Digital Disconnect and
The Net Generation:
Embracing technologies students
already use to increase engagement
and enhance learning experiences.
Sarah Dougan
Rana Hakami
Sion Harrington
Michael West
New York University
Presentation Rationale
There appears to be a significant gap between the
way today’s student population – often referred to as
“Millennial Students” or “The Net Generation” – uses
technology in their daily lives and the way it is being
used (or more often not used) to enhance their
collegiate experience.
This presentation seeks to discuss how technologies
that students already use on a daily basis in their
personal lives can be implemented to enhance the
collegiate experience and “digitally connect” these
student to the academic and social communities that
exist within the collegiate experience.
Goals of the Presentation
 To develop an awareness of current technologies
already being used by students and how they work.
 To address how these technologies can affect the
ways in which we, as faculty and administrators,
interact with and engage students.
 To discuss the benefits of utilizing these technologies,
as well as the potential issues that could arise from
their use.
 To provide examples of how these technologies can
best be put into practice.
 To encourage dialogue on how the campus
infrastructure can be updated to match the needs of
current students.
The Net Generation
The student population today is significantly different from
the students of even a few years ago. These students,
who we will refer to as “The Net Generation,” grew up
alongside computers and the rapid development of the
internet. Some characteristics commonly attributed to
their learning preferences include:
 They believe technology is not a choice but a necessity,
particularly if one wishes to succeed after graduation.
 They live in a fast-paced, non-stop environment and
want access to information on a 24/7 basis.
 They prefer studying in groups and learning
collaboratively as opposed to working individually.
 They favor experiential education and learning by doing.
The Net Generation (cont.)
 They multitask and can learn from many different media
sources, often simultaneously.
 They desire engaging and thought-provoking
discussions with faculty and peers both in and out of the
classroom over lectures, rote memorization, and “busy
work.”
 They are creative.
 Learning new technologies comes easy to them and
quickly becomes like second nature.
 They often expect immediate feedback or gratification.
 They view technology as a tool for enhancing the
learning process.
A Student Example
To further illustrate the significance of technology
in the lives of The Net Generation, lets look at
the various ways one student utilizes it on
campus in an average day.
Alex is a typical New Generation student or “Net Gener.” She
lives in a residence hall, is majoring in biology, and participates
in numerous extracurricular and volunteer activities. In the
average day, she uses technology in the following ways:
 She has two e-mail accounts – one school account and one
personal account – that she checks multiple times a day. She
can even send and receive e-mail using her cell phone.
 She listens to her iPod on the walk to class and while she
works on a paper assignment on her laptop in the student
lounge.
A Student Example (cont.)
 She checks MySpace and Facebook, updating her profile and
writing messages to her friends back home.
 She communicates with friends throughout the day via text
message on her cell phone.
 She downloads a couple new audio files (MP3s) to add to her
iPod.
 She reads her friends’ blogs and writes comments on their
posts.
 She logs into the school’s learning management system to
print out the readings for one of her classes.
 She uses the internet to connect to the school’s library and
research a paper topic.
 She purchases a couple DVDs for herself and a gift for her
roommate’s birthday on Amazon.com.
Understanding the Net Geners
As you can see, Alex uses technology frequently for many
diverse activities. As educators, faculty, administrators,
and student affairs professionals, we must take this into
consideration when discussing how best to reach out to
our students.
Understanding the individuals we are trying to educate is
crucial to facilitating their learning and creating a more
positive and engaging environment in which they can
develop and learn.
Understanding the Net Geners
(cont.)
Unfortunately, many students feel the use of technology in
their courses is inadequate, outdated and uninspiring.
Many of them think they know significantly more about
technology than their professors and believe they could
devise better strategies for using it as a learning tool.
What we will present next are five technologies – some
already popular on other college campuses – that we
believe to be valuable in engaging students and meeting
Net Geners’ demand for increased use of technology to
satisfy their learning preferences and provide the best
possible educational environment.
Hot Topics in Technology
Listed below are five technologies we believe appeal to The Net
Generation and can be used to increase engagement and
enhance learning experiences:
 learning management systems (LMS)
 podcasts (also called coursecasts)
 blogs
 wikis
 institutional spam
In the following slides, we will explain each technology and why
we believe they are important, as well as the benefits and
possible drawbacks of implementing them in an educational
setting. Please feel free to click wherever you see a hyperlink.
It’ll lead to a great example or a valuable tool!
What are “Learning
Management Systems?”
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
“Learning Management Systems” (LMS) are programs
used to put course information on the World Wide Web.
Using LMS allow each student to have unlimited access
to material provided, thus eliminating the hassle of having
to purchase an adequate number of hardcopies of
reference materials or texts.
“Blackboard” and “WebCT” are the most popular forms of
LMS; however, there are numerous other models out
there. For a comprehensive list of the varieties of LMS
available, as well as a handy comparison tool, visit the
“EduTools Course Management System Comparisons” at:
 http://www.edutools.info/static.jsp?pj=4&page=HOME
What is a “Learning
Management System?” (cont.)
LMS have many features including:
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
 Creating the ability for online discussion through forums,
file exchanges, email, and real-time chat.
 Providing productivity tools, such as calendars, progress
review charts, and grade delivery systems.
 Allowing students to become involved through portfolio
pages and community networks.
 Permitting administrators to control access through
authorization, authentication, and registration processes.
 Assisting course delivery through content sharing,
instructional design tools, course templates, online
marking tools, and student use tracking.
Why are LMS an Important
Issue?
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
LMS are important because they are already a prevalent
campus resource. In a recent interview with Campus
Technology (2006, May 1), Blackboard Inc. stated that,
after their merger with WebCT, higher education is the
single largest base of clients with over 2000 campuses in
the United States purchasing their software and services.
We believe it is relevant to discuss LMS not only because
of their widespread use, but also because of the multiple
ways in which these systems can be utilized to engage
students and enhance learning and development both in
and out of the classroom.
What do I need to create LMS?
 Most LMS providers, like Blackboard, supply everything you
need to create LMS for your campus.
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
The technology available on most campuses already exceeds
the minimal server software requirements needed to operate
LMS.
 No knowledge of web design or programming languages (such
as HTML) is required, as most software packages include
instruction manuals, training, and constant support.
 Blackboard even offers a “certified trainer” program for faculty
and staff committed to advanced “e-learning” on their
campuses.
 Student can easily access LMS for their courses through their
institutional e-mail accounts. Most campuses also provide
internet access, computer terminals, and printing laboratories,
making access even simpler.
The Benefits of Using LMS
 LMS provide an excellent database for filing and archiving
knowledge:
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
 In a study done on undergraduate research behaviors, Van
Scoyoc and Cason (2006) concluded that undergraduate
students rely primarily on Internet sites and secondarily on
online instruction modules for their research needs,
regardless of academic field, year, or level of research. In
fact, 71% of the students in the study indicated that they
used WebCT or a class website as a research source.
 These results indicate that students use the internet
regardless of how we, as faculty and administrators, feel
about it as a research tool.
 By using LMS, we can influence how students use the internet,
ensuring they are doing credible and high quality online research
that benefits their academic development.
The Benefits of Using LMS
(cont.)
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
 LMS are also the most cost effective way of getting
course and university materials to students. Each
course on LMS can keep an unlimited database of
materials, from class syllabi to readings, that are
accessible by every member enrolled in the course.
 This is a sustainable approach as students can
choose whether or not they wish to print hard
copies of reading materials.
It is more cost effective for the student as they no longer have to
purchase course packets.
 It is also cost effective for the institution as it eliminates the need
to purchase adequate numbers of hard copies for reference
materials and texts. Each student can access the materials from his
or her own account an unlimited number of times.
 The user interface for faculty and administrators is easy to master and
update, even for the most technically challenged individuals.
Using LMS Beyond Academics
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
LMS, although less infrequently implemented in this way, are
also advantageous to students and organizations beyond the
classroom. Every student run club, service learning group,
leadership organization, or campus community with a faculty or
staff advisor can be treated as a course and given access to an
interactive website exclusive to their use. There are many
possibilities for LMS use beyond the classroom:
 LMS can be used as a tool for ongoing student leader training
and support.
 LMS can welcome new cohorts of students and keep them
connected beyond orientation.
 LMS can function as a virtual space for students to create
communities among themselves.
 LMS can connect distance learners and members of the
institution’s online community closer to the campus.
Possible Concerns with LMS
The main criticism of LMS is that the layout and design is essentially
static. As a key component of pedagogy, LMS limit individuation
because they were originally created to replace human teaching (i.e.
- face-to-face interactions) with a consistent machine. Here is our
response to one typical concern:
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Concern: If we replace or supplement classroom instruction with
online systems, how can the instructor’s individuality show through?
Our Response: Master the system. The Net Geners’ reliance on
technology, as well as their learning preference to choose when and
how they receive their information means that a complete resistance
to LMS in pedagogy would surely cause the disengagement of these
students. Also, LMS have many tools that allow each instructor to
monitor and control the e-learning environment. Just like in a real
classroom, the instructors can control when material is released to
students, how long a test is available, and how the material is
progressed through. Therefore, it is important for faculty and
administrators to embrace this technology and use it to capture the
student and enhance the traditional learning experience.
A Student Example – LMS
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Remember our student example from earlier, Alex? When Alex moved into
her residence hall, the RA for her floor, Josh, was able to create a Residential
Life Blackboard “course” for the floor and created a profile for each resident.
Josh and his supervisors have exclusive authorized access to the “course,”
where Josh is able to keep accurate records of each resident’s likes and
dislikes, involvement on the floor, policy violation warnings, and program
participation.
He has access to the campus events calendar through the link provided by
the Office of Student Activities. This allows him to provide his residents with
up-to-date information about what’s going on around campus. Additionally, he
can view and download Residential Life and Housing forms, such as Incident
Reports, Program Funding Request Forms, Health and Safety Inspection
Forms, and the RA Manual. This gives him access to everything he needs to
be a successful RA without requiring access to the Office of Residential Life
outside of normal business hours.
Finally, Josh and his supervisor are the only people who have access to his
floor’s “course” on BlackBoard. This allows Josh’s supervisor to closely
monitor his performance without being on the floor 24/7. Josh’s use of this
tool ensure that Alex is provided with a safe and secure living environment in
the most efficient possible manner.
What is a “CourseCast?”
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
CourseCasting is a recent educational application of
podcasting. The term “podcast” references the
production of audio files that are distributed online and
listened to on MP3 players (e.g., the iPod) or personal
computers.
Podcasts are very similar to amateur radio talk shows,
with individuals recording the shows onto computers and
then uploading them to the World Wide Web via programs
such as iTunes.
 Blogs
 Wikis
 Institutional
Spam
A CourseCast utilizes this same technology to distribute
class lectures, supplemental lectures and other course
materials in audio format to students via the internet,
often times through learning management systems.
What is a “CourseCast?” (cont.)
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Students can listen to the files on their computer or
transfer them to personal MP3 players, allowing them to
easily access archived CourseCasts, listen to the material
at their leisure or on-the-go, and review important content
repeatedly.
The student can retain previous CourseCasts as long as
they desire, placing no limit on the number of times a
student has access to the recorded information.
Simply stated, CourseCasting is an emerging
phenomenon that is affecting pedagogy and the way in
which information can be delivered students.
Why is CourseCasting an
Important Issue?
CourseCasting is important because it speaks to many of
the learning preferences of Net Geners:
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
 It supports students’ desire to be able to decide what,
where and how they learn.
 It permits students to multi-task and mix work and play
(e.g., listening to a lecture while completing a daily
exercise routine).
 As students become more and more “plugged in,” the
positive implications of educationally engaging the
technology that defines their generation becomes more
and more apparent.
What do I need to create
a CourseCast?
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Even the most rudimentarily equipped institutions have
what it takes to create and implement CourseCasting on
their campuses.
The professor simply wears a
microphone that connects to a
computer set to record the
lecture. The professor or
technology staff at the college can
then transfer the audio file to the
World Wide Web to be accessed
by students.
The Benefits of CourseCasting
Some benefits of CourseCasting include:
 It is ideal for students who have difficulties grasping the material or fall
behind in their course work, or for those student for whom English is a
second language.
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
 Students may review information from particularly important or
complicated lectures, and use CourseCasts to review for exams.
Students who are absent can access the lectured material and class
discussions.
 Faculty can use CourseCast technology to record supplemental
lectures, pose additional discussion questions or elaborate on previously
engaged topics.
 CourseCasts accessed before class can open up class time for more
engaged dialogue.
 CourseCasts are easy to produce and require minimal effort from
faculty.
 Students will be impressed that faculty utilize this culturally ubiquitous
technology.
Possible Concerns with
CourseCasting
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
As with any new technology, CourseCasting has its
critics. The following are two commonly expressed
concerns followed by suggested remedies:
Concern: If students can get my lecture online, they will
stop coming to class.
Our Response: Take special steps to ensure your
students’ continued attendance in class. Handouts can
be used for test review, points can be awarded for stellar
class contributions, or you can stress the importance of
active engagement in class discussion rather than audioonly “participation.”
Possible Concerns with
CourseCasting (cont.)
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Concern: What about my intellectual property? My
lectures should not be available to everyone on the
internet!
Our Response: Institutions can easily make
CourseCasts available behind a firewall, limiting access
to students only at the institution or even just students
enrolled in the course. There are advantages to allowing
anyone from the institution to access CourseCasts for
other classes. What if another professor’s lecture material
from another discipline compliments what you are
imparting to your students that week? The educational
possibilities of interdisciplinary collaboration within
institutions are endless.
A Student Example –
CourseCasting
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Alex is a busy student! Alongside her studies, she is involved in
several campus organizations and holds a part-time job. Like many
of her peers, her free time is limited and sometimes she cannot
dedicate as much time as she would like to studying. The professor
for her Biology course, who started using CourseCasting in 2002,
posts her lectures every week to the course’s Blackboard site.
Alex has noticed that she seems to be able to keep up with the
material much easier than in her other courses despite the
challenging subject matter. Although she listens to the
CourseCasts regularly while doing laundry and walking across
campus, her favorite application is listening while riding the train
home to visit her parents for the weekend. She also anticipates that
the CourseCasts will be instrumental in going over the material as
her finals approach and review sessions are in full swing.
What is a “Blog?”
A “blog” is the abbreviated name for a “weblog,” a usergenerated website where entries are made in journal style
and displayed in reverse chronological order.
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Blogs are typically available for anyone to read, although
it is possible to restrict access to a blog to only a specific
group of people.
Visitors to a blog can read current and archived entries,
post comments about what is written, download posted
music or videos files, and follow relevant hyperlinks to
other websites.
Examples of educational blogs include:
 http://johnhawks.net/weblog/index.html
 http://american-presidents.blogspot.com
Why are Blogs an
Important Issue?
Blogs are important because they are currently the most
commonly used form of web publishing.
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
Blogs
 Wikis
 Institutional
Spam
In reference to Net Geners, blogs speak to their desire for
collaborative, interactive learning environments and allow
them to access and update information at any time.
The public and participatory nature of blogs also help
students develop mature interpersonal relationships,
defined by Chickering and Reissner (1993) as learning to
express one’s emotions appropriately, share openly and
honestly, resolve differences with other, and make
meaningful connections.
What do I need to create
a Blog?
Hot Topics in
Technology
Sites such as LiveJournal.com and Blogspot.com allow anyone
to quickly and easily create and publish their own blog. Below is
an example of what a blog hosting site looks like:
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
However, if you have a tech-saavy IT department, they can
create a blog hosting website just for your institution.
The Benefits of Blogs
 Simplicity - blog usage is so widespread because they are easy to use.
No knowledge of HTML or other coding language is required; simply type
and click to post a new entry.
 Versatility - with dozens of host websites and a myriad of choices for
layouts and features, blogs can be tailored to suit the application at hand.
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
 Universality - since most students have had so much exposure to blogs
before arriving at college, most of them will have prior experience with the
technology.
 Blogs can be excellent teaching tools and foster a sense of community.
For example, professors have used blogs in creative writing classes to
allow students to post their work and critique the work of their peers.
 Blogs are not just beneficial to students. Faculty can use blogs to
discuss literature in their respective fields or even as an alternative to
traditional publishing methods.
 Admissions offices are increasingly using blogs to target prospective
students because of their interactivity, as opposed to a student profile or
responses to FAQs, which are static. Multiple blogs allow for multiple
perspectives.
Possible Concerns with Blogs
Blogs have a few possible drawbacks if used inappropriately. What follows
are our responses to commonly expressed concerns:
Concern: What if my students or I post a response that is too personal, or
possibly unintentionally offensive to some?
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Our Response: Be sure to understand who can read a blog. It is often
possible to control who has access through a blog’s host website. It is also
possible to make a blog private if the author so chooses.
Concern: How do I control who comments on a blog?
Our Response: Those who choose to post on blogs are leaving themselves
open to critique. Consider spending classroom time establishing guidelines
for blogging etiquette and publishing those as a permanent feature on the
blog itself. Also, some host websites allow you to choose between
anonymous commenting (meaning anyone can comment) or “signed”
commenting (meaning that in order to comment each person must create a
unique identity). Research has shown that creating an online identity or
profile is an integral part of online learning; therefore, this feature can even
enhance the learning experience. Finally, most host websites have comment
verification mechanisms to stop anonymous spam comments.
A Student Example –
Blogs
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
By the time Alex arrived to campus, she was already
familiar with the use of blogs from her friends in high
school. She found the student profiles on the Admissions’
website to be uninformative. At the recommendation of a
friend, Alex looked for blogs written by students already
enrolled at the school she was planning on attending in
the fall. Not only was she able to find a couple blogs
written by current students at the institution, she found a
blogging community for the college on LiveJournal.com,
where she was able to communicate with both current
and potential students.
What is a “Wiki?”
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
“Wiki,” derived from the Hawaiian word for “quick,” refers
to an interactive website where any user can contribute or
alter the content of the site at any time. The free-form
nature of wikis and their easy-to-use interface makes
them ideal for collaborative projects.
Wikis are similar to blogs in that they are available for
anyone to read; however, unlike blogs, which are ordered
chronologically, wikis are organized by context, categories
that emerge as wikis are evolve, or through links to other
pages both within the wiki itself and with other websites.
 Wikis
 Institutional
Spam
Here is an example of an educational wiki, created by a
teacher’s education class at the University of Michigan:
 http://teacherknowledge.wikispaces.com
Why are Wikis an Important
Issue?
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Wikis are highly appealing to Net Geners because they create a
dynamic and interactive learning environment that supplements
traditional collaborative learning. They allow students to explore
alternate avenues of organizing and understanding knowledge,
encourage creativity, and provide students with a more
experiential learning environment. Additionally, the fact that
wikis can be accessed anytime, allows students to engage in
discussion, as well as receive and provide feedback 24/7.
The simple fact that anyone with access to a wiki can contribute
to, edit, or alter any information on the wiki makes it an
important tool in helping students develop their interpersonal,
ethical, and moral skills by facilitating the debate of information
and opinions between students in an essentially public forum,
while making them responsible for any content that appears on
the wiki.
What do I need to create
a Wiki?
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
There are two different ways to create a wiki. The first is by
using a wiki engine, which is basically software that is installed
on a server (a computer connected to the Internet that houses
the wiki) and provides the basic framework to create and
maintain the content of the wiki.
The second way to create a wiki is by using a WikiFarm.
WikiFarms, which are online servers, often charge a small fee for
their use; however, they are easy-to-use and provide and host
the software necessary for creating and maintaining a wiki.
While we admit that wikis may seem complicated to setup and
implement, we feel their capabilities and use by students far
outweigh any difficulties that may be encountered. We believe
that by providing faculty and administrators with simple training
and available technical support, institutions should have little
problem encouraging the use of wikis to engage students.
The Benefits of Wikis
The benefits of using wikis are numerous and diverse:
 Since anyone can add to or alter any content on a wiki, they help
to create a collaborative spirit amongst users
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
 Wikis use almost no HTML coding, meaning that it is simple to
add to the content on a wiki.
 There is often no sense of egos or ownership towards the material
on a wiki because of their collaborative nature. Wikis belong to
everyone.
 Wiki encourage participation from everyone, meaning that even
the most shy students can significantly contribute to a wiki. This is
also true of students for which English is a second language.
 Wikis can function as “notepads” for the brainstorming ideas of
members of a particular committee or task force.
 The ability to provide links to innumerable other websites, audio
files, video clips, and important resources makes wikis extremely
interactive and versatile.
Possible Concerns with Wikis
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
The free-form, open-ended nature of wikis makes many faculty and
administrators hesitant towards their implementation. While it is true
that some ownership must be relinquished in order to allow wikis to
flourish, it is still also possible to provide guidelines for individuals
contributing to a wiki. What follows are our responses to commonly
expressed concerns:
Concern: Sure the idea of allowing students to have open access to a
class website sounds engaging, but what happens when one malicious
student deletes all the content?
Our Response: Wikis are extremely user-friendly. They save copies of
previous versions of pages as they are continually edited, so it is easy to
restore a page to a previous version. With wikis it is also possible to see
who has edited what portions of the pages, meaning that it will be easy
to figure out who is responsible for defacing the content. It is also much
simpler and quicker to erase inappropriate or negative changes than it is
to actually make them in the first place. For these reason, it is rare that
individual users even take the time to attempt to do so.
Possible Concerns with Wikis
(cont.)
Concern: How can I possibly keep track of what students are
contributing to the wiki for my course?
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Our Response: Admittedly, wikis make it difficult to attribute
contributions to the wiki to specific individuals. We would offer that
students be required to “sign” any content they add to the wiki. In terms
of altering or editing already existing content to the wiki, it may be best
to ask students not to alter the work of another student without first
asking for permission, or ask the author to edit it him or herself.
Concern: Who owns the copyright for all the content on a wiki if
hypothetically anyone can contribute to it?
Our Response: This is a tricky situation, particularly for wikis intended
for scholarly purposes. Since wikis are intended to be collaborative,
open environments for learning, we would argue that the information
belongs to everyone. We would caution that if you do not want
something that you add to a wiki to be altered or used elsewhere, make
a note of that somewhere in the contribution.
A Student Example – Wikis
For part of her core requirement of courses, Alex is enrolled in a class
focusing on Chinese culture. The professor knows that the required courses
are usually disliked by students because of their focus on lecture and
memorization. The professor feels very passionately about Chinese culture
and wants to be able to engage his students in the material despite the large
size of the class. He decides to create a wiki for the course.
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
As part of their course requirements, students are asked to post one “article”
per week. This article could be related to Chinese history, current events, the
significance of cultural iconography, or even food. Students are then asked
to link their article to relevant articles on the wiki written by other students, as
well as outside websites that enhance the content of the article. The
students will be graded both on the content of their articles and the way in
which the article “interacts” with the other content of the wiki.
The professor was nervous at first about his abilities to keep track of the
content being added to the wikis, but the amazingly positive student
response encouraged him to continue utilizing the wiki. Many students including Alex, who found herself reading and adding to the wiki multiple
times per week - said in their course evaluation that this was the one of the
most engaging courses they had taken, particularly because of the
professor’s utilization of technology in general and wikis in specific.
What is “Institutional Spam?”
“Institutional Spam” refers to mass e-mail communication
sent by an institution to the student population or a
specific group of students.
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
Typically institutional spam is only sent out by the top
administrative officers of an institution (i.e. - the president,
provost, assistant vice president) to make important
announcements, inform students of significant issues
affecting the institution, or report on the progress of
developmental initiatives.
 Blogs
 Wikis
 Institutional
Spam
Institutional spam is similar to a listserv
or e-mail mailing list.
Why is Institutional Spam an
Important Issue?
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
As one of the most widely used methods of information
dissemination on college campuses, institutional spam is an
extremely relevant technology. As these e-mails are often
disseminated to the entire student population, it is important for
institutions to establish guidelines for who and what types of
information can be distributed via institutional spam, and how
often this information can be sent out.
Institutional spam also exist as listservs, or e-mail mailing lists,
which target a particular group of students, such as a class or
student organization. A listserv is perhaps one of the simplest
and most effective ways to adapt this technology since students
typically have to elect to be on an e-mail mailing list or group
and, therefore, would be more apt to read the e-mails distributed
to the list or group.
The Benefits of
Institutional Spam
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
 Reaching a mass audience - institutional spam is the only way
to ensure that every single student receives a piece of information
since every student at an institution is provided with a campus email account.
 Simplicity - since e-mail is the most basic form of internet
communication, institutional spam is an ideal tool for even the
techno-phobic or technologically challenged.
 Freeform - as technical mastery improves, the user can add
features, such as HTML formatting, graphics, and hyperlinks to
web pages into the spam e-mails. Such features can make these
e-mails more engaging to the recipient.
 Institutional spam is an excellent way to conduct assessments
about various programs or administrative offices by sending out
links to online surveys.
Possible Concerns with
Institutional Spam
As with all forms of communication that simply and easily reach a large
audience, there is the possibility of the misuse of institutional spam.
Here are our responses to a few typical concerns:
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Concern: How does one know how much spam is too much?
Our Response: Clogging students’ inboxes is not only irritating to the
student, but it also causes students to become jaded towards
institutional communication. If inundated with e-mails, students often
stop reading e-mails from the institutional altogether, thus rendering the
tool ineffective as a means of disseminating information.
Concern: How does one ensure appropriate content?
Our Response: It is important, since institutional spam is often sent to
all students, that the president, provost, dean or other head
administrator, depending on the approval process outlined by the
institution, approves the content of these emails.
Possible Concerns with
Institutional Spam (cont.)
Concern: Do students even read the e-mails they receive from the
institution?
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Our Response: Since so many other new technologies have come into
play, institutional spam is increasingly viewed as an outdated mode of
communication with students. This next example will help demonstrate
the most effective and efficient way to utilize institutional spam.
A Student Example –
Institutional Spam
Hot Topics in
Technology
 Learning
Management
Systems
 CourseCasts
 Blogs
 Wikis
 Institutional
Spam
Alex’s college has a policy of restricting the amount of
e-mail that can be sent out by any particular office, so the
amount of mass communication she receives from the
institution in her inbox is manageable. As for e-mails sent
to the entire student body, those are fairly rare, so Alex
knows that when she receives one it must be vital
information. Her professors alert her to important news
articles or class cancellations via class listservs. She also
likes being on the listservs for the student organizations
she is involved with because it allows them to have
continual conversations outside of their weekly meetings.
Conclusions
To sum it up:
Students are continually surrounded by technology in their daily
lives. The prevalence of these technologies means that our current
students, The Net Generation, are having a hard time being
interested and inspired by higher education’s seemingly outdated
and traditional approaches to teaching and learning.
We, as faculty and administrators, understand that the best possible
learning happens when we engage students. Therefore, unless we
adapt how we are attempting to gain students’ attention, both in and
out of the classroom, we cannot begin to truly help them learn and
develop.
The five technologies we have presented are fairly simple ways to
use technology to engage students. No significant upgrades are
needed to the campus infrastructure and very little knowledge of
computers is required to utilize these technologies, making them
appealing even to the most techno-phobic faculty members who
wish to better engage their students and enhance their learning.
Looking Forward…
Here are some suggestions for helping to increase the level of technology
being used on campus to more closely match the myriad of ways students are
utilizing technology in their daily lives. We believe these suggestions will help
to close this digital disconnect.
 Evaluate the technological capabilities of your campus:
 Is it comparable to similar schools?
 Are there major upgrades that are needed before technology can be
integrated into classrooms and campus communities?
 What technologies can we implement based on our current
infrastructure?
 Assess the kind of access students have to technology, specifically on
campus:
 If the school is doing a fantastic job of integrating technology into its
everyday life but the students are not able to access it due to poor
quality computer labs, the effort is wasted.
 Take care to provide diverse options so that all students have equal
access to the technology regardless of whether they live on or off
campus, what field they are studying in, or what resources they have on
their own.
Looking Forward…
 Examine the way technology is already being used - by students, faculty,
and administrators:
 How can we make sure everyone is on a level playing field. Would
students, faculty, and administrators be interested in technology training
if it was available?
 In what ways can the institution challenge faculty and administrators to
use technology more often and more effectively?
 Can students be inspired to create LMS “courses” or blogs for their
club or organization?
 Are faculty willing to create CourseCasts or wikis for courses they
teach every year? How can we encourage this?
 How can we promote more interdisciplinary study through the
utilization of these technologies?
We hope you find these suggestions helpful and you
will begin to encourage faculty and administrators to
use these “new” technologies. Thank you for your
time.
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