The WWW Journal of Online Education (JOE)
World
Association
for Online Education
For information on membership, organization's activities and listservs, go to WAOE
EDITION 99 is archived at this web site, as well as new articles from the 21st century. This will be an on-going edition devoted to Cognitive Development, Cyberspace, MindBodyMedia theory,and all aspects of Education.
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Editor-in-Chief: Julia "Evergreen" Keefer, Ph.D. at New York University
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Editorial Board
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WAOE Officers and Members: |
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PHOTOS BY SUJIT BHATTACHARJEE
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Peer Review Board: Technical Advisors: Joseph Hargitai and Jeff Lane |
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Editorial Statement
The goals of JOE, The Journal for Online Education, are to encourage and document creativity in online education, optimal mindbody conditioning in cyberspace culture, and cultural diversity in global communication in a range of discourse from abstract, esoteric articles in academic styles, cutting edge experimental research, news articles, business reports, creative writing and art work to the stories and drawings of children. The journal is not organized by discipline but seeks to develop new paradigms of thought by developing multi-, inter-, cross-, and trans-disciplinary and anti-disciplinary activities in basic adventure and problem areas related to cyberspace. The WWW Journal of Online Education is inclusive but experimental, and therefore seeks the most original, provocative submissions possible. The mission of the WWW Journal of Online Education is to turn us all into intellectual activists, to provide access and quality education to all people around the world, to develop and condition our physiology and kinesiology so that our meat doesn't rot in cyberspace, and to preserve freedom of expression, inquiry, creativity and cultural integrity as technology continues to develop. Although JOE is based in New York, its audience is global. In his keynote address, "Online Education as a New Professional Discipline" at the TCC98 online conference (organized by Jim Shimabukuro), Professor Steve McCarty writes: "The future will thus be a co-creation of Westerners and non-Westerners."
GUIDELINES for the WWW Journal of Online Education
Subject Matter: We accept anything related to teaching or researching online or in cyber-enhanced classes anywhere in the world; or how traditional knowledge and/or conventional cognitive processing are enhanced, destroyed and transformed by the medium of cyberspace. Poetry, graphics, and other creative writing can touch on any of the themes listed below and need not be didactic nor pedagogical.
Submissions can be Academic or Non-academic
Non-academic submissions include WAOE organization statements and reports, business reports, news articles, POETRY and ORIGINAL ART WORK about cyberspace, BOOK REVIEWS, and the writings and drawings of CHILDREN. Submit a brief description of the submission and the URL where it can be found by e-mail, and permission to edit in recombinant fashion, or send full text by email attachment.
Browse through the description of the various divisions for ideas on content.
Submission Procedure: Submit a brief bio, an abstract of your paper to Professor Keefer. The paper will be reviewed within a month and the writer will be notified immediately if it is accepted. This is a non-exclusive, informal, not-for-profit contract, so you paper can be published elsewhere. We prefer unlinked URLs from personal web pages. If you give us a URL at a commercial or educational site, make sure you have the rights to your paper and can publish it in JOE. Otherwise send attachments by email to Dr. Julia Keefer, julia.keefer@nyu.edu.
Before this counter was active, this page received approximately 44700 hits, according to NYU statistics.
WAOE articles on the organization's policies, dilemmas and missions
"Founding
Documents" by WAOE President Steve McCarty
"If I Were
a...:Internet2 and its Possibilites"by Vice President Mihkel Pilv
I:How Do We Think?
THE BRAIN GYM (cross-disciplinary articles to solve the problem of how to make our brains work better)
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This section includes academic APA articles on hard-core cognitive science addressing the issues of how the brain processes, remembers, creates and forgets information in cyberspace, as well as hypothetical and experimental articles on the metaphorical comparison to exercise physiology and application of different cognitive domains to the wild west of cyberspace. Creativity needs rules and structures but when and how do we break these rules to enhance our thinking, charting new territory in those cerebral fissures, increasing our synaptic connections? What are the connections between mental and physical conditioning? We encourage the submission of nonlinear experiments, games, poetry, artwork and stories to encourage synchronicity between right and left brain functions.The brain gym paradigm continues with creative ways to make learning fun for children. |
"Hi-Tech
Online Anthem to Creativity" by Mihkel Pilv
Motivation in Filmmaking by Zach Golden
Cognitive Development and Cognitive Domain: Connecting the Paths to Success by Rachel Hanley
II: How does the Internet Change the Way We
Think?
Please contribute
to an on-going interactive study on attention deficit disorder and the internet,
conducted by Gabriel Ioan
CYBERRHETORIC (trans-disciplinary articles on the language and rhetoric of cyberspace and how it compares to traditional modes)
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Photo: Albert Lung "Structured Dissonance and the Art of Building Arguments for the World Wide Web" by Sean D. Williams |
What are the points of persuasion in this hypertextual/visual/verbal
medium of intense speed and fluidity? Electronic argumentation investigates
how to persuade with graphics, hypertext and condensed information, Aristotelian
versus Boolean Logic, Fuzzy Logic, indeterminacy, chaos, evaluating information,
linear intensives, course descriptions. Children play in cyber-court. How do they use the web to win arguments? |
"Cyberspace as an Academic Publishing Medium" by WAOE President Steve McCarty
Online Gifted Education Program by Theresa Monaco (2008)
CYBERNARRATIVE (close textual MLA analyses and discussions on the comparison between linear and non-linear narrative)
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Photo Credit: Albert Lung |
How do we distort time and space in cyberspace? How do interactivity and immersion change the way we experience our stories? This section discusses the problems of nonlinear, interactive narrative including specific ways each surfer can contribute to story. It also includes short selections of hypernarrative or cyberspace poetry as well as "Once upon a time..." by children around the world. |
CYBERSCIENCE (theoretical, hypothetical, experimental and descriptive articles, models and course development about how to understand the natural world)
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Photo: Albert Lung |
What happens to traditional scientific thinking and methodology in the wild, chaotic jungle of cyberspace? Can one be too specialized? What are the problems of plagiarism, secrecy and exposure? What is the best way to evaluate online research? What are the advantages and disadvantages of the virtual laboratory? How much is technology replacing traditional manual lab skills? Give examples and links to VR sites, web syllabi etc. and discussion/description of how they enhance learning, experimentation etc. Feel free to debate how cyberspace cools and inflames hot issues like cancer research, cloning, biogenetic engineering, medicine and ethics, (euthanasia, abortion, fertility clinics etc.)What kind of games can children play online to help them learn more about the physical world? |
"Crystallography" by Roberto Andrea Mueller [requires Java-capable browser]
Science and Religion by Tash Tahir
CYBERDRAMA (inter-disciplinary articles, analyses and performance documentations of MOOS, MUDS, chat rooms, Hyperdrama and Cyberperformance as well as excerpts from all of the above in script form)
Photo: Albert Lung |
How is conflict expressed, catharsized and resolved in cyberspace? How can we effectively discover, isolate and express conflict in a cyberperformance, the dramatic intersection of meatspace, deepspace and cyberspace? Can traditional Aristotelian dramatic structure work in cyberspace? What happens when people create their own characters? How does suspension of disbelief work in a MOO, MUD or chat room? Are computer shamans as mysterious and powerful as traditional ones? What are the rituals of the online tribal community? What do children think of cyberdrama, what characters do they like to play, and how do they "dress? |
The Therapeutic Stage Encounters the Virtual World by Susan Imholz, Ph.D.(2007)
III: How is this New Knowledge Possessed, Shared
and Stolen?
HUMANS
AND NATURE AND CYBERSPACE
(multidisciplinary articles on how to reach the whole world)
The Habitat Agenda:
Adequate Shelter for All
ACCESS:
Communication
On(the)Line by Thomas Lavazzi
The Nagpur Learning
Centre in India by Dr. Catherine Berry Stidsen
Internet Resources
on American and Russian Education: Virtual Tools for Academic Research by
Piotr Shalimov
This section includes descriptive and anthropological articles
on how online education is delivered to remote corners of the globe as well
as to the boroughs of New York and Tokyo, debates on ecology vs. technology,
consumerism, preservation, capitalism and "progress." How can we make information
comprehensible and accessible while respecting cultural diversity?Homogenity
does for global access what some corporate courseware deals do for financial
dilemmas. If information is simple, clear, accessible, and "dumbed down,"
it will be easy to distribute all over the world, to even the most impoverished,
illiterate group of people. In some ways this is good. It gives everyone in
the global community a baseline of knowledge, a common language. But now we
are not only compromising creativity, but also global diversity. Will corporate
courseware become an intellectual colonialism or can we learn something from
the rich traditions and rituals of indigenous peoples?
How do children visualize computers in their environment? Who are their cyberpals
in distant lands?
THE POLITICS OF CYBERSPACE (polemics: argumentative and descriptive articles on who controls the net)
| What is the relationship between control, ownership and quality? How
do educational sites differ from commercial ones? Is Big Brother still
behind the wild west of the info highway? Are all people free to express
themselves, or is there a cyberelite?Will this information age eventually
bring the post-industrial era to a new understanding of goods and services
so that wealth becomes something else besides money? How will the political
philosophies of Marxism/Maoism and capitalism evolve with the addition
of an intellectual world cyberelite that may not possess traditional wealth? Who is the boss: children's opinions. |
| How can computers enhance not only foreign language acquisition but also nonverbal communication, understanding of timespace, rhetoric and behavior in the foreign culture? How are you using MOOS, teleconferencing, courseware, e-mail communication to teach foreign languages and intercultural communication? |
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IV:What is the Best Way to Deliver this Knowledge?
CORPORATE CORNER (multi-disciplinary descriptive articles, business reports and debates on trends in software and courseware)
STYLES OF ONLINE LEARNING:
The
Impact of Web-Based Technology on Distance Education in the United States
by James C. Samans 2003
Online
Course Design: An MBA Model by D'Arcy A. Becker, 2003
The End of the Web As We Know It by Shannon J. Field, 2003Creating a Hybrid
College Course by Gordon Hensley, 2005
Online Tools for Teaching Gifted Students by Theresa Monaco , 2006
Online Learning versus the Traditional College by Carron J, 2006
How to Improve the Parenting Student's Scholastic Achievement by Lena L. Jackson, 2006
Strategy Intervention and Reading Proficiency
in the Modern Tertiary EFL Classroom by Stephen English, 2007
Photo: Albert Lung
Is the marriage between corporations and universities enhancing education, or insuring the docile, disciplined, financially lucrative life-long learning of carefully marketed money-making individuals? What program is good for what? Is the customer always right? Which program is simple, efficient, cheap; which program enhances creativity and independent thinking, which is better to memorize facts, which program fosters too much conformity or template thinking?How do the different approaches satisfy the demands of performative, mentored, collaborative and self-directed learning? How many people experience wonder, humor and surprise with corporate courseware? When and how does greedy commercialization compromise education and when are starving cyber intellectuals too pure for their own survival? What excellent projects are corporations backing? When are corporations more creative than universities? Empirical descriptions and quantitative analyses of increments in learning can be used to validate the efficacy of certain kinds of software. What are children's favorite programs?
V:THE CYBERHEALTH CLINIC
Please contribute to an interactive online survey about YOGA
(Prescriptive articles and question and answer forum on how
to help your body survive the deleterious aspects of cyberspace)
This section can include physical therapy, orthopaedic, neurology, rheumatology
and fitness articles and graphics on specific problems such as aching backs,
eye strain, carpal tunnel syndrome, cardiovascular deconditioning, problems
of the physically challenged etc. Prescriptive exercises for back care and
posture, virtual aerobics, poetry and children's drawings are also included.
How do children intersperse net surfing with exercise and play?
"Aching Backs
in the Info Age" by Dr. Keefer
"Contemplative Online Learning Environments" by Laura Sevika Douglass
"The Commercialization
of Yoga" by Ashok Ojha
"Martial Expertise in the Modern World" by Marie Isa
VI: Deconstructing the Self in Cyberspace
PRIVACY: THE SELF AND OTHERS (inter-disciplinary articles on cyberspace and deepspace, sociology, psychology and ethics)
“Virtual” Honesty: The Chains of Technology by Courtney Graham, December 2007
Photo:
Albert Lung
How do we present ourselves to others in cyberspace? Do we lose
our "souls" in virtual communities or discover parts of our unconscious we
were not aware of? Does this WWW global magazine virtualize the archetypes
of the Jungian collective unconscious? When does the internet become a destructive
addiction? Is privacy still important in the global age and if so, how do
we preserve it? Is there such a thing as cyber-fright, like stage-fright or
writers block, or does the nature of the medium encourage us to let it "all
hang out"? How does the Western concept of self conflict with the non-Western
sense of state and community, or even "soul"? Creativity demands
a respect for the self, a Western concept in terms of material goals, but
an Eastern one when developing spiritual goals. The self is messy, complicated,
chaotic and contradictory, as all of you who have studied Jung and Freud,
or even remembered your own dreams, know. Where is the place in our online
educational model for the "deepspace" of the unconscious? What studies
are being done on how the internet affects pathologies such as attention deficit
disorder, autism and manic depression?
How can children protect themselves against predators but still express themselves
and have fun?
"Elephant Surveillance to Thought" by Andrew Levy, Ph.D.
THE BODY IN CYBERSPACE (cross-disciplinary
articles to investigate mindbody duality in cyberspace)
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Photo: Julian Flear |
This section includes
philosophical and cultural discussions of the representation, deconstruction
and duality of the mindbody in cyberspace.
ORGANIC PROFESSORS ON THE INORGANIC NET (trans-disciplinary articles on the role of professor, teacher, mentor, collaborator on the internet)
RealVideo of the Wired Professor Colloquium at NYU, Spring 1999
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Photo credit: Electronic Disturbance (inverted) |
Is the traditional professor anachronistic? Can group collaboration replace group leaders? What is the best training for tomorrow's educators? How do educators compensate for limits while retaining leadership? How can their biological mindbodies compete with the exhausting demands of cyberspace's seemingly infinite space and time? Will professors still be intellectual factory and migrant workers in the twenty first century, a cog in a wheel, smoothing the production of the courseware package? Will societies always reward and worship models, movie and pop stars more than educators,or will cyberspace improve the social status of professors? What do children think of their teachers? |
VII:
A. What can we learn from the Past?
HISTORY OF EDUCATION
Huguenot Education in Colonial America by Caitlin Shuster, 2007
B.What does the Future think of the Present?
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Photo Credit: Ramesh Kalva of India |
While examples of children's work can be seen throughout the journal, they link back to this site which reflects their organization and structure as well. In the twenty first century, we can all learn from children. |
"Major Factors Affecting Communication Styles between Japanese and American Children" by Yuko Oyama
VIII: POETRY
"We interrupt in different places" by Ruth Danon, Ph.D.
IX:BOOK REVIEWS
CYBERSPACE : The Human Dimension by David B. Whittle, reviewed by David Silver
For those writers who want instant gratification and hot debate, join the WAOE
X. JOKES AND MISTAKES
Photo: Mr. Winter, 3d image by Marcel Achard
Recent research in functional magnetic resonance imaging reveals that humor stimulates intense cerebral activity, connecting the language center with the somatosensory area, the right with the left brain. How is humor used in the classroom to stimulate thinking and creativity? Do we have any perspective on our digitalized global culture? What is funny about our adventures in cyberspace? What mistakes have great scientists, technologists, thinkers, artists, writers, politicians made in the past and how are we correcting them? What mistakes are we making?
FORUM to address polemical issues such as who controls cyberspace, and how knowledge is possessed, shared and stolen among educators, administrators, government and corporations, or use the FORUM simply to sign the guestbook and let us know what you are doing.
Submit to:Professor Keefer