Copyright (c) 2010 All rights reserved. http://works.bepress.com/anne_arendt Recent documents in Anne M Arendt en-us Fri, 11 Jun 2010 01:33:02 PDT 3600 http://works.bepress.com/anne_arendt/9 http://works.bepress.com/anne_arendt/9 Wed, 09 Jun 2010 20:48:43 PDT Created for presentation at: Teaching with Technology Idea Exchange (TTIX) June 10, 2010 University of Utah; Salt Lake City, UT http://ttix.org/This article examines the creation and distribution of a survey tool used to assess Utah resident views of incentives and disincentives for use of OpenCourseWare (OCW) and how they fit into the theoretical framework of perceived innovation attributes established by Rogers (1983). This was a descriptive study that employed a survey method. This study consisted of three stages: a preliminary Delphi technique questionnaire based on Rogers (2003) attributes of innovation, a pilot study, and the primary study. In the primary study, a mail survey was given to 753 Utah residents using the Tailored Design Method (Dillman, 2000). Several strategies were employed in data collection which included: (a) detailed introductory letters with the questionnaires and postage prepaid envelopes, (b) monetary incentives to potential participants, and (c) a series of three follow-up letters to remind non-responding participants. A survey instrument was developed using attributes that emerged from a Delphi technique with input from experts in the OCW field. Eleven experts where asked to participate and five were actively involved. After the attributes were identified they were placed into Roger’s attribute characteristics. It was then pilot tested with 44 individuals. Cronbach’s alpha was calculated to assess inter-item consistency for the pilot test and required a reliability of .70 or higher before the survey instrument would be used (Schumacker, 2005). The survey was then sent via postal mail to a randomized group of 753 individuals residing in Utah between the ages of 18 and 64. The names and addresses, along with associated gender, ethnicity, income, age, education, and occupation were obtained from Alesco Data Group, LLC of Fort Myers, Florida. The following research questions were to be answered by the survey: (a) What are perceived incentives for use of OCW by the Utah adult population? (b) What are perceived disincentives that prevent use of OCW by the Utah adult population? (c) What are diffusion attributes that contribute to the adoption (incentives) of OCW in Utah? (d) What are diffusion attributes that contribute to rejection (disincentives) of OCW in Utah? Results of this survey can be found at:ARENDT, A., SHELTON, B.. Incentives and Disincentives for the Use of OpenCourseWare. The International Review of Research in Open and Distance Learning, North America, 10, oct. 2009. Available at: http://www.irrodl.org/index.php/irrodl/article/view/746/1393. Date accessed: 09 Jun. 2010.Printable results: http://www.irrodl.org/index.php/irrodl/rt/printerFriendly/746/1393 Anne M. Arendt Articles http://works.bepress.com/anne_arendt/8 http://works.bepress.com/anne_arendt/8 Fri, 06 Nov 2009 19:31:49 PST This article examines Utah residents’ views of incentives and disincentives for the use of OpenCourseWare (OCW), and how they fit into the theoretical framework of perceived innovation attributes established by Rogers (1983). Rogers identified five categories of perceived innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. A survey instrument was developed using attributes that emerged from a Delphi technique with input from experts in the OCW field. The survey instrument was sent to 753 random individuals between 18 and 64 years of age throughout Utah.Results indicated that the greatest incentives for OCW use were the following: (a) no cost for materials, (b) resources available at any time, (c) pursuing in depth a topic that interests me, (d) learning for personal knowledge or enjoyment, and (e) materials in an OCW are fairly easy to access and find. The greatest disincentives for OCW use were the following: a) no certificate or degree awarded, (b) does not cover my topic of interest in the depth I desire, (c) a lack of professional support provided by subject tutors or experts, (d) a lack of guidance provided by support specialists, and (e) the feeling that the material is overwhelming. The authors recommend that institutions work to transition some OCW users into degree-granting paid programs as well as adopt a marketing campaign to increase awareness of OCW. Additionally, OCW websites should make their content available to recommendation engines such as ccLearn DiscoverEd, OCW Finder, or OER Recommender and should reciprocally link to one or more of these sites. Anne M. Arendt Articles http://works.bepress.com/anne_arendt/7 http://works.bepress.com/anne_arendt/7 Fri, 06 Nov 2009 06:51:57 PST This paper summarizes the social media and Web 2.0 field in regard to policies from the perspective of a Web resource director. The paper is 50 pages and was created specifically for the Best Practices in Policy Management Conference sponsored by the UVU Policy Office on November 6, 2009. Anne M. Arendt Presentations http://works.bepress.com/anne_arendt/6 http://works.bepress.com/anne_arendt/6 Thu, 22 Oct 2009 19:53:10 PDT In order to not be plagiarizing materials, we need to ensure adequate copyright release and attribution for resources we use inside and outside the classroom. This presentation, instead of focusing on copyright issues and limitations, will focus on items placed in whole or in part into the public domain. Anne M. Arendt Utah Valley University http://works.bepress.com/anne_arendt/4 http://works.bepress.com/anne_arendt/4 Thu, 08 Oct 2009 19:56:22 PDT A 90 minute presentation was given in a lab setting for the TYCA West Conference (http://tycawest.org/) entitled Point and Counterpoint Converging Fugues within Composition and Community. This is the document that was given during this presentation. Anne M. Arendt Presentations http://works.bepress.com/anne_arendt/3 http://works.bepress.com/anne_arendt/3 Thu, 08 Oct 2009 07:29:55 PDT Whereas the original Web was more of a one-way medium with content going from the publisher to the reader, Web 2.0 is a bi-directional medium where people interact with each other and/or with the content. Basically, it is a change from an environment with a few content authors and many readers to one in which users generate, re-purpose, and consume shared content. There is a seemingly ever-increasing interest in using Web 2.0 related technologies. Some examples of incoming requests include: Interactive Catalog of Engagement Opportunities, searchable/filterable calendaring and event posting system, E-portfolio system, collaborative communication platform, and podcasting. Equally, there are a number of individual entities and groups on campus using Web 2.0 to enhance their Web sites, communications, or tools available. This can be seen in the list of Social Media projects we currently have on campus: http://www.uvu.edu/visitors/social-media-directory/index.html. Anne M. Arendt Utah Valley University http://works.bepress.com/anne_arendt/2 http://works.bepress.com/anne_arendt/2 Mon, 14 Sep 2009 20:08:40 PDT * Colleges and universities can choose a centralized or a dispersed management model for handling content on their websites. * Utah Valley University chose a dispersed web content management system for its website, leaving control in the hands of individual content owners. * Somewhat customizable templates and a centralized but inclusive governance structure facilitate dispersed web content management at UVU. Anne M. Arendt Articles http://works.bepress.com/anne_arendt/1 http://works.bepress.com/anne_arendt/1 Mon, 14 Sep 2009 20:02:50 PDT This dissertation examines Utah resident views of incentives and disincentives for use of OpenCourseWare (OCW) and how they fit into the theoretical framework of perceived innovation attributes established by Rogers. Rogers identified five categories of perceived innovation attributes, which include relative advantage, compatibility, complexity, trialability, and observability. A survey instrument was developed using attributes that emerged from a Delphi technique with input from experts in the OCW field. The survey instrument was sent to 753 (n = 753) random individuals between 18 and 64 years of age throughout Utah based on information obtained from Alseco Data Group, LLC. Results indicated that the greatest incentives for OCW use were (a) no cost for materials (M = 4.59, SD = .68), (b) having resources available at any time (M = 4.35, SD = .89), (c) pursuing in depth a topic that interests me (M = 4.24, SD = 0.93), (d) learning for personal knowledge or enjoyment (M = 4.22, SD = .93), and (e) materials in an OCW were fairly easy to access and find (M = 4.12, SD = .98). Results indicated that the greatest disincentives for OCW use were (a) there was no certificate or degree awarded (M = 3.28, SD = 1.54), (b) it did not cover my topic of interest in the depth I desired (M = 3.17, SD = 1.31), (c) lack of professional support provided by subject tutors or experts (M = 3.14, SD = 1.25), (d) lack of guidance provided by support specialists (M = 3.09, SD = 1.26), and (e) feeling the material was overwhelming (M = 3.06, SD = 1.31). Anne Arendt Dissertation