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
Power
Committee “Hot Topics”
Brainstorming
Some of “Hot Topics” we considered were:
YouTube
Second Life
Banner
Network Security
Facebook
Cell phones
E-mail
Classroom Technology
Computer Viruses
Podcasting
Web-CT/Blackboard
Wikis
Illegal Downloads
iPods, MP3s
Text messaging
Teleconference
Piracy
Cyber crime
Distance Learning
PeopleSoft
Technology Training
MySpace
Instant Messaging
Laptops
Online Stalking
Academic Dishonesty
Disaster Recovery
Power
Committee’s Selected “Hot
Topics”
1.Blogs
2.Institutional Spam
3.Podcasts
4.Wikis
5.Distance Learning (Second Life)
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Why the Committee Chose these
“Hot Topics”
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All topics are:
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“Up and coming” trends- they may not be “new,” but their use is
increasing
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Currently being used by institutions
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Popular amongst traditional college students and responding to our
fast-paced society
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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
Power
Blogs
Power
What is a blog?
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.
Power
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)
Power
Example of a Blog
Power
Benefits of Blogs
1. 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/realife
Simmons College www.simmons.edu/realife
Houghton College www.houghton.edu/admissions/life/index.htm
Power
Benefits of Blogs
2. 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)
Power
Benefits of Blogs
3. 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
Power
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
Power
Institutional Spam
Power
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)
Power
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.
Power
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
Power
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)
Power
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
Power
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
Power
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/organiz
ations/pdf/CampusWideEmailGuidelines.pdf
Power
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 need
Not all announcements are relevant to everyone
Some prefer to have individual emails so they can organize easier
Can delay time sensitive announcements
Power
Example of
a Daily
Campus
Newsletter
Power
Podcasts
Power
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)
Power
Benefits of Podcasts
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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)
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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.
Power
Benefits of Podcasts
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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
Power
Problems/Issues with Podcasts
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Institutional and technical support problems
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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
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Podcasting relies on being able to convey a spoken message. It is
important to periodically check the quality of the equipment.
“Podfading”
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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)
Power
Ways Podcasts can be Used
in Higher Education
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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
Power
Examples of Podcasts in Higher
Education
1. Audio Podcasts
Miami University’s (Ohio) CareerChat (2006):
is “a series of informative podcast interviews with professionals who discuss jobsearch 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)
Power
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
Power
What are Wikis?
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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.”
Power
•
Example of a Wiki:
Wikipedia is a public online
encyclopedia setup as a wiki
(therefore, users control the content)
Power
Benefits of Wikis
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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
Power
Benefits of Wikis
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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
Power
Problems/Issues with Wikis
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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 nonexperts 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)
Power
Problems/Issues with Wikis
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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)
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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 Wikis
1.
2.
3.
4.
5.
6.
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)
Brainstorming: can be used in group projects to brainstorm and
sketch a presentation
Complement Coursework/Support Instructions: professor and
students can post materials pertinent to the course, class assignments,
etc.
Collaboration: groups can use it to collaborate on projects, solicit
information or input, etc.
Training
E-portfolio
Power
Examples of Wikis in Higher
Education
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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
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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)
Power
Suggestions When Using Wikis
in Higher Education
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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)
Power
Distance Learning:
Second Life
Power
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)
Power
What is Second Life?
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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.
Power
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=ZUNAhzwZkdU
Harvard 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.
Power
Examples of Second Life in
Higher Education
2. Ohio University:
http://www.youtube.com/watch?v=aFuNFRie8wA
Ohio 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.
Power
Examples of Second Life in
Higher Education
3. Texas State University – San Marcos
http://www.youtube.com/watch?v=iRNP6IJwY90
Bobcat 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.
Power
Second Life & Distance
Education Benefits
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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
Power
Second Life & Distance
Education Weaknesses
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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)
Power
Second Life & Distance
Education Weaknesses
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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
Power
References
Anton, C. (2006). Student blogs in recruitment. Recruitment & Retention in Higher Education, 20 (8), 8.
Bean, L. & Hott, D.D. (July/August 2005). Wiki: A speedy new tool to manage projects. The Journal of Corporate Accounting
and Finance, 3-8.
Brown, S. (2006). Student affairs and podcasting: the new frontier? Student Affairs On-line, 7 (2), Retrieved February
14, 2007, from http://studentaffairs.com/ejournal/Summer_2006/StudentAffairsandPodcasting.html.
Campus Wide Email Lists (n.d.) Retrieved February 13, 2007 from Skidmore College’s website:
http://www2.skidmore.edu/cits/staff/campuslists.html.
Case Daily (n.d.) Retrieved February 10, 2007 from http://blogs.case.edu/casedaily.
EDUCAUSE Learning Initiative. (July 2005) 7 things you should know about Wikis. Retrieved February 13, 2007 from
http://www.educause.edu/LibraryDetailPage/666?ID=ELI7004.
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.
Power
References
Halavais, A. (2004). Blogs move student learning beyond the classroom: an interview with Alex Halavais. Online classroom,
4-8.
Hardesty, S. (2007, January 5). E-learning: Success and failure. The Chronicle of Higher Education, 18. Retrieved February 14,
2007 from http://chronicle.com/weekly/v53/i18/18b02001.htm.
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.
Lamb, B. (Sept./Oct. 2004). Wide Open Spaces: Wikis Ready or Not. EDUCAUSE Review, 36-45.
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.
Nino, T. (2007, February). Problems continue throughout the day finally resolved. Retrieved on February 15, 2007 from
http://www.secondlifeinsider.com/2007/02/12/problems-continue-throughout-the-day-finally-resolved/
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.
Power
References
Oravec, J. (2003). Blending by blogging: weblogs in blended learning initiatives. Journal of Electronical Media, 28 (2/3),
225-233.
Podcasting in education. Retrieved February 18, 2007, from: http://coe.sdsu.edu/eet/articles/podcasting/index.htm.
Prisco, G. (2006, April). Real virtuality in your second life and beyond. Retrieved on February 6, 2007 from:
http://futuretag.net/index.php/Slgp1.
Reed, B. (2005, July 15). Romantic poetry meets 21st-century technology. The Chronicle of Higher Education, 51 (45).
Retrieved February 15, 2007 from: http://chronicle.com/weekly/v51/i45/45a03501.htm.
SimTech (2006). Second life: A virtual world resource for educators and academics. Retrieved on February 10, 2007
from: http://www.simteach.com/wiki/index.php?title=Second_Life_Education_Wiki.
St Sauver, J. (2007, January 29). Higher education users and spam: What do users do when things go wrong? How have
users changed because of spam? Comments presented at the Messaging Anti-Abuse Working Group’s 9th
General Meeting, San Francisco, CA.
YouTube Inc., (2007a). Bobcat village: Txstate second life. Retrieved on February 14, 2007 from:
http://www.youtube.com/watch?v=iRNP6IJwY90.
Power
References
YouTube 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.
YouTube Inc., (2007f). Thomson netg in second life. Retrieved on February 18, 2007 from:
http://www.youtube.com/watch?v=4HYiHOmaFyk.
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.
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