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- Helix 2009
- Lake Ozark, MO
- March 20, 2009
- Robert O. Keel
- Teaching Professor
- Department of Sociology
- UM-St. Louis
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- Spoken Language ~50,000 years ago
- Written Language circa 4th millennium BCE
- Moveable Type Printing: 1440 (Chinese ~1100)
- Telephone: 1875
- Phonograph: 1877
- Movies: 1890
- Radio: 1895
- Television: 1927
- ENIAC: 1946
- Internet (ARPANET): 1969
- WWW: 1991
- First wiki site: 1995
- Podcast: 2004
- 2008: Congressional hearings on “Second Life”
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- Wiki.org: http://www.wiki.org/wiki.cgi?WhatIsWiki
- “Wiki is a piece of server software that allows users to freely create
and edit Web page content using any Web browser. Wiki supports
hyperlinks and has a simple text syntax for creating new pages and
crosslinks between internal pages on the fly.”
- “Wiki is unusual among group communication mechanisms in that it allows
the organization of contributions to be edited in addition to the
content itself.”
- Wikis in Plain English
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- Increasing channels of communication and interaction. (Irons, Jung,
Keel, “Interactivity in Distance Learning: The Digital Divide and
Student Satisfaction,” http://ifets.ieee.org/periodical/vol_3_2002/jung.pdf
and Irons, Keel, and Bielema, “Blended Learning and Learner
Satisfaction,” http://www.usdla.org/html/journal/DEC02_Issue/article04.html)
- “Collaboration is increasingly seen as critical across the range of
educational activities, including intra- and inter-institutional
activities of any size or scope. (2006 Horizon Report, The New Media
Consortium, http://www.nmc.org/pdf/2006_Horizon_Report.pdf and the 2007
Horizon Report, The New Media Consortium, http://www.nmc.org/pdf/2007_Horizon_Report.pdf
- Why not?
- Post-modernism
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- Coming to a classroom near you.
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- 93% of teens use the internet—more and more as a tool for interaction.
- 64% of online teens engage in content creation.
- 39% of online teens share their own artistic creations online.
- 33% create or work on webpages or blogs for others
- 28% have created their own blog.
- 27% maintain their own personal webpage.
- 26% remix content they find online into their own creations.
- 64% of online teens (59% of all teens) said “yes” to at least one of the
above.
- 55% of online teens ages use Facebook or MySpace.
- 47% of online teens have uploaded photos online
- 14% of online teens have posted videos online.
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- The percent of teens who communicate with their friends every day via
these methods…
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- Students today (FS 2008 UMSL data)
- Traditional and Non-traditional (median age: 27)
- Commuters (80%)
- Most: Computer savvy
- Own computers (95%)
- Broadband users (over 85%)
- Mobile (78% use wireless technology of some sort)
- Student engagement and interaction
- Social Learning
- Flexibility and Accessibility
- NetGen is coming
- Post-modernity
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- 1996, Sherry Turkle (Life on the Screen)
- Computers as "objects to think with."
- "Computers would not be the culturally powerful objects they are
turning out to be if people were not falling in love with their
machines and the ideas that the machines carry....Today, the personal
computer culture's most compelling objects give people a way to think
concretely about an identity crisis. In simulation, identity can be
fluid and multiple."1
- Tinkering with multiple modes of interaction
- "For planners, mistakes are steps in the wrong direction:
bricoleurs navigate through midcourse corrections. Bricoleurs approach
problem-solving by entering into a relationship with their work
materials that has more the flavor of a conversation than a monologue.“2
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- WWW (release .01) circa 1993
- MyGateway (Blackboard) circa 2000. Combined sections: In-Class, Online,
Day and Evening
- Asynchronous:
- Discussion Boards
- Lecture notes
- Multimedia
- Internet Activities
- Tutorials (StudyMate)
- Online testing and quizzes (admin)
- Synchronous:
- Face-to-Face
- Wimba Live Classroom
- Interactive:
- Group Projects—wikis
- Real Life Research
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- Group Activities optional: Summer 2006 (smaller classes)
- Required since Fall 2006
- Survey of students (SS06 through FS08):
- online demographics, perceptions of the usability and utility of
wiki-based assignments
- 1155 students completed the survey
- 97% own computers (99% for CY
2008); 50-50 desktop-laptop, increasing mobile
- 21 classes: online and face-to-face
- 4-10 students per group
- Small classes worked together on a class wiki
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- “The wikis are an excellent tool. Interactive, easy to use, and
the final product is better than a group paper would be with
graphics and internal links. Plus, busy group members can input on
their own time, rather than trying to find a time and a place to meet.”
- “More than anything, the wiki's and discussion boards made me feel like
it was possible to have a thriving community of connected students that
persisted outside of the class.”
- “The wikis were intimidating at first, but I am really glad that I
learned to use them. I think they made completing the group
assignments easier and also more enjoyable..”
- “The Wiki was good for group work, and I can imagine using it as a way
to turn in individual assignments, also. (I'd miss sinking that final
staple into a term paper, though!)”
- “Wiki was confusing and scary at first. After working on it, it
actually turned out to be a great way to do a group project.”
- “i like the wiki, it makes it easier to work with a group and show what
you did as an individual as well”
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- “At times the wiki was a bit confusing. Maybe make sure every student is
understanding how to use wiki before assigning things to do.”
- “I like the idea of the Wiki and group projects, I feel that many of the
students in my group either didn't understand how to use them or simply
didn't care. In the future I think that participation in the Group
Activities needs to be spelled out more clearly from the start.”
- “It was frustrating trying to work as a group when only three people
would do their part, and often wait to the last minute, so there could
be little discussion among the group.”
- “The Wiki was okay. I found it difficult to add pictures and the
tables for data information were not user friendly.”
- “I don't think that your expectations were to high for us to learn to
work with the wiki because we need to be familiar with and learn to
utilize technology but for students who are overwhelmed with it to begin
with it was really tough and overwhelming. I would have loved to do a
similar project as far as the research is concerned if I didn't have to
worry about the technological part or if I could've worked face to face
with a group member who could show me how it all worked.”
- “My wiki group sucked.”
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- Current work: MyGateway
- Sociology 2180-Alcohol, Drugs, and Society
- Sociology 4380: Drug Policy
- Sociology 1010-Introduction to Sociology
- Sociology 3280-Society and Technology
- Group 1 FS 2006
- 24 Hours With Technology
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- Motivating Students: Rationalizing Rewards or Rewarding Rationality? (Is
this going to be on the test?)
- Some resistance (you will be assimilated)
- Making Something out of Nothing. (“…a social form that is generally
centrally conceived, controlled, and comparatively devoid of distinctive
substantive content.”[ii])
- Significant lack of familiarity (I’m doing my part)
- Using Technology or Technology Using You?
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- Openness:
- Access to information and learning spaces
- Adjusting to change and adapting to users’ needs
- Interactivity
- Choice and multiplicity
- Transparency:
- Co-presence, Telepresence, or Simply Presence
- Community and University:
- "Essentially, a student's university career in such a system would
no longer be through a particular place, time, or preselected body of
academics, but through a network principally of their own making, yet
shaped by a degree granting body and its faculty. A student could
stay home or travel, mix on-line and off-line education, work in
classes or with mentors, and continue their learning long after taking
a degree.“ [1]
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- Virtual----Real: The issues of actuality and ways of being:
- "The virtual should, properly speaking, be compared not to the
real but the actual…It implies the production of new qualities, a
transformation of ideas, a true becoming that feeds the virtual in
turn.“ [i]
- Old dichotomies just don't work anymore.
- Distance Education----Traditional Education: How far away are you?
- Teacher----Learner: Who knows best?
- How do you not use technology in education?
- [i] Pierre Levy, 1998. Becoming Virtual: Reality in the Digital
Age, translated by Robert Bononno, Plenum Trade: New York. Pages
24-25.
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- "In looking at university change for its own sake or as an
indicator of change more generally, no one should underestimate the
remarkable staying power of these institutions. They have been
around...for more than 1,000 years. In that time, they have
survived many revolutions and may survive more yet, including the
digital one.“[1]
- Or, back to chalk?
[1] Brown and Duguid, 2000. Pages 24-241.
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- Robert Keel: rok@umsl.edu
- ROK on the web: http://www.umsl.edu/~keelr
- This presentation on the web: http://www.umsl.edu/~keelr/wikis_08/tinkering_with_wikis_web.htm
(best viewed in MS IE)
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Notes