employed. Learning was measured through drawing,
terminology, and comprehension tests. The results indicate student achievement was not enhanced by the addition of
auditory support.
organizers used as enhancement strategies to complement animated
instruction. Eighty-nine college students were randomly assigned
to three treatment groups: (1) control group, (2) verbal descriptive
advance organizer group and (3) verbal question advance organizer
group. Four independent criterion tests were used to measure
students’ achievement of the different educational objectives. Results
indicated insignificant differences in achievement among the three
treatment groups on each of the criterion measures indicating that
the use of verbal advance organizer treatments used to complement
the visually-animated instruction did not instigate deeper levels of
information processing than did the animated instruction alone.