A Good Article on Mobile Devices and Driving

A 2009 AAA Foundation study found that 91.5 percent of drivers considered talking on the phone while driving a serious threat to their safety; 97 percent said it was completely unacceptable to send a text or e-mail while driving. But two-thirds of those people admitted talking on their own phones while driving, and 1 in 7 have texted while driving.

That little tidbit exposing the hypocrisy of the American driver comes from an article in the Christian Science Monitor, “Texting while driving: the new drunk driving.”  I wouldn’t be surprised if a good percentage of the 1/3 who didn’t admit to talking on the phone while driving were people who don’t even have phones. When the phone rings and you are driving, its a difficult temptation to resist.

I’m going to leave aside the question of texting while driving because, although I must confess I have done it, it is so obviously a stupid thing to do and clearly dangerous.  Apparently simply talking on the phone  is quite dangerous, as well, moreso than I realized.

At the University of Utah’s Applied Cognition Laboratory, Professor Strayer has been testing this do-as-I-say theory for a decade. Using neuroimaging and a drive simulator, he and his colleagues have watched what happens when drivers – including those who claim to be able to text, tweet, and talk safely at the wheel – mix cellphones and cars.

The results are stark: Almost nobody multiprocesses the way they think they can. For 98 percent of the population, regardless of age, the likelihood of a crash while on a cellphone increases fourfold; the reaction to simulated traffic lights, pedestrians, and vehicles is comparable to that of someone legally intoxicated.

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Now here is the thing I find really interesting.  Strayer’s research found that there was little difference between the distraction level of those on hand held sets and hands free headsets.

The disruption, he says, is cognitive. Unlike a conversation with a passenger sharing the same physical space of the car, the electronic conversation takes a driver into a virtual space away from the road.

“We record brain activity,” Strayer says, “and we can show that it’s suppressed from the cellphone conversation.”

That’s odd and interesting, but believable.  Phone conversations are different from in person conversations and even if you could hear both sides of the conversation, you would probably know very quickly it was a mobile phone conversation.  And I feel like a lot of people can’t even walk straight while talking on their mobile phones.  They wander around drunkenly obliviously to everything and everyone around them. Its very odd.

Anyway, this is a good article, full of interesting tidbits.  Check it out.

Innovative Practices for Challenging Times

An message from Michael Nanfito and NITLE.

In March 2009, five exemplary projects from the liberal arts community received the NITLE Community Contribution Award, which includes an opportunity to publish a case study with Academic Commons. Today, I’m happy to announce the publication of “Innovative Practices for Challenging Times,” a new issue of Academic Commons that showcases these projects and gives readers a chance to find out how their leaders made them happen.

Articles featured in this issue of Academic Commons include:

War News Radio” by Abdulla A. Mizead. Mizead tells how one creative alum, a group of dedicated students, and a supportive college community launched a new major reporting initiative covering the war zones in Afghanistan and Iraq.

Come for the Content, Stay for the Community” by Ethan Benatan, Jezmynne Dene, Hilary Eppley, Margret Geselbracht, Elizabeth Jamieson, Adam Johnson, Barbara Reisner, Joanne Stewart, Lori Watson, and B. Scott Williams. Find out how a group of inorganic chemists used social networking technologies to build a scientific community for support, exchange of ideas, and friendship — all in the interest of improving chemistry education across campuses and having a bit of fun in the process.
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Curricular Uses of Visual Material: A Research-Driven Process for Improving Institutional Sources of Curricular Support” by Andrea Lisa Nixon, Heather Tompkins, and Paula Lackie. When students work with visual materials in all parts of the curriculum, how do you make sure they get the technical support they need? An extensive research study of faculty and students led to a new coordinated support model. Nixon, Tompkins, and Lackie explain how they got it done.

The History Engine: Doing History with Digital Tools” by Robert K. Nelson, Scott Nesbit, and Andrew Torget. The History Engine offers a rich digital repository of episodes from American history and even more important, a chance for undergraduates to “do history” long before the senior seminar or capstone course.

The Collaborative Liberal Arts Moodle Project: A Case Study” by Ken Newquist. The Collaborative Liberal Arts Moodle Project, or CLAMP as it’s better known, proves the power of collaboration across campuses. By creating a network of Moodle users from multiple campuses across the country, CLAMP has developed a highly effective system for adapting the open-source software Moodle for the specific needs of liberal arts colleges.

At NITLE, we’re pleased to partner with Academic Commons to bring you these case studies and to enable their authors to share the knowledge they’ve developed along with their projects. We thank the featured authors and their partners for their work and Academic Commons for collaborating with us. If you would like to nominate a project for the next round of awards, please contact me at mnanfito@nitle.org by November 16, 2009.