Khan, Sabir

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Now showing 1 - 3 of 3
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    Decay, Maintenance and Repair Symposium - Welcome and Introduction
    (Georgia Institute of Technology, 2018-04-13) Russell, Andrew ; Khan, Sabir
    We love innovation, no matter how toxic or misguided, and we devote large quantities of our attention and money to it. At the same time, we ignore everyday things and their maintenance, no matter how vital, and our ignorance invites disaster. But we know better: we know that technology is more than innovation, we know that an ounce of prevention is worth a pound of cure, and we know that we have profound moral obligations to care for ourselves, our students, and each other.
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    An Experiment in Modern Knowledge Spaces: the Library East Commons
    (Georgia Institute of Technology, 2006) Stuart, Crit ; Bennett, Charlie ; Cseplo, Steve ; Khan, Sabir ; Vogt, Brett ; Lamia, Frank ; Leland, Blake ; Crawford, T. Hugh ; Conces, Carola ; Gilbreath, Sarah ; Slaton, Dani ; Frazier, Kaitlyn ; Rattray, Liam ; Punnoose, Andrew ; Hocking, Erica ; Emmer, Geoff ; West, Beth ; Davis, Lauren ; Johnson, Ben ; Kerckhof, Diana ; Hobbes, Leon ; Lowe, Tiffany ; Hoffman, Matt ; Beaver, Matt ; Rachels, Jay
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    Using An Unstructured Collaboration Tool to Support Peer Interaction in Large College Classes
    (Georgia Institute of Technology, 2000) Zimring, Craig ; Craig, David Latch ; ul-Haq, Saif ; Khan, Sabir ; Kehoe, Colleen Mary ; Rick, Jochen ; Guzdial, Mark
    Peer interaction may be a useful strategy for having students express their knowledge and get personalized feedback in large classes. In this paper we look at how a CoWeb ­ an unstructured collaboration space ­ was used to support a large college design class. Although the CoWeb was used for several purposes, we focus specifically on how it was used to support class discussions. We start with why we feel CoWeb discussions, and more generally online peer interaction, may be useful in light of our pedagogical goals. We then analyze the structure of the discussions and how students perceived them, and discuss how the online environment may have influenced behavior. From this analysis, we conclude the CoWeb was effective in helping students think about open-ended issues through online peer interaction. However, we also conclude that providing some structure might help online discussions appear more coherent and productive.