Wikis and Podcasts: An Application in Undergraduate Management Education
Notice bibliographique
Résumé
INTRODUCTION Organizations have been profoundly changed in the past quarter century by rapid innovation in desktop computing and communication technologies. Commercialization of the Internet through the World Wide Web (WWW) has allowed organizations and individuals to create and publish vast amounts of digital information (Friedman, 2006; Richardson, 2009; Tapscott & Williams, 2008). Initially the web applications were designed to search for static pages of information (Tapscott & Williams, 2008). Today, these web applications (i.e., blogs, wikis, podcasts, RSS feeds, social networking) allow for an open, collaborative production of information (Beldarrain, 2006; O'Reilly, 2005; Richardson, 2009; Sendall, Ceccucci, & Pesalk, 2008; Tapscott & Williams, 2008). These web applications, generically called Web 2.0, permit 44% of Internet users to produce and share digital content online (Lenhart, Horrigan, & Fallows, 2004). This openness for sharing is apparent in the popularity of web sites such as Facebook, Flickr, MySpace, YouTube, and Wikipedia (Bisoux, 2009; Madden & Fox, 2006; Sendall et al., 2008; Tapscott & Williams, 2008). Wikipedia is an example of a wiki with over 75,000 contributors (Wikipedia, 2009). Wikis are web pages that allow multiple users to create and edit web pages (Alexander, 2006; Baldarrain, 2006; Bisoux, 2008, Duffy & Bruns, 2006; Frydenberg, 2008; Parker & Chao, 2007; Richardson, 2009; Tapscott & Williams, 2008). Richardson (2009) reports organizations such as Disney, McDonalds, MIT, and the city of Calgary are using wikis. As wikis become prominent in the business community, business educators will need to consider their value as a pedagogical tool. For instance, wikis allow students to interact with digital content over time thus providing the educational benefit of creative, critical thinking (Duffy & Bruns, 2006; Richardson, 2009; Safran, Helic, and Gutl, 2007). Educators are using wikis within the classroom as a simple webpage, collaborative analysis, sharing class notes, project management, and course material distribution (Frydenberg, 2008; Parker and Chao, 2007; Richardson, 2009). Podcasts are digital audio or video files broadcast (i.e., distributed) over the Internet for download to a computer or to a personal player (Beldarrain, 2006; Richardson, 2009; Robinson & Ritzko, 2009; Warlick, 2005). Distribution of podcasts may be through a subscription or stand alone files. Podcast subscriptions use a Real Simple Syndication (RSS) feed to automatically send the digital files to the subscriber (Safran et al., 2007). The files are sent to a RSS aggregator such as iTunes[R] for download to a computer or a MP3 player such as the Apple iPod[R]. For example, Business Week produces weekly podcasts that are available for subscription through iTunes[R]. As the new podcast becomes available from Business Week the file is automatically transmitted to iTunes[R] for retrieval by the subscriber. Additionally, Business Week distributes these podcasts as standalone files on their website (http://www.businessweek.com/search/podcasting.htm) on a case-by-case basis. Robinson and Ritzko (2006) describe educational podcasts as either instructor produced as needed for class or student produced to demonstrate learning. The challenge for educators is to incorporate podcasts as a supplement to the learning not as a replacement for class attendance (Robinson & Ritzko, 2006). The proliferation of digital content provides numerous challenges for post-secondary educators. Traditional students (i.e., 18-25 years old) currently entering higher education have only lived in a digital world of computers, Internet, and iPods[R] (Oblinger, 2003; Palfrey & Gasser, 2008; Pleka, 2007; Robinson & Ritzko, 2009; Tapscott, 2009; Tapscott & Williams, 2008). The norms for this generation include multitasking, customization, collaboration, and speed (Oblinger, 2003; Tapscott, 2009; Tapscott & Williams, 2008). …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».