Club-Admiralty

v6.2.1 - moving along, a point increase at a time

Networked Learning you say?

Last year, around this time of year, I went on a fun little academic detour. A colleague from overseas (Suzan) invited me to work with her on a conference paper for last year's Networked Learning conference.  While we worked on it we came up with the concept of Hybrid Presence which Suzan presented for us (since I could not attend in person) and we worked on an expanded version of the paper which
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EDDE 806 - Post XII - Of Navigators and Succession...

Last evening we had our penultimate EDDE 806 session for this season. On tap for the evening we had Neera's presentation (originally of Cohort 6, but now firmly "one of our own" in cohort 7), and a presentation by Stephanie.One question that came to mind, outside of the context of these presentations, was how long do EdD students stick around in 806 after they have met the requirements of the course?
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EDDE 806 - Post XI - Get your Waldorf on...

Statler & Woldorf, muppet criticsThis past week the presenter of the week was Angie Parkes of Cohort 3, who is a fellow instructional designer!  Angie was presenting to us  her (potential?) dissertation proposal which as to do  with testing the hypothesis that the DACUM process can be done effectively online.  More specifically, her three hypotheses are that (1) an online asynchronous
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EDDE 806 - Post X - it marks the spot!

This past Thursday we had our official EDDE 806 session (on Monday, Norine did a mock proposal defense, which I wasn't able to attend, but luckily it's archived for later viewing). In any case, in this session we heard from Renate who reported in on her ideas for a dissertation topic, and there were a ton of interesting things about process that were shared by Susan and others.Renate is looking to
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EDDE 806 Post VIII - Do Vulcans have emotional presence in the CoI?

Young Spock at schoolAnd we're off! The semester has begun, and this time I am "official" in EDDE 806, which means this is my last credit-bearing semester (after that I guess I will be an academic vagabond looking for completion of my own research).Last night none of our cohort presented (although that would have been an achievement if someone brave enough wanted to do it!).  Instead, a more
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New Year's resolution...

Happy new year to all!I thought I would start my new year with a little (PhD) humor...While I don't think I'll be graduating by the end of 2017 (wouldn't that be nice?) I would like to make considerable headway with my dissertation.  This coming term (in 8 days, in-fact!) my spring semester (or as they call it in Canada "winter term") will begin.  This coming winter term I am doing my final
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Crazy semester, crazy year, coming to an end...

So, vacation has begun! I've gotten out my movies, video games, and comic books that I want to read, play, or view in the next 20 days until school starts again!  Before that though, I wanted to have a quick look back, a year end review if you will, at this past academic year.  Wow... Now that was a crazy year!  Yes, there was a lot going on in the global and political arenas, but (just
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On Open Dissertations

Trying to get back to blogging, and I'm going back through my backlog - so here is a quick post, documentation post really - from a recent Virtually Connecting session I sat in on on Open Dissertations.
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EDDE 806 - Post VII - Now what was that about Open Ended Questions???

Last evening I joined 806 (which seemed to have a very small group of people attending) for their bi-weekly meetup.  I think that for this post I will write more about my 2 take-aways from the session in general, rather than recap both presentations.:Take-away #1: Small sample sizes aren't necessarily a problem.  Both Tracy and Leslie (presenters of the evening) were taking about their work
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Mentor-Teacher-Hybrid Presence-course design...

This semester is turning out to be one that is quite busy.  It was a good idea to not teach a graduate this semester so I can focus on my dissertation proposal, however (like that irresistible desert at the end of the meal) various collaborative projects have come in to fill the "void" left in my schedule from not teaching (the one that is supposed to be going into dissertation prep), and these
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Academic Social Network #facepalm

Over the years I've tried out almost every social network I could get my hands on. What can I say, I love tinkering and trying new things :-).  However, on source of irritation these days are networks like ResearchGate and Academia.edu.  I like listing the few things that I co-author (or author for that matter) in a variety of places because (let's face it), most people aren't going to find
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Rubber, meet Road: On starting the dissertation process

So. It is finally upon me!  The time to put pen to paper (or in my case tap some keys on the keyboard to throw some stuff called text into a Google Doc) in order to start putting together my dissertation proposal.  In some respects I am doing this backwards.  I am taking a Research Methods course this summer as a way of getting re-acquainted with some things, and to get better acquainted
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Social Research and community informing

In my quest to finally catch up with everything that I've saved in Pocket for the last month, I came across a post written by Rebecca (luckily not that long ago) where she asks:Should those who study social media communities be required to  inform the community of the research results?I think that this is both an easy, yet a very complicated question!  I believe that the ethical thing
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Being a student in the summer

Since the end of April I (and some fellow EDDE students) are working on a qualitative research methods course. While I've got familiarity with some of the methods of qualitative research under my belt, I thought that it might be fun to work through a review of some methods with fellow doctoral students. The price was right (nearly free!), and I had some time.The textbook has been read cover to cover,
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Social and Engaging Practices in Developing Research Skills

A brief presentation that my colleagues and I did last Friday at our university's Teaching & Learning conference (I still remember when we called it the "EdTech Conference" :-)  This time around I listed by credentials as EdD (ABD).  I felt a bit awkward putting my standard (BA, MBA, MS, MEd, MA) - it also wouldn't fit - so since I am close to being ABD I just wrote that.  I think
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Teaching Presence in MOOCs: Perspectives and Learning Design Strategies

Presentation presentation by Suzan Koseoglu at the 2016 Networked Learning Conference (Lancaster, UK) Teaching Presence in MOOCs: Perspectives and Learning Design Strategies from SuzanKG
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Comedy meets science: John Oliver this week, on last week.

I was catching up on my news comedy yesterday and I was delighted to see this as the subject of last week's "last week tonight"
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wrapping up this MOOC book...

Finally!  I've made it to the end of the book!  It only took me nine months to do so (a couple of chapters each month?) but it's finally done!  This will be my final review of chapters in Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future.  I was going to write two separate blog posts about this, one for each chapter,
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Non-transformational transformation

Chugging along (hey I can see the light at the end of the tunnel!) with my review of Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, which started some time last year.  Today under the microscope is chapter 10, which is titled Redefining the Classroom: Integration of Open and Classroom Learning in Higher Education.  The
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Deceptive Promises?

This morning, while commuting, I was able to read through another chapter in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, which I started back in August of 2015 (or somewhere there about).  This time I am reviewing chapter 9, which is titled Deceptive Promises: The Meaning of MOOCs-Hype for Higher Education.  The
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Are MOOCs the answer?

With the semester (almost) over it's the return of the crankypants reviewer (hmmm... maybe I should get that as a badge and use it for all of my article reviews ;-) ).  Anyway, my goal this month is to finish reading the edited collection titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, which I started back in August
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EDDE 806 - Post V - The final one of the spring 2016 season

A couple of weeks after the last session of 806 for this spring aired I had an opportunity to observe the proceedings from across time and space (aren't recordings grand?).  Looking at the (small) crowd that attended the live session maybe I should have attended!  Anyway! It does should like next fall, or perhaps next spring once I am formally in 806, there might be a ton of people attending,
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The curious case of the cMOOC

Moving along in NRC01PL, here are some reflections of what was presented in week 3 of the Personal Learning MOOC.  It's been rather busy at work, and at Athabasca as I am wrapping up my semester, so I haven't really gelled with anyone else in this cMOOC.  I think that the topic would be interesting to discuss in connectivist fashion, but I have not yet (satisfactorily) done any wayfinding.
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MOOC Standards...what do these look like?

The case of MOOC standards (as well as MOOC sustainability) is something that keeps coming back to me as a topic of pondering.  I read about it in other blogs.  Then, I want to respond to some of these articles, and bounce off some ideas, but I lose motivation and decide "m'eh" - this topics isn't much of interest.  Then, a little while later, my interest on the topic rekindles.  I
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EDDE 806 - Post IV - madlib your research a bit

Last week my goal of attending all 806 sessions this semester got derailed by fatigue.  For those keeping score at home, I've attended 3, and written about 4 (including this post) this semester - still ahead of the game ;-).  Thank heavens for recorded sessions! As the sole member of Cohort 7 representing in 806 I feel like I should be more on top of things ;-)In any case, the presentation
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Plagiarism is dead? Production of scholarly work, and other academic thoughts

The other day I was reading an article on Hybrid Pedagogy titled Plagiarism is Dead; Long Live the Retweet: Unpacking an Identity Crisis in Digital Content. I was an interesting article, which had me nodding in agreement in some areas, and induced an eyebrow raising expressions of curiosity in other parts.  I thought I would pull out some quotes, as I've done in other readings, and
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EDDE 806 - Post III - Presented by Musical Interlude!

Some nice artwork, no doubt by @merryspaniel :-)Time just seems to fly by this semester.  I don't know if it's because I am busy, or if (as the old saying goes) time flies when you're having fun!This past week we skipped the usual introductions and check-ins in 806, affectionately known by some as the therapy portion to the live session.  I actually didn't mind it considering that this is
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EDDE 806 post II - Of research questions and generalizability

Yesterday evening I attended my second formal EDDE 806 session (formal in the sense that I am doing blog posts for it, as opposed to just attending and being a fly on the wall).  In any case, the session was pretty interesting, and Viviane Vladimirsky, a fellow EdD student, on her work on her dissertation.Just prior to Viviane's presentation, as we were going around introducing ourselves
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Why we collaborate

In a MOOC a long time ago, in an internet far, far, away, a rag-tag team of starry eyed researchers got together to research about MOOCs (hey, I've got to setup an interesting getting together story, otherwise how are we going to get a movie deal? ;-)  ).All joking aside, back in 2011 the 3rd MOOC I participated in was a MOOC organized by Inge de Waard called mobiMOOC. I participated as a member,
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Assessment in MOOCs

The more I read chapter in Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, the more I am starting to feel like Anton Ego from the animated movie Ratatouille ;-)  It's not that I am aiming to write harsh reviews of the stuff I read, but I kind of feel like the anticipation I have for reading some published things about MOOCs just
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eLearning, ePedagogy, MOOC MOOC!

Huzzah!  Half-way through Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future!  This time I am reviewing chapter 6, which is titled Learning Theories: ePedagogical Strategies for Massive Open Online Courses (MOOCs) in Higher Education.  The abstract is as follows:This chapter reviews various learning theories about e-pedagogical
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Internationalizing social work via MOOCs

First week of the new semester!  Last semester, with everything going on I decided to put off reviewing a book I told people I'd review, but for this semester I think I'll just forget ahead and get this done.  So, back for another review of a chapter in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (an
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The student's year-end-review

Socrates Badge, by @merryspanielIt's a bit hard to believe, but two years ago - around this time of year - I was scurrying to get my application into Athabasca University to have my application considered for Cohort 7.  The deadline for Athabasca's program is at the same time as the deadline for my department (January 15th), so I was trying to make sure that my recommendations were all in order.
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MOOCs and the Art Studio

Back for another review of a chapter in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (an IGI global title).  This time I am reviewing (a little) chapter 4 and jumping off from there.  The chapter title is "PMOOCs and the Art Studio: A Catalyst for Innovation and Change in eLearning Development and Studio
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Professional Learning through MOOCs

Back for another review of a chapter in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (an IGI global title).  This time I am reviewing (a little) chapter 3 and jumping off from there.  The chapter title is "Professional Learning through MOOCs?: A Trans-Disciplinary Framework for Building Knowledge, Inquiry,
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Quality of MOOCs?

Continuing on with the review of articles in the book titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future today I have a chapter dealing with quality of MOOCsChapter 2 is titled Quality Assurance for Massive Open Access Online Courses: Building on the Old to Create Something New. The abstract tells us:Institutional
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Who's a teacher?

With the semester over, and the brain working on momentum, I've decided to capitalize on the spare brain-power, and time, to finally read a book that I agreed to write a review for back in the summer (yeah, I know - a tad bit late...). The book is a collection of articles titled Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (an IGI
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What's the usual half-life of an intellectual interest?

Now that school is over, and grading is almost over for the course I am teaching this semester, I finally have an opportunity to go through and continue my quest to read existing MOOC literature.  I had started this past September reading a collection of articles in an IGI publication titled Macro-Level Learning through Massive Open Online Courses which I got electronically for a limited
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So long, farewell, auf viedersehen, adieu! ;-)

Well, after a couple of month of not paying the Ning bill UMassID.com is dead!  Well, the domain is still fine, @cdetorres got that one for 10 years, but the Ning community that it pointed to is pretty much dead.So what is was UMassID.com? Well, back in 2008, when I started my MEd in instructional design, the outgoing class was looking for a new president for the student association (GIDA - Graduate
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Week 2 of 13 sort of done

If I think about it long enough...I would say that rubber has met the road, with week 2 of EDDE803 almost over. People have started being active in the course forums, interesting perspectives and illustrative stories are shared and discussed, and projects are in progress! This semester we are joined by two members of Cohort 6, who I think will be added to our cohort, and thus adding to the diversity
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MOOC Cheater! I caught you!

This past week the web was abuzz with new research to come out of Harvard and MIT on cheating identification in MOOCs, specifically xMOOCs hosted on the edX platform, but I suspect that any platform that collects appropriate analytics could see this used.  The title of the paper is Detecting and Preventing "Multiple-Account" Cheating in Massive Open Online Courses and it's an interesting read.
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Some thoughts on Peer Reviewed writing...

Pondering like it's 1999It seems like forever ago that Sarah H. posted a link to an article on Times Higher Education titled The worst piece of peer review I’ve ever received.The article doesn't seem to be behind a paywall so it's worth going and having a read either before or after you read this blog post.  As I was reading this article my own thoughts about peer review, and now being a journal
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The Ethics of open online research

In my continuous quest to go to Pocket-Zero (may be a losing battle since I keep adding interesting stuff to read), I came across a post from a friend and colleague, Rebecca, who was discussing and brainstorming a bit about the ethics of research in twitter communities. As a quick synopsis, of the  hot button issue (at least from what I interpreted), was that in one instance (mature) researchers
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Latour - Rendering Associations Traceable again - Part III

Drumroll please!  This is it!  The final Latour conversation (at least as far as his book Reassembling the Social: An Introduction to Actor-Network-Theory goes.  It's been fun, Latour, but I have a pile of MOOC articles that aren't going to read themselves (note to voice technology people. I need a computer to read things to me like Majel Barrett does in Star Trek - voice of the computer.
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Latour - Rendering Associations traceable again - Part II

Alright!  Just as #clmooc is starting, I am finishing off Latour!  Here is part 2, of a 3 part wrap-up on Latour's Reassembling the Social: An Introduction to Actor-Network-Theory. Once he discussed 5 uncertainties, now we're looking at re-assembling the social. Just as before, I've pulled one some quotes that made me go "huh!" when I was reading  the book (finished it a few weeks
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Latour - Rendering Associations Traceable Again - Part I

Alright! This is the final countdown for Latour!  I've reached Part II of his book, which discusses the points of rendering associations traceable again.  This continuing exploration of Latour deals with and Actor-Network Theory (in case you didn't remember). I've selected quotes that got me thinking when I first read the book, and now I am providing some current reactions (2 weeks later)
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RhizoANT and email

The other day Rebecca posted on her blog and asked how we (I think she meant other RhizoANT collaborators) view email.  How is email different from other technologies that we use to communicate with one another for various projects.  In a previous RhizoANT post I wrote about (what seemed to be) our main vehicle for communication, the Google Doc.  Of course, as Rebecca points out we also
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Latour: Firth Source of Uncertainty - Writing Down Risky Accounts

Alright! Here we are! I am continuing the exploration [and one-sided dialogue] with Latour and I have reached the fifth [and final] source of uncertainty. This first part of the book has tried to describe Actor-Network Theory by describing the negative space around it, by offering up metaphors and examples, and by giving some small snippets into what ANT is (or tries to accomplish).  As with
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Latour: The Fourth Uncertainty - Matters of Fact vs Matters of Concern

Continuing on the (one sided) conversation of ANT with Latour we have the 4th source of uncertainty which is Matters of Fact vs Matters of Concern.  I guess, starting off here, that one cannot debate matters of "fact" because they are facts and therefore immutable, whereas "concerns" are broad categories and the "answers" will most likely be in a state of flux. ANT is the story of an experiment
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Swarn the Google Doc, or so says the ANT

Did someone say "swarm"?Alright. I've completed the first half of Latour's book on Actor-Network Theory titled Reassembling the Social: An Introduction to Actor-Network-Theory. In a couple of blog posts (really soon) I will be continuing my exploration of ANT through this dialogue I've developed with Latour. I also, at the recommendation of Maha (I think) read Cressman's brief overview of ANT (PDF
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Latour: Third Source of Uncertainty - Objects have agency too!

Continuing on my exploration of ANT, and asynchronous and indirect dialogue with Latour - this blog post will cover the third source of uncertainty, which according to Latour, is that Objects have agency too! As with the previous blog posts, I've pulled out quotes from the book that seemed interesting, or that I reacted to in some way, and I am responding to them here. no tie can be said to be durable
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Latour: Second Source of Uncertainty - Action is overtaken

Continuing on the exploration of Latour and ANT, the second source of uncertainty according to Latour is: Action is Overtaken. To be honest a few days after I've read the chapter and copied interesting parts from it for this post, I am not really sure what that means... I had to look the chapter title up to make sure that I wasn't making a mistaken ;-)  As with previous blogIn most situations,
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Latour: First Source Uncertainty - there are no groups!

Look for traces of the "social"One of the things I like about Rhizo14, and our collaboration, is that we keep going, exploring our participation, and collaboration post Rhizo14 through a variety of lenses.  This keeps the mind active and exploring new areas.  I've been meaning to get acquainted with Actor Network Theory (ANT), but the time is rarely right. Classes, work, other projects conspire
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One more assignemnt down... One to go...

I am starting to feel like Jack Bauer in 24 as EDDE 802 progresses. 60 days down in the semester, and 25 left to go.  I can hear the clock ticking down...Assignment 3 was completed this weekend, a few days before it was actually due (thank you to Lisa for the peer review!).  It's a small assignment describing the conceptual frameworks that we are going to use for researching a specific research
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Learning in a safe environment, and other educational assumptions (Part I)

It's been a few days since I started writing about the various reactions I had (and started noting in the margins ;)  ) to a recent article from fellow MOOCers and MOOC researchers Frances and Jenny. I cut my previous post a bit shorter than I intended because it was getting long, and I didn't want it to go on and on. So this is a follow-up blog post to that original post with some reactions,
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RhizoResearch - some thoughts brought on by Sunlight and Shade.

It is a bit of an odd thing to admit, but ever since I started formal school again in order to pursue a doctorate the amount of pleasure reading has gone down.  Now, this is to be expected, time resources need to be allocated differently in order to meet the rigorous demands of a doctoral program.  That said, my pleasure reading was research articles anyway, so it's kind of hard to out down
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Experience Bij!

It's hard to believe, but this week we are commencing unit 4 (of 5) in EDDE 802 - which is all about data collection, thus leaving behind the research methodology unit.   This past week has been particularly difficult due to the amount of reading.  Now, I should say that my MA in Applied Linguistics has prepared me for a lot for the amount of reading an MA and a PhD student should be
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Semester half-point!

It feels a bit like I've had my nose close to the grind stone for the past few weeks.  I looked at my blog to see when was the last time I blogged about class, and it was close to 20 days ago.  In semester-terms I think that counts as "forever-ago".  To some extent it feels like a great weight has been lifted.  The first (of two) major papers is completed and delivered (awaiting
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Research: Process, Ethics, Validation, and Technicianship?

Derby Wharf, Salem, MA - Jan 2015 (Storm: Juno)I am sure that last one is a word I just made up on the spot. It's been a slow week in 802.  I was reading Lisa's reflection on Lurking in 802 (she is in last year's cohort, so she is two courses ahead of us in Cohort 7), and how she viewed 802 at the time as a make or break experience for the Ed.D. program.  While 801 last semester was a whirlwind
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Academic writing, but not in English...

One of the nice things about being a language geek and an academic is that you get access to research that has been published in other languages.  In addition to English I fare quite well with research written in French, Italian, and Greek. Even though I don't have any formal experience with learning Spanish I could probably get the gist of Spanish articles based on my familiarity of French and
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Axiology, Ontology, Epistemology, Researchology...

Alright, I made that last one up (probably).  This week (Week 2/14) in EDDE 802 we are tackling knowing, ways of knowing, "valid" knowledge and ways of known, frameworks for research and so on.  It's quite a huge topic, and something that even seasoned researchers keep coming back to and analyzing, debating, discussing, and re-evaluating. The prodding question this week to get our mental
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I dream of dissertation...

Week 1 of 15, of semester 2 of 8, of doctoral work is about to end!  The course that my cohort is focusing on this semester is a research methods course. Luckily neither I, nor it seems many of my classmates, are that new to research methods.  It's nice to have the group (or at least quite a few members of the group) exposed to the basics so that we can spend some time in critiquing and going
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Online Doctorates, degree designation, and misunderstanding of what it all means...

Happy new year to all! The other day I was catching up on some reading in my Pocket account when I read an article in eLearn Magazine about online doctorates. I feel like I should have a grumpy-cat image on this blog with a big "no" on it since there were a number of things that seemed really wrong to me about this article. Some of them are probably the author's interpretation, or way of explicating
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Attack of the untext - my own stumbling blocks

It's been a while since Rhizo14 ended, but the community is going strong! Facebook may not be as active (or maybe facebook is  hiding most Rhizo posts from my timeline...that could be it...anyway), but we are still chugging along with the collaborative *graphy. I can't call it an ethnography, or autoethnography because variables have changed.  Some of us decided to get together and write
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Random article critique - Head of Gold, Feet of Clay

I suppose that it's not quite random, it's actually part of the work I am doing for my first doctoral course.  That said, I thought I would post this here (now that its been submitted) to see if others have read this particular article and what they think :)Power, T., & Morven-Gould, A. (2011). Head of gold, feet of clay: The online learning paradox. The International Review Of Research In
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Appropriateness of primary materials? Thoughts on peer review

It's been a while, but I am finally (sort of) getting back to addressing some feedback that my colleague and I got on an article we are working on with regard to MOOCs.  My colleague, Zaharias, thought it would be a great idea to sit down and make an (initial) typology of issues around the development of MOOCs. The abstract was accepted for a special issue of a journal, but our final version was
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Educational Based Research - Part 1

Well, in a week I will be in Edmonton starting off my EdD in distance education at Athabasca University.  I know that most North American doctoral students probably don't think of their dissertation topic this early (I haven't even completed my first course), but I want to be pro-active and work on the thing while taking courses.  So, Rebecca's post on Educational Design Research (EDR) was
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Academic publishing...ummm...yeah...

This past week I was able to attend Campus Technology and AAEEBL 2014 in Boston. I count myself lucky that I have two conferences every year that are pretty close to me (the other one being NERCOMP) that allows me to go and see some interesting presentations, engage with colleagues, and talk to vendors (and let's not forget the cool vendor swag ;-) ). This year, unfortunately, I didn't get an opportunity
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#MassiveTeaching experiment falls on deaf ears?

Alright, #MassiveTeaching (or under its official name: "Teaching Goes Massive: New Skills Need") on Coursera is over, that's all he wrote (and then deleted, and someone else recovered). All joking aside, I decided to participate in the final assignment/test of the course which ultimately turned out to be a Level 1 evaluation. I've included the three questions in my previous blog post about this.
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You've been punk'd! However, that was an educational experience

It's now the end of Teaching Goes Massive: New Skills Required (aka #massiveteaching) on coursera. Well, almost, we still have a couple of days left. I guess that the lesson here is that we were (the "learners") were punk'd† by Paul-Olivier Dehaye of the Univerisity of Zurich.After that last blog post (and subsequent pickup of the post by George Siemens and others) Inside Higher Education and the
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Social Experiment? Learning Experience? Tempest in a Teapot? Coursera's recently under-reported soap-opera.

Well, I am not quite sure what to make of this just yet, but I am keeping an eye on the situation to see how it gets resolved.  What situation am I talking about?  The seemingly under-reported (or not reported at all) situation happening in the course Teaching Goes Massive: New Skills Required, which is offered by Paul-Olivier Dehaye of the University of Zurich.  I have to say that initially
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Tepid about Tenure

I am back home, and with vacation behind me I guess it's time to get back to work.  I've got the day-job for which I've already created a list of tasks to undertake; the teaching of my newly renumbered course INSDSG 684 (formerly 619) and the updates I want to make to the course materials as well as gearing up for my #altcred experiment, version 2.0; and finally the Great Big MOOC Book which I
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Trials and Tribulations of a book editor

Over the last few days I've been thinking about The Great Big MOOC Book, something that's been a project of interest since my first MOOCs (cMOOCs back then) and something I finally got the wheels off th ground, posted a call for chapters, even though I didn't have a publisher, got a number of great proposals that my two great colleagues, Rebecca Hogue and Alan Girelli, helped read, evaluate as well,
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The calm before the storm

xkcd comic from xkcd.com Being in my last few days of summer vacation for this summer, I've started thinking about all the things I have to do, and want to do, in my professional and school life. August is drawing nearer, and I have to buy some plane tickets to Edmonton, and also book a hotel room for my stay during the orientation week for my EdD program. I am excited, yet a bit "freaked out"; not
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The failure of teaching and learning centers.

Last week I caught something on inside higher education on the closure of Teaching and Learning Centers (CTL hereafter) in colleges and universities around th country, at a time, where seemingly, there ought to be more demand to keep them open, engage, and train faculty, and be a catalyst for a better college experience for everyone involved. This is what I remember from the article that I read when
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You are being watched, every minute of every day... (research ethics)

Last week I was somewhere between work, teaching, the NERCOMP symposium I co-facilitated and the annual Sloan Consortium Emerging Tech for Online conference. It was nice to see some familiar MOOC faces on both twitter and on the live stream presentations.I think it was in Jen Ross's presentation (of EDCMOOC fame) that a Rhizo14 participant was quoted anonymously.  I really didn't think much
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Confessions of a MOOC connoisseur

Well, it's the end of the week (or the beginning if you are following Western conventions with the odd behavior of calling "Sunday" the beginning of the week), grading for my course, for this week, is done, and it's time to see what I missed on Rhizo14 while I was tending to other things. One of the things that we are putting together (in addition to the long autoethnography for #rhizo14) is this
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A few years worth of MOOC coverage...what does it tell us?

Back at the end of 2011 I started collecting research on MOOCs, pieces from Inside Higher Ed and the Chronicle, "news items" from other popular media outlets (like wired.com and forbes) as well as blog posts from certain notable people who commented a lot on the subject of MOOCs.  The idea was to spend a year (2011 to end of 2012) and see not only what the research says, but also what the sentiment
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Video Games and Learning MOOC - process throughts

Over the past few weeks I've been dabbling with a course on coursera designed by two professors from UW Wisconsin.  I didn't realize who they were (Squire and Steinkueler) initially, but at the "course" progressed I realized that I had read some of their work before when I was reading about video games and learning.  An added benefit was that there were some guest appearances by Jim Gee,
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Great Big MOOC Book - CALL FOR CHAPTERS - EXTENDED

**** CALL EXTENDED FOR DEVLEARN & OTHER CONFERENCES ***Call for Chapters & Illustrators: The Great Big MOOC Book (version 1.0)EditorsApostolos Koutropoulos (University of Massachusetts Boston).Call for Chapters & Illustrators Proposals Submission Deadline: November 15th, 2013Full Chapters Due: April 15, 2014Revision Submission Date: August 1st, 2014Introduction This book will
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PhD journey: Hidden Literature

Image by DawnOfHope2012Over the past few weeks I've been knee deep in an initial literature review. This past summer, while vacationing, I met up with a colleague who teaches for my department as an adjunct, but he's got him own full post in Greece as well.  While having coffee and talking about life in general we spoke about my PhD prospects, and my current feeling on the subject is that I am
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CALL FOR CHAPTERS: Great Big MOOC Book (Open Access Book)

Call for Chapters & Illustrators: The Great Big MOOC Book (version 1.0)EditorsApostolos Koutropoulos (University of Massachusetts Boston).Call for Chapters & Illustrators Proposals Submission Deadline: October 1st, 2013Full Chapters Due: April 15, 2014Revision Submission Date: August 1st, 2014Introduction This book will explore the various aspects of MOOCs (cMOOCs and xMOOCs). It
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Of text messages and telegrams

These couple of weeks that have passed I have been on vacation. While on vacation I was able to meet with a colleague that has taught for my applied linguistics department. We didn't plan to talk shop but the discussion did veer toward linguistics.<br><br>We started talking about text messaging and linguistic research, and of course what can SMS linguistic data tell us about user behavior
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is MOOC the new "digital native"?

Last weekend one of my friends emailed me one of his Pocket readings in which the link between Second Life and MOOCs was made (i.e. is the MOOC the new Second Life?).   I must admit that I laughed at this because I never found Second Life particularly useful, whereas I do find MOOCs pedagogically intriguing.  The whole disruption aspect is up in the air still for me.I was excited to see,
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Time flies when you are having fun

I just realized that it's been a while since I've posted something on here. I guess compared to other blogs I am still a regular poster, but I'd like to post more often.  Well, here I am!  I guess time flies when you are having fun, and getting over a cold (have we found a cure for that yet?)This month has been a crazy month, in addition to the day job, and my part time teaching gig (which
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Slow down, smell the roses

Happy New Year to all!2012 was, as most people might argue, the year of the MOOC.  While the xMOOC (coursera, udaciy, edX, and Canvas Network) enjoyed most of the limelight, some traditional MOOCs (cMOOC) have also gotten some notice with the publication of research articles. One of the things that really took me by surprise was the massive amount of coverage that MOOCs got from everywhere! It
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Distributed Research: or, can we play nice already?

It's the final week of CHFE12 (edfuture.net) and the topic is something that we've beat to death in the past in MOOCs like #ioe12 (which I completed a bit late this September) and #change11; in which we discussed the topic of Open Research about a year ago. I may have also seen this topic crop up in eduMOOC in 2011 and a MOOC on Open Education (not #ioe12) also running this fall.In any case, I feel
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Open Teaching - Expansion Pack 2

This is my second expansion post around the subject of open teaching; and it goes toward the fulfillment of my 3rd requirement for the Researcher badge of #ioe12!  I've been involved with MOOCs since early 2011.  OK, in the grand scheme of things I've been only at it for 18 months thus far, but I've have attended a wide variety of (what are now termed) "c-MOOC"s (or
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Open-Licensing: Expansion Pack 2 (Research)

As part of #ioe12, and in order to get the OpenEd Researcher badge, I need to:Write a blog post proposing a research study by which key assumptions of the topic could be (in)validated. Don’t worry about identifying specific participants, etc. Describe what you believe would be the ideal research setting, participants, data collection, and analysis methodologies.This is sort of like an abbreviated
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Online behaviors of faculty [the documentary]

This past week in Change11 we had George Veletsianos as the facilitator.  It was a pretty nice week, I really enjoyed the three articles he posted as readings. It seems like most of the posts in the daily (the few posts) were about MIT and Harvard and EdX....yaaawwwwnnnnn....Seriously, isn't EdX just a continuation of the OpenCourseWare movement that MIT started?  Let's just call it
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Wow, our first citation!

A weird thing happened the other day. I was on my Google+ profile, looking to get the URL for my Google Reader Shared Items. By mistake I tapped on the URL for my google scholar profile and I noticed that one of my articles had a citation. A citation? A citation! For one of my co-authored articles? It seemed so!  But who would cite us?Don't get me wrong, I believe that the quality of the work
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Educational Research: Rigor AND Relevance?

I was reading a post that I came across on Change MOOC this last week, the title was Can Educational Research be both Rigorous and Relevant? This article was an interesting read for both people who are researchers and people who are practitioners. The main theme of the article is that research articles have been rigorous enough to pass peer-review but they haven't necessarily had an impact; and at
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Academic gag reflex

The other day I was sitting on the train on the way home and reading some research materials I found on Google Scholar for a paper that I am thinking about on social check-ins (you know, foursquare and services like that for an academic environment). I came across a qualifying paper from about a year ago on augmented reality.  It seemed interesting so I though I would give it a quick look - after
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Creating posters with InDesign

This ought to be a new educational experience!  By mistake, when I was proposing a session for the upcoming NERCOMP annual conference in Providence, RI, I indicated that I wanted to have a poster session...when in reality I was aiming for a regular presentation session (this is what happens when your submission is done on a tablet, hours before submission deadlines, on a non-mobile-friendly
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No consensus on what engagement is?

I am taking a break from #change11 to continue some work on a paper that's been in my mind for a while but I haven't had much time to work on just yet.  The overall topic is a proposal for a foursquare type of service for academic environments. Location Based Services fall a bit short because GPS doesn't figure out what rooms you are in, so the article is going to propose a hybrid of
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Digital Natives: Ten Years Later

Woohoo! A paper I wrote earlier this year (that has been bumping around in my head for a while) has made it to (virtual) paper :-) My Digital Natives paper has been published in the Journal of Online Teaching and Learning (a journal I've been reading for the past few years, at least since I got into instructional design)Abstract:A lot has been written about the digital native since the coining of
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Causation, meet correlation

The other day I was thinking of the research methods class that I may be teaching in the spring (as of yet there are only two students signed up) and I was reading a research article for the literature review for the MobiMOOC paper that the MRT is working on.  In this article quite a few things correlated, but I they didn't necessarily cause each other. To be fair, the researchers did not claim
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WTF?! Journal gone wild!

Yesterday I got a note, presumably for an editor, to ask me to submit any manuscripts I have to the Journal of Strategies & Governance. The first thing that raised the "WTF" flag was that it wasn't just an email, but an email that contained a lot of quoted "Re:" text.  Well, I thought, it may have been an undergraduate student who was asked to send this out and didn't know that they
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Call for Participants - Language mMOOC research paper

In a previous post I wrote about a call for paper from Language Learning & Technology for their special issue on Mobile Language Learning.  I've been thinking about mLearning, MOOCs and Language Learning for a while as a potential dissertation topic (when I get started with PhD program anyways).  I was thinking that this would be a good place to start building a frameworks for mMOOCs
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Mobile Language Learning - Call for papers

While looking up the most recent issue of Language Learning and Technology I came across their most recent call for papers. This time around the topic is mobile language learning, both topics I am interested in!  I was wondering if there are any change MOOC participants out there who are interested in mLearning, and Language Learning to work as part of a collaborative research team on the
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Using mLearning and MOOCs to understand chaos, emergence, and complexity in education

This paper seems to have made the rounds while I was away from blogging last week, but I thought it would be worthwhile  posting it on my blog just the same :-)The second paper of the MRT (mobiMOOC research team) is now available through the  International Review of Research in Online and Distance Learning (IRRODL) and is titled "Using mLearning and MOOCs to understand chaos, emergence, and
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Publishing,copyright, and pay walls...

The MobiMOOC research team has been working on our third paper, further analyzing aspects of MOOCs, and MobiMOOC in specific.  Our forthcoming paper tackles the topic of emotive language usage in MOOC discussions as a predictor of continued, or future, participation in the course. We are currently in the process of going over and refining the paper, but I don't want to give away the punchline
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Course info for INSDSG697: Research Methods for Instructional Designers.

'Tis the season to be thinking about which courses you will be registering for spring courses; unless you're graduating this December, in which case let me be the first to congratulate you! :-)  The spring course list is now out, check it out on our discussion board.  When I was a student I always liked to have a syllabus for the courses I was thinking about registering for so that I could
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mLearn 2011 conference proceedings now available!

I was reading Micheal's blog the other night and I realized that the Conference Proceedings for mLearn 2011 are now up!  You can download them from the Conference website, or you can read them on Scribd (see bellow)In other news, it seems like the MobiMOOC research team is big in China :-) We were contacted yesterday by PhD students (under the direction of their advisor) to see if we would consent
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Congrats to the MobiMOOC research group!

Congrats to everyone in the MobiMOOC research group for getting the  Best Paper Award at the mLearn 2011 conference!  In addition to myself, the team is made up of  (alphabetical order):  Sean C. Abajian, Inge deWaard, Michael Sean Gallagher, Rebecca Hogue, Nilgün Özdamar Keskin, and Osvaldo Rodriguez .A big thank you to Rebecca, Michael and  Nilgun
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Digital Scholarship - weekend review

I have to say that I am a bit behind on my self imposed goals for this week in Change11. I had intended to read all of the Digital Scholar: How Technology is Transforming Scholarly Practice, but I was only able to read about 4 chapters some were "assigned" through the MOOC, and others looked interesting enough for a side track. The book remains in my ReadItLater list on my iPad so I will probably finish
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In defense of multi-author papers (and research)

Over the past few months I've been working with a dedicated group of people (whom I met at MobiMOOC this past April and May) on doing some collaborative research and publishing on the topics of mLearning and MOOCs (massive online open courses).  Our efforts have produced two papers (accepted) and we're working on several ideas which are on the table now [after a well deserved break!]This has me
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The Great Big MOOC Book!

This past week I was talking to local folks at the University about eduMOOC, and MOOCs in general seeing as I am thinking of implementing a MOOC for language learning for my PhD thesis. OK, I am not in a PhD program yet, but it helps to start thinking about these things in advance so you're not stuck in Dissertation Purgatory.In any case, people don't know what a MOOC is; how is a MOOC different from
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Academic Stagnation?

It's been about a month since I finished reading all the books, articles, news-items and non-print media items for my research on Digital Natives. I also went through and I classified everything, took notes and in general just got prepared to write, but I have not done so. Part of it is that I can't bear to rehash the sheer amount of bullshit and "common  wisdom" that's been mindlessly reproduced
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mobiMOOC: lots of academic sources!

I just had quite an interesting realization - it's only the end of Week 2 on mobiMOOC (1/3 done with the course) and there are already a ton of resources that have been contributed by participants; a lot of these resources are scholarly resources in the form of studies and published research articles on mLearning.  This is pretty cool!  There is also a delicious mobiMOOC repository available
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The role of theory in Instructional Design

I was reading this article a week or so ago on the role that theory plays in instructional design. Even though the study was very limited (only 7 participants, and in several different industries), I've seen similar results when working with my classmates (I should point out that this post is not meant to criticize my classmates, but to point out observations in the instructional design field as a
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Paper #2: Indecision 2008

OK, so now I've got something to keep me going in my linguistics class - as much as I bemoan homework at times, I feel like I am a masochist for it!Anyway, I've got my paper assignment for paper number two. With this paper I've got options, many options! One, obvious, option is to compare the text of a conversation that I observed to the text of an article and note differences in morphology and other
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