Wikis and Podcasts: An Application in Undergraduate Management Education
Bibliographic record
Abstract
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). …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.027 | 0.011 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".