Education 5053: Problems In Education
Acadia Summer Institute in Technology and Learning (Last taught: August 2001)

Cyberculture A Sociological Analysis for Educators Instructor Goals Topic Outline Evaluation Bibliography Course Links Questions to Guide Inquiry Poster Guidelines Web Page Guidelines Book Review Guidelines Grading Criteria for All Papers

Course Outline Last updated: July 20, 2002.

Instructor

Robert Runté, Ph.D. Faculty of Education, University of Lethbridge http://www.edu.uleth.ca/~runte/ Email: Runte@uleth.ca After course address: Robert Runté Faculty of Education University of Lethbridge 4401 University Drive Lethbridge, Alberta T1K 3M4 Phone (403) 329-2454 (Please keep three hour time difference in mind!)

Goals

Statement of Intent: This course starts from the premise that to anticipate and understand any emergent trend, it is first necessary to place it within its correct historical, social, political, economic, and philosophical context. This is particularly crucial when, as here, the emerging trend is subject to extravagant claims and counter claims. We will sort through the hype and hysteria to arrive at some grounded prediction. The basic design of this course is that the first two thirds will be taught by the instructor, illustrating the approach and techniques advocated, and the last third peer taught as participants share their findings. Pooling our resources in this manner should not only encourage a greater diversity of views, but also significantly increase both the breadth and the depth of the topics covered. As it is difficult to fully appreciate the implications of cyberculture without some first hand experience, some attention will also be given to enhancing such practical skills as the efficient use of search engines, web page design, and the evaluation of web content, through ungraded in-class activities. (As it is likely that familiarity with the Internet and its resources will vary among participants, those already demonstrating mastery of these skills may use this time to either assist their peers, or work on their course assignments.)	By the end of this module, participants will: be able to accurately predict the likely impact of emergent technologies (such as the World Wide Web) on individuals, schools, and society develop an appreciation for the sociological imagination and the importance of placing emerging trends within their historical, political, and social contexts be able to accurately gage the limits and possibilities of new media for teaching and learning be able to evaluate various types of bias encountered on the world wide web (and related media) acquire or refine basic skills in the use of on-line search engines acquire or refine basic web page development skills
Topic Outline I. Introduction II. The Limits and Possibilities of Innovative Technologies Hype, Cynicism, and Grounded Projection Why We Don't Have Air Cars: Futureology as an Inexact Science Why We Shouldn't Believe the Hype: Vested Interests Why We Shouldn't Believe the Hysteria: Hidden Agendas Achieving Accurate Prognoses Through Grounded Theory: Getting the "Big Picture" Manifest Functions, Latent Functions, and Latent Dysfunctions The Contradictory Forces Of Democratization and Commodification Consensus, Dissensus, and Refereed Knowledge (Authority Vs. Authoritative) Censorship, Agenda, and Hegemony The Buck Stops Here: Dot.Commerce The "Information Age" Deskilling, Enskilling, Reskilling, and The Information Economy Computer Literacy, Just-In-Time-Learning, and Trained Incapacity Information Vs Knowledge The Virtual Classroom "Teacher Proofing" the Curriculum The Myth of the "Lost Golden Age" of Classroom Instruction Instructional Design in the Digital Age III. Cyber Culture Is There A Cyber Culture? Hacker Ethic, Netiquette, and the Neophyte Masses Listserves, Chats, Mucks and the Emergence Of Community "All Your Base Are Belong To Us": Flash Fads The Gendered Web . Cyber Culture And Individual Identity Individual Identity in a Digital Age Avocational Subcultures and the 5000 Channel Universe personal Vs. personalized The World Wide Web as a Medium Of Expression Cyber Culture And Canadian Identity Globalization and the Erosion Of Independence Canadian Content and the Web Cyber Culture And Society Web Vs. Print Media And Traditional Visual Media Connected Vs. Unconnected: The New Class Structure? IV. Peer Presentations Topics as selected by participants. Possible toipcs include: technological determinism vs. human agency national governments and laws vs. transnational media Canadian content on the WWW and the preservation of national identity gender and the WWW pornography on the WWW sex and relationship on the Internet censorship and filtering on the WWW hate literature on the WWW violent content on the WWW plagurism and the Internet surveillance technology and the erosion of privacy virtual reality and identity virtual field trips on-line data vs professional judgement artificial intelligence simulations in-print vs in-person identity and interaction logic, reason, and argumentation vs the "web bite" another related topic of personal or curricular interest to the participants and approved in writing by the instructor
Expectations and Evaluation
Participation (10%): Your participation grade consists of two criteria: daily attendance (5%) and contribution to a positive and intellectually stimulating environment (5%). There will be a variety of ungraded in-class activities, so continuity of attendance and willing participation are likely to be factors in the success of this course. Presentation (30%): Given the anticipated number of participants in this class and the compacted time frame of the Institute, individual presentations must be strictly limited to 15 minutes; group presentations to 20. "Focus" is therefore a key criteria of success. Brief handouts are optional but often appreciated by your colleagues. Alternatively, some participants may be interested in subsituting a poster presentation for this 30%. See Poster Guidelines below for details. It is also permissible to undertake a web page for this portion of the assignment, although the very tight timelines of the Institute make this less practical than would be the case for a full-term course. See Web Page Criteria below for details. Peer Evaluation (20%) Your peers will be surveyed by anonymous questionnaire following your presentation or poster session as follows:	Presentation, poster or web page content will be based on one of the following two options: Option I (Individual) Book Review (40%): Read and evaluate any book related to any aspect of cyberculture. (Check with your instructor to ensure that the book is sufficiently on topic. A number of the books listed in the bibliography are available for loan directly from your instructor.) Your book review should include a brief summary of the author(s) basic thesis, a review of the methodology or supporting evidence provided, and your evaluation of the feasibility, desirability, and inevitability of the author(s)' predictions or recommendations. The "Questions to Guide Inquiry" provided below may assist in your analysis of the issues presented in the book. Option II (Groups of up to three) Issue Review (40%) Select an issue related to cyberculture (from Section IV in Topic Outline above) and evaluate it. The "Questions to Guide Inquiry" provided below may assist in your identification and analysis of the issues.
I found the presentation/poster interesting and stimulating. It kept my attention throughout.      Strongly Disagree       Disagree       Neutral       Agree       Strongly Agree I found the presentation/poster informative. I learned things I hadn't known before and/OR it helped me to focus my own thoughts about this issue.      Strongly Disagree       Disagree       Neutral       Agree       Strongly Agree I found the presentation/poster to be relevant. I am glad this topic was covered.      Strongly Disagree       Disagree       Neutral       Agree       Strongly Agree Comments:
Selected Bibliography Note that some of these titles represent the highest levels of scholarship and thoughtfulness -- while others represent the opposite. It is for those undertaking book reviews to determine which are which.
Cyberculture: Agre, Philip E. and Marc Rotenberg. Technology and Privacy: The New Landscape MIT Press, 1997. 325pp ISBN 0-262-01162-x Barrett, Neil. The State of Cybernation: Cultural, Political, and Economic Implications of the Internet. London: Kogan Page, 1996. 258pp. ISBN 0-7494-2054-5 Bbagdikian, Ben H.. The Media Monopoly (sixth edition). Boston: Beacon Press, 2000. 288pp ISBN 0-8070-6179-4 Brown John Seely, and Paul Duguid. The Social Life of Information. Boston: Harvard Business School Press, 2000. 320pp. Burstein, Daniel & David Kline, Road Warriors: Dreams and Nightmares Along the Information Highway. NY: Plume (Penguin), 1995. 466pp Castells, Manuel. The Internet Galaxy. Oxford University Press, 2001. 292pp. ISBN 0-19-924153-8 Everard, Jerry. Virtual States: The Internet and the Boundaries of the Nation-State Routledge, 2000. 174pp ISBN 0-415-17214-4 Garfinkle, Simson. Database Nation: The Death of Privacy in the 21st Century O'Reilly, 2000. 312pp. ISBN 1-56592-653-6 Gutstein, Donald. E.com: How the Internet Undermines Democracy Stoddart, 1999, 320pp. ISBN 0-7737-6056-3 Halbert, Terry and Elaine Ingulli (eds.) CyberEthics Cincinnati: West Legal Studies in Business [Thomson Learning], 2002. ISBN 0-324-11664-0 Heighton, Steven. The Admen Move on Lhasa: Writing and Culture in a Virtual World. Concord, ON: House of Anansi Press, 1997. 155pp. Herman, Andrew and Thomas Swiss (eds.) The World Wide Web and Contemporary Cultural Theory Routledge (Taylor & Francis), 2000. 312pp. ISBN 0-415-92502-9 Jonscher, Charles. Wired Life: Who Are We in the Digital Age?". Anchor, 2000. 293pp. ISBN 1-86230-03-6 Kroker, Arthur and Michael A. Weinstein. Data Trash: The Theory of the Virtual Class. Monteal: New World Perspectives, 1994. 165pp. Laxer, James. The Undeclared War: Class Conflict in the Age of Cyber Capitalism. Penguin: ISBN 0-14-026733-6 Lessig, Lawrence. Code and other Laws of Cyberspace. Basic Books, 1999. 297pp. Levinson, Paul. The Soft Edge: A Natural History and Future of the Information Revolution London: Routledge, 1997. 257pp. ISBN 0-415-19772-4 Lunenfeld, Peter (editor). the Digital Dialectic: New Essays on New Media. Cambridge, Mass: MIT Press, 2000. 298 pp. ISBN 0-262-62137-1 Lyon, David. The Electronic Eye: The Rise of Surveillance society University of Minnesota Press, 1994. 270pp. ISBN 0-8166-251-8 Menn ,Joseph, All the Rave: The Rise and Fall of Shawn Fanning's Napster Crown Publishing Group / April 2003. 368pp. ISBN 0609610937 Moody, Fred. I Sing the Body Electric: A Year with Microsoft on the Multimeida Frontier Penguin, 1995. 311pp. ISBN 0-14-017655-1 Moll, Marita and Leslie Regan Shade (eds.). E-Commerce vs E-Commons: Communications in the Public Interest Ottawa: Canadian Center for Policy Alternatives, 2001. 228pp ISBN 0-88627-242-4 O'Reilly & Associates, inc. Harvard Conference on The Internet and Society Harvard University Press, 1997. 518pp ISBN 0-674-45932-6 Poole, Steven. Trigger Happy: The Inner Life of Videogames. London: Fourth Estate Books, 2000. 262pp. ISBN 1-84115-121-1 Postman, Neil. Technopoly: The Surrender of Culture to Technology NY, Random House: Vintage, 1992. 222pages. ISBN 0-679-74540-8 Provenzo, Eugene F. Video Kids: Making Sense of Nintendo. Harvard University Press, 1991. ISBN 0-674-93709-0 Randall, Neil. The Soul of the Internet: Net Gods, Netizens, and the Wiring of the World. 369pp. Rifkin, Jeremy. The Age of Access: The new culture of Hypercapitalism where All Life is a Paid-for Experience.. NY: Putman/Penguin, 2000. 312pp. ISBN 1-58542-082-4 Rowland, Wade. The Spirit of the Web: The Age of Informatin from Telegraph to Internet. Key Porter Books, 1999. 416pp. ISBN 1-89443-302-5 Silver, David, et. al. Resource Center for Cyberculture Studies (On-line resource) Smith, Marc and Peter Kollock (eds.) Communities in Cyberspace London: Routledge, 1999. 323pp. ISBN 0-415-19140-8 Swann, Phillip. TV dot Com: The Future of Interactive Television NY: TV Books, 2000. 126pp. ISBN 1-57500-177-2 Tapscott. Don. Growing Up Digital: The Rise of the Net Generation. McGraw-Hill, 1998. 336pp. ISBN 0-07-134789-4 Turkle, Sherry Life on the Screen:Identity in the Age of the Internet NY: Touchstone/Simon & Shuster, 1997. 347pp. ISbN 0-684-83348-4 Ullman, Ellen. Close to the Machine: Technophilia and Its Discontents Monroe OR, City Lights Books, 1997. ISBN 0-87286-332-8 Whitaker, Reg. The End of Privacy: How total surveillance is becoming a reality. NY: The New Press, 1999. 195pp. ISBN 1-56584-378-9	Schools and Media Kerr, Stephan T. (ed.) Technology and the Future of Schooling, 95th Yearbook of the national Society for the Study of Education. Chicago: University of Chicago Press, 1996.) Kuehn, Larry. "The Internet and Lost Boundaries: Growing Up without Private Space" Our Schools, Our Selves Vol 10, #2 (#62) pp.24-41. Murray, Sharon Webfolios O'Dea, Jane. "Youthful Violence and the Quest for Identity in a Media-Saturated Age: Disturbing Thoughts for Educators" (Class handout) O'Dea, Jane. "Teaching as Entertainment" Education Canada Fall 1993. Runté, Robert. Replacing the Term Paper with a Web Page Assignment Society of Teaching and Learning in Higher Education, 1998 Conference presentation. Stone, Brian. "Using the World Wide Web in Teaching: Is it worth the Effort?" Practical Skills Cmor, dianne and Karen Lippold, "Surfing Vs. Searching: The Web as a Research Tool", 21st annual conference of the Society for Teaching and Learning in Higher Education, June 14, 2001. Kilian, Crawford. Writing for the Web. North Vancouver: Self-counsel Press, 1999. 138pp. ISBN 1-55180-207-4 Williams, Robin. The Non-Designer's Design Book: Design and Typographic Principles for the Visual Novice. Berkeley, CA: Peachpit Press, 1994. 144pp ISBN 1-56609-159-4. General Background Hoyle, Michelle. Computers: From the Past to the Present Lecture Margolis, Jonathan. A brief History of Tomorrow: The Future, Past and Present. [on Futurology] London: Bloomsury Publishing, 2000. 276pp. ISBN 0-7475-5087-5
Questions to Guide Inquiry You may find the following questions useful when reviewing books and issues and preparing your presentation.
What are the two (or more) sides of the issue or emergent technology you have chosen to examine? What makes the issue or technology an important one? What is at stake? What are the likely consequences of acting on this issue or developing this technology? Of failing to act? Who brought the issue up? Who is pushing for these changes? Who will benefit if we go with the one side? Who will benefit if we go with the other? (Caution: Of course, everyone always claims that their ideas will benefit the children. But who else benefits?) Why is this an issue for the schools? Is this a problem which confronts teachers directly in the classroom and so cannot be avoided, or is it a problem outside the schools, but one which people feel the schools could and should help resolve? Are the schools the only or best institution to address this issue? Can the schools solve this problem? Is this the real issue? Are there deeper social, economic, political, historical or philosophical issues that are more fundamental to this question, but that are not being addressed in the current debate? What have the various proponents or opponents of the technology failed to consider?	What might be some of the unintended consequences of adopting the new technology or proposed courses of action? And most importantly: Where do you stand? If your principal were to ask for your opinion on this issue, what would you say? If you were asked to sit on the committee to draft the policy on this issue for your school, how would that policy read? WARNING: Avoid the reification of "society"; that is, do not say "society demands" or "society believes" or any other phrasing that suggests that society is a single, conscious entity. Society consists of a number of competing institutions, groups, and individuals, each with their own views, aims, and influence. Be as precise as possible when identifying which group holds a particular view or has a particular need, and do not make the mistake of identifying such views or needs as universal.
Poster Guidelines
Some institute participants may wish to try the alternative presentation format of a poster. Posters are intended to be a self-contained, self-explanatory introduction to, or exploration of, a particular topic or issue. Like the best museum displays, they draw an audience with strong visuals, and then involve the viewer/reader in a series of stimulii that both inform and provoke further interest.	Posters are becoming increasingly popular at teacher conventions and academic conferences, and have the advantage that once completed, they can be easily transfered to a simple web site. The advantage in the current context is that the author(s) can reach beyond the immediate audience of our own class to others in the Summer Institute, as posters can be displayed and discussed in the hall during break.
A simple checklist of good poster design is provided below:
The chosen topic is one which the general public will find relevant and interesting. The poster display provokes and maintains sufficient interest that someone passing in the mall will be moved to stop and read all the way through the document to the end. The display provides new information and new insights into the issue. The reader leaves thinking, "I never realized before that this issue was so complex, important, or interesting...." (Choose one) There are neither factual errors nor any unsupported assertions or claims. Posters are primarily visual media, with some minimal text to explain and interpret the visuals. Blocks of print have been kept to a minimum. Text conveys a great deal of information in a few, well chosen, thought-provoking words. Headings and large titles have been used to provide an overview of the display's structure, outline, or argument at a glance from a distance. Layout and visuals have been used to draw the eye and speed the discussion. (A picture is worth 1000 words, good layout about 440.) Written expression demonstrates clarity, conciseness, and precision. (Note that mounting a display requires slightly different discipline than say a traditional paper.) Where quotations are included, they have been correctly attributed. (In reviewing the literature related to a cyber issue, well chosen quotations often help to both document and exemplify the contrary views held by opposing sides.)	Visuals are all crucially relevant and to the point; "filler" clip art has been avoided. Copyright has been respected. The presenters have either personally created, or received explicit written permission to reproduce all of the cartoons, illustrations, world wide web downloads, and other materials included in the display. Written mechanics (sentence structure, grammar, spelling, etc.) is flawless. Authorship is clearly indicated. The names of all who contributed are included, along with the name and number of the course for which the poster was produced. Confidentiality has been protected. If reporting original research, no names or locations have been given Authors are available during the poster session to respond to questions and are prepared to expand upon or defend display content.
Web Page Criteria Although the tight timeframe of the Summer Institute precludes setting the development of a web page as a course requirement, some participants may nevertheless wish to exercise this option. Two exemplars are available: Holly Gunn's review of L. Lessig's Code and Other Laws of Cyberspace", and Warren Dobson's analysis of the Napster controversy. Experienced web masters may attempt their own design; inexperienced participants may wish to adopt the instructor-provided template to simplify the process. In either case, the following checklist may be helpful:
Contents topic chosen and content presented is likely to be of interest to a broad cross-section of the public; technical jargon and unexplained specialist assumptions have been avoided. [Or, specify a particular target audience: e.g., practitioners in the field, high school students, interested amateurs, etc.] a comprehensive grasp of the subject matter is demonstrated, including an in-depth understanding of the relevant concepts, theories, and issues related to the topic addressed content is factually accurate and up to date [timeliness is one of the great advantages of the WWW so it behooves web developers to ensure their data is the latest available] an awareness of differing view-points is demonstrated and a rigorous assessment of these undertaken where relevant an ability to think critically is demonstrated in the analysis, synthesis and evaluation of relevant information a thoughtful statement of position is presented and defended through logical arguments and carefully selected supportive detail; the arguments presented build to a consistent conclusion The highest grades are reserved for those whose synthesis demonstrates both thoughtfulness and originality and which demonstrate insight and creativity; the content goes beyond repeating what others have said and contributes something new to our understanding of the topic (See above, criteria for position papers) content adheres to highest ethical standards in reporting original research involving human subjects, confidentiality of participants has been protected in conducting research through interactive web pages (e.g., survey forms), the principles of informed consent, confidentiality, and that the participant will be kept from harm, have been adhered to language usage is inclusive: sexist, racist, agist, classist, and ablist language has been avoided; content is free of inappropriate biases copyright has been respected. Copyright materials have been used only with the explicit written (or e-mailed) permission of the creator the content is referenced in the correct format for the discipline (e.g., APA, MLA, Chicago style, etc.) a clear, fluent, and concise style highlights a well-written, tightly argued, and logically structured discussion a virtually flawless mastery of all aspects of grammar, structure, and style is demonstrated	Mechanics HTML commands work as intended in a variety of browsers, including Netscape and Internet Explorer file format, file names, etc. are compatible with the local faculty or institutional server instructional design takes full advantage of hypertext links to enhance learning: linear material is presented linearly, but non-linear material uses lateral and vertical linkages to allow readers to direct their own learning instructional design incorporates elements that enhance the site's attractiveness, reader interest, and learning; graphic design or interactive elements engage the learner and demonstrate creativity and sound aesthetic judgment; however, form serves substance: irrelevant or gimmicky elements have been avoided layout is consistent, clear, uncluttered, and facilitates quick scanning for specific information appropriate images enhance the site's content and visual appeal, but without slowing document loading unduly; unnecessary images have been avoided; text alternatives have been provided for incompatible or text-only browsers sound, movie, and large image files are used only sparingly, if at all internal linkages connect individual web pages within the web site in a logical, easily navigated pattern individual web pages are not overly dependent on the pages before and after, above and below them in the structure; readers can enter the web site at any page and still understand the content at that point in dividing the web site into pages, an appropriate balance is achieved between too many and too few separate documents individual topics are not split between pages; layout groups related ideas visually as well as with headings and subheadings external linkages connect the web site to other relevant sites; but trivial and irrelevant linkages have been avoided; external linkages are thoroughly annotated so reader can decide whether linked site is likely to be of interest without having to jump there to discover their comment web documents are clear and concise web documents are free of spelling, grammatical, and other mechanical errors (Since the class is "going public" on this assignment, there will be "zero tolerance" for such errors.) a colophon or signature block is included on each page (or by a link to a separate credit/copyright page) The colophon includes the names and e-mail addresses of all who contributed; the date the page was last revised/updated; the name, number and e-mail/WWW address of the course for which the Web site was produced; a link to the course homepage; and, where applicable, a link to each contributor's homepage. each page links to the top of the site terminology used is not specific to one browser (e.g., does not say "click here" since not everyone will be using a mouse) emphasis is used only sparingly; heading commands are used for headings only and not for emphasis copyright has been respected. Cartoons, illustrations, icons, and other visual material has only been used with the explicit written (or e-mailed) permission of the creator

• identify the key points made by the author(s) including:
  • the author(s)'s definition of the problem, issue or trend
  • the author(s) credentials, evidence or research methodology
  • the conclusions reached or the position advocated by the author(s)

• assess the accuracy of the work, including:
  • the credibility of the author(s)'s credentials (check for vested interests or hidden agendas)
  • the validity and reliability of the evidence or research methodology provided
  • whether the work could have been improved by incorporating an explicit theoretical perspective; e.g., an historical, sociological, philosophical, feminist, psychological, or other critical perspective
  • the resonance of the arguments with your own experiences

• assess the significance of the work, including:
  • whether the author has covered the topic in sufficient depth or breadth
  • whether the conclusions apply to a significant portion of the population
  • whether the conclusions apply to a critical population or industry (e.g., schools)
  • whether the conclusions apply within the Canadian or Nova Scotia context
  • whether the conclusions and recommendations are timely, or are premature, or have already become dated
  • whether the predictions are inevitable and whether the recommendations are feasible and desirable

• State your own position on the problem, issue or tend by
  • clearly indicating whether and on what grounds you agree with the author(s)'s evidence, arguments, predictions, and conclusions

  • providing your own analysis and insights of the problem, issue or trend
  • providing sufficient evidence from the literature or your own experience to support your position

• state whether you found the material interesting and worthwhile; that is, would you recommend it to your colleagues
• assess the readability of the work: i.e, the quality of the written expression

• originality, insight, and creativity are demonstrated; the paper goes beyond repeating what others have said and contributes something new to our understanding of the topic
• a comprehensive grasp of the subject matter is demonstrated, including an in-depth understanding of the relevant concepts, theories, and issues related to the topic addressed
• an awareness of differing view-points is demonstrated and a rigorous assessment of these undertaken where relevant
• an ability to think critically is demonstrated in the analysis, synthesis and evaluation of relevant information
• a thoughtful statement of position is presented and defended through logical arguments and carefully selected supportive detail; the arguments presented build to a consistent conclusion
• a clear, fluent, and concise style highlights a well-written, tightly argued, and logically structured essay
• a virtually flawless mastery of all aspects of grammar, structure, and style is demonstrated

B - SUPERIOR (70 - 79) - Clearly Above Average Performance

• a thorough grasp of the subject matter is demonstrated
• an awareness of differing view-points is demonstrated and an assessment of these attempted where relevant
• the paper goes beyond description to interpretation, analysis, synthesis and evaluation
• a position is adopted and logically argued; appropriate supporting detail is supplied
• a clear style which communicates well (but may contain occasional or minor flaws in the mechanics of spelling, grammar, sentence structure, etc.) is evident in the logical presentation of a reasonable argument

C - SATIsfACTORY (60 - 69) - A Fully Competent Paper

• a basic grasp of the subject matter is demonstrated
• accurate information incorporating relevant sources and references is conveyed
• a position is adopted and logically argued
• an adequate attempt at analysis, synthesis, interpretation or evaluation is evident
• an acceptable style demonstrates an awareness of, and attention to, the principles of paragraph development, sentence structure, grammar and spelling, etc.

• a lack of familiarity with the subject matter is demonstrated through the omission of key material, or through the misinterpretation of important concepts, theories or issues
• a lack of critical thinking is evident in a paper which is more descriptive than interpretive; or in which the analysis and synthesis are logically flawed; or in which there is a reliance on assertion; or in which the relevance of supporting detail is questionable
• a position is not taken, is hard to determine, or is inconsistent with arguments or information presented in the paper
• there is a lack of originality and an over-reliance on material presented in class or in the assigned readings
• written expression requires improvement in basic communication skills; or written communication is marred by inflated diction, overly complex sentence structures, or an obtuse style.

F - FAILING (0 - 49) - An Unacceptable Performance

• a basic lack of understanding of the subject matter is demonstrated through gross misinterpretation or omissions
• there is little attempt to go beyond description; or interpretation and analysis demonstrates gross error in logic or supporting detail; or little or no factual material is presented; or material presented contains gross factual error; or is completely irrelevant
• written expression is disorganized, incoherent, poorly expressed, and contains unacceptably frequent or serious errors in grammar, sentence structure, and spelling
  OR
  
• an attempt is made to use others' work without providing proper acknowledgment
• an attempt is made to hand in a paper from another course
• an attempt is made to write a paper on a topic other than that approved in writing by the instructor

 

Acknowledgements:

I am indebted to Dr. Jane O'Dea, Dean of the Faculty of Education, University of Lethbridge, for sharing her "Education and Technology: A Philosophical Approach" course outline with me; and to Suifai Tam (Software Consultant), Richard Hough (Software Engineer) and Jeff Lewis (Senior Software Engineer) for their considerable insight into cyberculture.

Last updated January 30, 2002.