In addition to writing expository articles and doing grammar and style corrections, Alberts' class learned how to work constructively with other editors. In the process, they were able to take information they were familiar with and turn it into something useful for others.
In contrast to traditional assignments, web-based work can be viewed by and commented on not only by instructors but by anyone on the planet with an internet connection. Alberts believes that this type of exposure stimulates students. "Knowing that others will read their edits and articles gives a kind of pressure that no grades can meet," he says. "Anything that forces students to think their work matters is a good teaching tool."
In addition to Wikipedia, other wiki applications can be used in higher education. For example, Socialtext is a hosting service that allows users to set up accounts, post their work, and make collaborative modifications. One advantage of such a platform is that access can be restricted by the use of passwords that narrow the field of prospective collaborators.
Courses 2.0
As more organizations in the business community adopt social network systems-to inform and support employees, customers, and the general public-students already well-versed in Web 2.0 technologies will be ahead of the curve.
"Businesses are rapidly adopting social networking tools in their environments to support collaboration, communication, and productivity," points out Gina Poole, vice president of Innovation and University Relations at IBM. "Today, it's not uncommon to find executives posting blogs to get their thoughts and opinions across to large audiences, or find employees joining online forums to meet, connect, and exchange ideas."
Resources Duke Digital Initiative, www.duke.edu/ddi Harvard H2O Project, h2o.law.harvard.edu/index.jsp iTunes U, www.apple.com/education/products/ipod/itunes_u.html James Madison Orientation Video, www.lib.jmu.edu/media Socialtext, www.socialtext.com Stanford on iTunes U, http://itunes.stanford.edu UC Berkeley Google Video, www.video.google.com/ucberkeley Wikipedia: School and University Projects, http://en.wikipedia.org/wiki/Schools_and_universities_project YouTube, www.youtube.com
The collaborative initiative between IBM and the University of Arizona is designed to have students prepared to apply Web 2.0 services to a business setting. "Web 2.0: Developing and Maintaining Online Communities" gives students hands-on experience with Web 2.0 technologies as they learn how to create and manage online communities. The curriculum is offered to the Management Information Systems Department and Marketing students in the University of Arizona's Eller College of Management.
The course helps students build information management skills relative to Web 2.0 content like wikis, podcasts, user groups, forums, and blogs. "The web is in the process of transitioning from a publishing model to a participation model," says Andrea Winkle, the University of Arizona instructor teaching the course. "People not only want businesses to have a web presence, they want to be able to interact with that presence."
In this day and age, says Poole, knowledge of how to use Web 2.0 platforms is a necessity. "Increasingly, in the flat world we live in, work happens everywhere. Your team can be across the hall or across the globe, but you still need to get the work done, and increasingly that means working across time zones and through online communities. This is why social networking and collaboration skills are no longer nice to have but business imperatives."
To this end, the class examines the role of online communities in business and how they can be used to support customers, attract potential clients, and generate revenue. Collaboration tools are discussed, and students complete project work incorporating different technologies. Also, students learn how to plan, launch, recruit, and grow their communities.
"Technology is a great enabler of innovation. Students have to be encouraged to use technology in new and different ways," says Poole.
Chelan David is a freelance writer based in Seattle. He has recently written articles for EContent Magazine and Smart Business Los Angeles.
Press Play In August 2004, each first-year student at Duke University (N.C.) received an iPod. The collaboration with Apple was designed to stimulate the use of digital technology within classrooms as well as in campus life. After reviewing the results the following spring, the university decided to include iPods as a component of a wider-reaching technology effort: the Duke Digital Initiative (DDI). v The DDI is a program that explores how emerging technologies can be developed and implemented into an academic setting. In the past couple of years, several of the technologies that have surfaced include a podcasting tool called DukeCast, digital video materials, and a classroom/event capture tool called Lectopia. "We have heard from both students and faculty that the devices and technologies we're introducing in the classroom allow the students to consume lecture materials outside of class," says Jess Mitchell, co-project manager for DDI. "The students are then prepared when they come into class to apply, discuss, or debate the concepts they've learned." The ease with which these new technologies can be deployed has enabled faculty to enhance their courses using digital content. Students are able to do more fieldwork and access course resources quicker while reducing their reliance on location-based resources. Also, the initiative has created an environment conducive to collaboration and knowledge sharing. Through the Center for Instructional Technology's Fellows program, educators can share best practices and successful teaching models involving digital technology with members of the Duke community and beyond.
