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Studentaffairs.com Virtual Case Study Competition 2007

“Hot Topics” in Technology: A presentation to the Dean’s

Council

Christina Mastrangelo, Ryan McKinney, and Amie Jackson

Kent State University

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Committee “Hot Topics” Brainstorming

Some of “Hot Topics” we considered were:YouTube Podcasting Distance LearningSecond Life Web-CT/Blackboard PeopleSoftBanner Wikis Technology TrainingNetwork Security Illegal Downloads MySpaceFacebook iPods, MP3s Instant MessagingCell phones Text messaging LaptopsE-mail Teleconference Online StalkingClassroom Technology Piracy Academic DishonestyComputer Viruses Cyber crime Disaster Recovery

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Committee’s Selected “Hot Topics”

1.Blogs2.Institutional Spam3.Podcasts4.Wikis5.Distance Learning (Second

Life)

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Why the Committee Chose these “Hot Topics”

• All topics are:• “Up and coming” trends- they may not be “new,” but

their use is increasing• Currently being used by institutions• Popular amongst traditional college students and

responding to our fast-paced society• Impacting the way in which higher education institutions

function• Relatively new to those unfamiliar with technology,

despite the fact that these topics may directly impact their role within an institution

• To address the benefits of these topics in improving higher education services

• To create awareness of the possible issues associated with these topics and their use in higher education

• To shed light on the ways in which these topics can be used in higher education

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Blogs

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A blog… •is normally a single page of entries. There may be archives of older entries, but the "main page" of a blog is all anyone really cares about. (Brain, 2007)

•is organized in reverse-chronological order (Brain, 2007)

•is normally public for anyone to see (Brain, 2007)

The entries in a blog usually come from a single author.

Basically, a blog is a lot like an electronic journal or diary.

What is a blog?

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Types of Blogs

One-way:

There is one author/blogger who is responsible for the entry that is read (Anton, 2006)

Interactive:

Allows readers to post comments and ask questions to which the blogger can respond in an additional comment or through a new post (Anton, 2006)

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Example of a Blog

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Benefits of Blogs1. Student Recruitment Boost:

Blogs provide prospective students with “real life” answers about the colleges they are interested in attending (Joly, 2006)

Blogs enable prospective students to gain a “virtual” sense of the campus when they are unable to visit (Joly, 2006)

Blogs provide exposure to the university in a non-threatening way (Joly, 2006)

Examples of Blogs Used in the Recruitment of Students…University of Missouri-Columbia www.missouri.admissions.edu

Ball State University www.bsu.ed/realifeSimmons College www.simmons.edu/realife

Houghton College www.houghton.edu/admissions/life/index.htm

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Benefits of Blogs2. Academic Enhancement

Allows for interactive classrooms (Baim, 2004)

Improves students’ ability to use the Internet as a research mechanism (Baim, 2004)

Provides students with networking opportunities Improves students’ writing skills (Baim, 2004)

“Blogs can serve as catalysts in stimulating critical thinking and inspiring students to be lifelong

learners” (Oravec, 2003)

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Benefits of Blogs3. Communication

Provides a means of sharing an individuals thoughts, ideas, opinions, and concerns

Can help create understanding and an open mind through the exposure to different perspectives

Enables a group of individuals to communicate on specific topics immediately, cost-effectively, and flexibly

Is an opportunity to increase communication and information sharing between individuals

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Problems/Issues with Blogs•The effectiveness of blog usage in the recruitment process is difficult to measure (Joly, 2006)

•It is difficult to regulate the information submitted in an interactive blog (Joly, 2006)

•Inappropriate blogging has given various universities grounds for firing or expulsion (Anton, 2006)

–Students, faculty, staff, and administrators need to be mindful on information posted as it may follow them into future positions

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Institutional Spam

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What is Institutional Spam?

Institutional Spam is when someone sends an announcement to a large number of email addresses within the institution.

Many institutions have created systems which control these “mass emails” and have set guidelines for which emails are

sent.

Examples of institutional spam:–Advertisement of events for Students, Faculty, Staff, Administration, surrounding community–New hires, promotions, awards, engagements, deaths–Members of the Institution in the news–Reminders of services provided for community members–Announcements (i.e.- snow closing/delay)

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Benefits of Institutional Spam

•Email can be an great way to get information out to many people in a quick, cost effective way.•Students utilize their on-campus voicemail at lower rates because of cell phones, students typically check their email. •By having a system in place where institutional spam is regulated, we can help streamline the process of how and where important information is received.•It creates a central location for news and information related to the campus community. •Administration can more efficiently track where and when events are happening.

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General Problems/Issues with Institutional Spam

•When people become inundated with emails they tend to pick and chose which to read and which not to read. This trend can lead to important information not getting to those who need it (St Sauver, 2007)

•Not everyone checks their email on a regular basis, if at all•Campus constituents that are not technically inclined may miss out on the benefits of institutional spam or become frustrated with its overuse•Depending on who has the ability to send institutional spam, the mass emails may lack relevance and result in the individual ignoring the emails in the future

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Proposed Approval Process for Institutional Spam

•Specify a moderator email address for announcements to be sent to and checked before it is sent out•Create an online submitting form - this would be the recommended system because all the requirements would be specified in the announcement and it would be in the proper format•Sender must have a specific relationship to the university•Email subject must be relevant for members of the campus community (specifically, the individuals receiving the email)

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Proposed Approval Process for Institutional Spam

•Must be in a particular format (i.e.- plain text, html, online form, PDF.)•Must have specific information so the receiver understands the email content (i.e.- Name of Event, Date, Time, Location, Contact Information) •Individual responsible for sending institutional spam must receive information 3 days to a week prior to when the sender wants it disseminated

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Possible Institutional Spam Solutions

1. Create Moderated Email Lists

Benefits:•Can target a specific group of people instead of entire campus (i.e. faculty, class of 2010, Smith House Residents)•Can be edited for content or denied for irrelevance•Can be labeled as coming from a specific moderated list so receiver knows a little more about what it pertains to

Issues:•Could still lead to multiple emails•Can delay sending time sensitive announcements•Need to create strict guidelines as to what “important email” means

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Example of Institutions Utilizing Moderated Email Lists

Skidmore College http://www2.skidmore.edu/cits/staff/campuslists.html

Northeastern State University http://www.nsuok.edu/studentaffairs/studentactorg/organizations/pdf/CampusWideEmailGuidelines.pdf

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Possible Institutional Spam Solutions

2. Daily campus newsletter organized by Communications Department

Benefits:•Put multiple announcements into one organized email which can cut down significantly on amount of emails•Can be edited for content or denied for irrelevance•Can create summaries so readers to not have to go through entire email

Issues:Can become too time consuming to skim through one email to find what you needNot all announcements are relevant to everyoneSome prefer to have individual emails so they can organize easierCan delay time sensitive announcements

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Example of a Daily Campus

Newsletter

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Podcasts

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What is a Podcast?Bausch & Han define podcasting (or podcasts) as, “enables users to quickly and easily download multimedia files, including audio and video, for playback on mobile devices including iPods and other MP3 players” (Brown, 2006)

Individuals subscribe to a podcast and then automatically receive all newly initiated installments.  (Brown, 2006)

Read states once a podcast is loaded onto a computer or digital music device it can be accessed and reviewed at the user’s leisure, such as during a jog around the gymnasium track, waiting for the campus bus, folding laundry, or commuting to campus (Brown, 2006)

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Benefits of Podcasts

• Learning Styles- the use of audio and visual podcasts appeals to individual learning style preference

• Meeting Students at their Level- students are already utilizing these methods of communication. As Campbell observed, “This is a language they not only understand, but use, often on a daily basis” (Brown, 2006)

• Podcasts are Relatively Easy and Cheap to Create- the initial development, making the podcast available online, and upkeep is quick

• Can increase communication outside of the classroom and expand a student’s understanding of course topics

Source: Brown, 2006.

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Benefits of Podcasts

• The ability to listen to a lecture multiple times• Flexible- Available anytime, anywhere (so long as there is

internet availability), which is especially helpful for non traditional and commuter students.

• Increased interaction with the instructor (instead of focused note taking)

• Supplement to traditional class notes• Audio resources for blind and distance education students• Portability (using personal media players)• Multitasking (e.g. exercising while listening to lectures).

Source: http://coe.sdsu.edu/eet/articles/podcasting/index.htm

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Problems/Issues with Podcasts• Institutional and technical support problems

– Institutions are choosing to steer resources elsewhere– Lack of personnel able to solve technical problems

• Proper equipment and training is needed in order to fully benefit from podcasting

• Quality control issues – Podcasting relies on being able to convey a spoken message.

It is important to periodically check the quality of the equipment.

• “Podfading”– A term coined by podcaster Scott Fletcher in February 2005,

which refers to podcasts that simply vanish from cyberspace (Brown, 2006)

Friess stated “Podcasting is one of those things that’s cheap and easy to begin to do, but takes a tremendous amount of time to keep going,” stated blogger and former podcast host Brian Reid (Brown, 2006)

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Ways Podcasts can be Used in Higher Education

• Training- can be used to train students and professionals from a distance and increases flexibility (i.e.- summer break, nontraditional students, commuter campuses)

• Recruitment- can be used to attract new students to your institution

• Transition- topics related to the transition to college can be created to help first year or transfer students learn more about the institution and the adjustment

• Communication- can help students stay in touch with their parents and individuals within the institution

• Academic Advising- help students choose a major and answer questions related to course registration and academic requirements

• Involvement- informing students of the different out-of-class experiences available at the institution

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Examples of Podcasts in Higher Education

1. Audio PodcastsMiami University’s (Ohio) CareerChat (2006):

is “a series of informative podcast interviews with professionals who discuss  job-search techniques and various career topics” (http://www.units.muohio.edu/careers/podcast/ )

Title: Transitions

(Click on the box)

North Carolina State University:

has produced a number of podcast episodes dealing with everything from how employers look for qualified students to personal hygiene and proper attire for interviews (http://www.ncsu.edu/career/careertalk/index.php)

Title: Finding a College Student in a Haystack

(Click on the box)

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Examples of Podcast in Higher Education

2. Video Podcasting

University of Connecticut, Waterbury Campus: These two-minute scripted vignettes humorlessly address important information entering students to the University need to know.

http://www.waterbury.uconn.edu/newhusky/videopod.htm

Title: First Year Experience(Click on the box)

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Wikis

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What are Wikis?

• Originally created in 1995 by Ward Cunningham (Bean & Hott, 2005)

• In Hawaiian “Wiki-wiki” means “quick” (Bean & Hott, 2005)

• Is a website that can be edited in real-time by anyone with access (Bean & Hott, 2005)

According to the EDUCAUSE Learning Initiative (2005), “Variously described as a composition system, a

discussion medium, a repository, a mail system, and a tool for collaboration, wikis provide users with both

author and editor privileges; the overall organization of contributions can be edited as well as the content itself.”

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Example of a Wiki:

Wikipedia is a public online encyclopedia setup as a wiki (therefore, users control the content)

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Benefits of Wikis

• Its open- environment encourages collaboration, participation, a strong sense of community and common purpose, and trust in information sharing and wiki monitoring

• Is a cost-efficient and quick means of sharing ideas and information

• Can be worked on at any time, from any location with an internet connection

• Easier to learn than creating an HTML website• Can include links to other sources (websites,

podcasts, blogs, etc.)

Source: Bean & Hott, 2005

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Benefits of Wikis

• Responds to our fast-paced society by allowing real-time revisions

• Users have ownership over the material because they are all editors and readers- students feel empowered

• Unlike blogs, is a two-way communication- is a more active, than passive web-based mode of communication

• Is flexible in structure/format- users can be creative and specialize

• Can be made public or kept private to a specific audience

• Teaches students network literacy and current technology terms

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Problems/Issues with Wikis

• Liability and Accountability- users are free to edit content and without proper monitoring the information shared could have negative implications

• Validity of content could be questionable- users may impose their personal views rather than facts which could impact the wikis’ credibility. In addition, if the site is created by non-experts on the subject, then the content may not be “accurate, comprehensive, balanced, and consistent” (Bean & Hott, p. 7) 

• Sense of Disorientation- If you are not familiar with how to use wikis it may be cumbersome to edit a wiki document. The lack of structure/format could make navigation and the overall organization of the wiki difficult at first (Lamb, 2004)

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Problems/Issues with Wikis

• Wikis tend to appear plain and lack excitement. However, this is all the result of the author and editors, so it could be more attractive with some time and effort.

• If the wiki lacks the ability to tell you who edited the site then tracing work and course management can be complicated (Lamb, 2004)

• The material in the wiki “represents the collective perspective of the group that uses it- a wiki has a collaborative bias” (EDUCAUSE, 2005)

• Is more effective at reflecting on current thoughts and issues rather than those that are rapidly evolving (Lamb, 2004)

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Ways to Use Wikis1. To support meeting planning: provisional agendas can be

posted and commented on by participants, during the meeting the wiki can be used for note taking so notes will be available online immediately following the meeting, participants will be able to review, annotate, and revise the notes (Lamb, 2004)

2. Brainstorming: can be used in group projects to brainstorm and sketch a presentation

3. Complement Coursework/Support Instructions: professor and students can post materials pertinent to the course, class assignments, etc.

4. Collaboration: groups can use it to collaborate on projects, solicit information or input, etc.

5. Training6. E-portfolio

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Examples of Wikis in Higher Education

•  Bowdoin College: Romantic Audience Project:

Professor complimented the coursework by requiring students to complete weekly assignments on wikis. According to Professor Phillipson, “ The site has not just changed the way students think. It has also changed the way they write, pushing them into a more direct, self-aware style.” (Read, 2005)

http://ssad.bowdoin.edu:8668/space/snipsnap-index

• Writing Instruction: http://teachingwiki.org

Site for college faculty and instructors teaching rhetoric and composition. According to Joe Moxley, professor of English at University of Southern Florida, wikis “invigorate writing…provide a low-cost but effective communication and collaboration tool…promote the close reading, revision, and tracking of drafts…discourage ‘product oriented writing’ while facilitating ‘writing as a process’…ease students into writing for public consumption” (Lamb, p. 44)

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Suggestions When Using Wikis in Higher Education

• Don’t follow the typical sense of classroom hierarchy- instructors must give up some control in order to empower students and create a sense of community. Instead, the instructor is responsible for creating opportunities for student engagement and allowing the students to be autonomous in interactions (EDUCAUSE, 2005)

• Private or Public?- think about the implications of having open access vs. selective participation. Depending on the purpose of your wiki, you may want the information and ability to edit to be confined to a particular audience (i.e.- registered students in a course)

• Explore ways to utilize wikis as a means of responding to a variety of education needs- involvement, activities, etc. (EDUCAUSE, 2005)

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Distance Learning: Second Life

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What is Distance Learning?

Distance Learning is when students take academic courses through the use of internet resources, video and/or audio, print materials, and email correspondence instead of the traditional lecture or class discussion in a classroom. It allows students to take class when and where they want (Hardesty, 2007)

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What is Second Life?

• Second Life is a virtual world created by an organization called Linden Lab in which members create a character, known as an avatar, to represent them (Prisco, 2006)

• With an avatar, a member can interact like people do in the real world.

• Instead of just traditional websites, Second Life members create 3-Dimensional virtual spaces where information can be shared and new ideas are created.

• These spaces can be developed to mirror a location in the real world or create something completely new.

• Second Life currently has over 3.7 million members.

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Examples of Second Life in Higher Education

There are almost 50 colleges and universities that are currently have or are creating

campuses with in Second Life.

Some examples of such institutions are:

1. Harvard Law School http://www.youtube.com/watch?v=ZUNAhzwZkdUHarvard Law Professor Charles Nesson and his daughter, Rebecca Nesson, Harvard Extension Instructor, taught a class in Fall 2006 in Second Life (Foster, 2006). The classes were held in a replica classroom Ames Court Room at Harvard Law School.

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Examples of Second Life in Higher Education

2. Ohio University: http://www.youtube.com/watch?v=aFuNFRie8wAOhio University (OU) has recently developed an entire campus on Second Life where “the classroom has not just been recreated, but reinvented” (YouTube Inc., 2007e). OU offers anywhere from one hour training modules to entire semester long college credit courses. Audio and Visual podcasts are used throughout the campus as well as text in various forms. The virtual campus also has space available for conferences and trade shows. Music and Art of students and professors can be showcased. The campus even has a student center where students can hold meetings and partake in social events from full scale musical concerts to a game of pool.

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Examples of Second Life in Higher Education

3. Texas State University – San Marcos http://www.youtube.com/watch?v=iRNP6IJwY90Bobcat Village, the virtual campus of Texas State University is currently being constructed to be a center for “gathering, exploration and learning” (YouTube Inc., 2007a). Avatars can use a golf cart to travel around campus. The campus will include a gift shop, art gallery, a café, docks, and a student union.

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Second Life & Distance Education Benefits

• Helps alleviate issues of limited space on campus• Increase enrollment without new buildings needed• Allows more nontraditional students to pursue a degree• More flexible and convenient than traditional class• Gives students ability to attend an institution without

relocating• Faculty members maybe easier to access• Provides unique accommodations opportunities for those

with disabilities• Can create new markets• Opportunity to share resources

Source: Hardesty, 2007

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Second Life & Distance Education Weaknesses

• Students could become so involved in their Second Life that their real life could be neglected (Nino, 2007)

• Still in development so kinks in the system (Nino, 2007)

• Would need to train faculty, staff, and students on how to use distance learning and Second Life technology (Hardesty, 2007)

• Could become more costly – purchasing the virtual land and materials needed to construct your campus, hiring of staff to create and maintain the virtual campus, training, updates in technology, etc. (Linden Research Inc., 2007)

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Second Life & Distance Education Weaknesses

• Technology competency required, may deny less technologically inclined users access

• Financial-aid for distance learning is limited• Must train faculty on technology use• Increase in the amount of work for faculty• Many potential security issues• Many intellectual-property issues

Source: Hardesty, 2007

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Foster, A.L. (2006, September 8). Harvard to offer law courses in ‘virtual world’. The Chronicle of Higher Education, 53, 3. Retrieved February 14, 2007 from http://chronicle.com/weekly/v53/i03/03a02902.htm

Gordon, R. S. & M. Stephens. (Feb. 2007). Tech tips for every librarian. Computers in Libraries, 27 (2), 42-43.

Halavais, A. (2004). Blogs, threaded discussions accentuate constructivist teaching. Online classroom, 1-5.

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Joly, K. (2006). License to recruit? University Business, 9 (8), 79-80.

Kattner, T. (2006). Podcasting makes its mark on campus. Student Affairs Leader, 34 (3), 5.

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Lamont, J. (Jan. 2007). Blogs and wikis: ready for prime time? KMWorld, 14-26.

Linden Research Inc. (2007). Second Life. Retrieved on February 5, 2007 from: http:www.secondlife.com.

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Office of Student Affairs (n.d.) Campus Email Guidelines. Retrieved February, 13, 2007 from Northeastern State University’s website: http://www.nsuok.edu/studentaffairs/studentactorg/organizations/pdf/CampusWideEmailGuidelines. pdf.

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ReferencesYouTube Inc., (2007b). GNWC in second life. Retrieved on February 18, 2007 from:

http://www.youtube.com/watch?v=9vuS813RvBA

YouTube Inc., (2007c). IvyGate: Harvard pro. Charles Nesson is insane. Retrieved on February 16, 2007 from: http://www.youtube.com/watch?v=ZUNAhzwZkdU.

YouTube Inc., (2007d). NMC campus: seriously engaging. Retrieved on February 18, 2007 from: http://www.youtube.com/watch?v=S9VZKTT6gZ8.

YouTube Inc., (2007e). Ohio university second life campus. Retrieved on February 17, 2007 from: http://www.youtube.com/watch?v=aFuNFRie8wA.

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YouTube Inc., (2007g). UT Dallas metaverse. Retrieved on February 16, 2007 from: http://www.youtube.com/watch?v=yZAdi_Cu1sc.

Watson, S. ( ). How podcasts work. How Stuff Works. Retrieved February 14, 2007 from: http://www.studentaffairs.com/podcasts/index.htm.