Wikis and podcasts: an application in undergraduate management education.

Weyant, Lee E. ; Gardner, Carolyn

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). Pletka (2007) observed in the K-12 environment this generation "often recoil from isolated, lecture-based, information-dated, responsive-deficient silos of learning comprised of outdated technologies from the mid20th century" (p. 13). Students today expect a flexible learning environment that takes "place where and when they want it" (Tapscott, 2009, p. 77). The current generation of students is pragmatic and attends college not for intellectual knowledge, but employable skills for the current workforce such as communication skills, desktop computer applications, and Web 2.0 tools (Sendall et al., 2008). Today's corporations expect business educators to incorporate Web 2.0 applications in their teaching (Bisoux, 2009).

This paper describes the application of wikis and podcasts in an undergraduate Principles of Management class at a Northeastern regional comprehensive university during a five-week summer session. The course was designed as a face-to-face class using the Blackboard[R] course management system for the delivery of course materials (i.e., syllabus, handouts, quizzes, and exams). The instructor supplemented the course with a wiki and podcasts to support two learning objectives--communicate effectively and application of management techniques to solve organizational issues.

APPLICATION

As an initial foray into wikis, the course would be designed as a private site open only to the instructor and students. Two wiki platforms, Google Sites[TM] and PBWorks[TM], were considered for their ease of use and the free pricing to educators. Google Sites[TM] is a part of the Google web applications including Google Reader[TM], Google Docs[TM], and Blogger[TM]. Individuals using the Google web applications must create an account using an email account and password. PBWorks[TM], on the other hand, requires only the creator of the wiki site (i.e., instructor) to create an account with an email address and password. During a two-week design period available to the instructor course content (i.e., syllabus, presentations, handouts) was easily loaded to both platforms. Both sites allowed easy design of the course wiki Front Page. The instructor experienced some difficulty in adding a RSS reader to the PBWorks[TM] Front Page during the design phase. Since the RSS reader would be important to the lessons about podcasts, the difficulty with adding the reader was a negative for the PBWorks[TM] site. One difference between the two platforms focuses on the method used for inviting individuals to share, or collaborate, on the site. Google Sites[TM] requires the owner (i.e., instructor) to enter an email address for the individual sharing the site. Google Sites[TM] sends an email to those individuals announcing an invitation to join the course site (http://sites.google.com/site/kumgm210). The individual confirms the email and must create, if necessary, a Google account to gain access to the specific site. PBWorks[TM] requires the instructor to provide students with the URL of the PBWorks[TM] course site (http://mgm210su09.pbworks.com). When the student enters the PBWorks[TM] site they request permission to join the site. The instructor receives the email request for confirmation. The PBWorks[TM] process allows students to use an existing email account and not create another logon account. With only 14 registered students for the summer course, the method for sharing the site was deemed equivalent for both platforms. After considering the pros and cons of each platform, the instructor chose Google Sites[TM] for this specific course wiki. The course wiki was introduced at the beginning of week 2 of the five-week summer session. On the last day of week 1, students were asked to answer two questions.

1. What did you learn this week about the environment in which managers operate?

2. Identify one item that is still unclear to you about the environment in which managers operate.

The instructor compiled the items identified in question 2 and created The Environment page of the course wiki (Figure 1). On day 1, week 2, the instructor introduced the concepts of wikis and RSS readers by showing the course wiki site. After a brief discussion, the site was shared with the students. The students were given a few minutes in class to explore the wiki by finding various course documents (i.e., syllabus, handouts, assignments). Students were asked to compare and contrast the course wiki with the course Blackboard[R] site. The instructor had designed the course wiki to parallel the Blackboard[R] site in all aspects except for the delivery of quizzes and exams. The instructor wanted to retain the automatic grading and feedback feature of the Blackboard[R] system. Through this parallel structure students could maintain a frame of reference (i.e., Blackboard[R]) as they learned about wikis. After a few minutes of exploration, the instructor guided the students to The Environment page (Figure 1). This page introduced the concept of how wikis provide an Edit Page feature for individuals to add content to the page. After demonstrating how to create a new page and the associated hyperlink to the page, students practiced this activity by adding content to The Environment page (Figure 1). The instructor then added content asking students to view a video posted on the PBS website and post their comments on The Environment page (Figure 1). Throughout the remaining weeks of the semester the course wiki was used to post student project assignments. These assignments involved a mixture of creating new content for the course wiki pages, adding comments to a wiki page, or uploading attachments.

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As the semester progressed, the course wiki was used as a course management portal. The Front Page (Figure 2) contained a Recent Announcements area that showed the 5 most current class announcements. The Front Page also contained a RSS reader set to receive CNN News (Figure 3). This element was added to the page to teach the concept of RSS and to reinforce the concept of environmental scanning. For example, each class period started with a review of the CNN News feed. This allowed students to integrate their previous learning in business courses to discuss current issues affecting managers. Recent edits to a page by the instructor or student was highlighted in the Recent Activities area of the left sidebar. Finally, the Front Page provides the ability to track page revision history. Through More Actions in the upper right hand corner, then choosing Revision History (Figure 4), the instructor was able to determine the level of student participation in course wiki. This information formed the basis for a portion of the student's class participation grade.

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This course used commercially produced and instructor created podcasts as supplemental material. For example, students were assigned to listen to several podcasts produced by BusinessWeek (http://www.businessweek.com/search/podcasting.htm) in preparation for class discussion. Students were assigned to watch a video podcast (vodcast) about Generation Next produced for The NewsHour with Jim Lehrer (http://www.pbs.org/newshour) and to write their comments about the vodcast on the course wiki. The instructor produced six podcasts using Apple's GarageBand[R] software on an Apple MacBook[R]. These lecture supplements ranged in length from 5 to 19 minutes and covered various course topics (i.e, Human Resource Management, Motivation, Leadership). The podcasts resembled radio news broadcast with a music soundtrack before and after the topic script. The file was saved in MP3 format and compressed to reduce the size of the file for uploading. While GarageBand[R] prepares the MP3 file for public distribution through iTunes[R], the instructor chose to distribute the files only through the course Blackboard[R] site and the course wiki.

The course wiki achieved one element of the course design--supplement course content delivery. Another element of the course design centered on the wiki and podcasts as a means to support the communication and application learning objectives. While student produced podcasts were conceptualized in the course design, these were eliminated due to the time constraints of the semester (i.e., 5 weeks). The course wiki continued to play a role in supporting the two learning objectives. Students had several individual and group assignments where they had to apply the principles of management to solve a problem, then post their solution to the course wiki. These assignments were designed similar to Blackboard threaded discussions. For example, the Motivation exercise was part of a concluding activity on the topic of workplace motivation. This activity incorporated the "communicate effectively" learning objective as shown in the following instructions.

Working individually, or in groups of 2 to 3, review the various motivational theories discussed in chapter 16. Choose a theory and write a paragraph on why you think this theory is advantageous for a manager.

Your response should be posted on the course wiki under Directing by 11AM, Friday, June 12, 2009. This assignment is worth 20 points.

Figure 5 is an example of initial postings by two students and Figure 6 shows a response by a student to several individual postings. (Note the names of the students have been removed to protect their identity).

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The application-learning objective was accomplished by using the case--Peanut Valley Cafe: What to do next? (Weyant & Steslow, in press, 2008). This case involved the strategic management issues of a small restaurant and served as a culminating activity for the Planning unit of instruction. This was a group assignment with the following instructions:

   Students will organize into groups of 2 or 3 individuals. After
   reading the Peanut Valley Cafe case, the groups will develop a
   recommended plan for the Peanut Valley Cafe owner. The
   recommendation will be posted on the class Google site (kumgm210)
   under the Peanut Valley Cafe page.

Figures 7 and 8 illustrate how the student's used the wiki to post their recommendations and how they used the comment section of the wiki to provide feedback to their colleagues. (Note student names have been removed from these figures to protect their identity)

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From the instructor's perspective, the wiki and podcasts meet the instructional design. The question is whether the students viewed these elements as useful to their learning. Using a qualitative approach, students were asked at the end of the semester to assess the course wiki and podcasts. The students felt the course wiki was user friendly and helped to organize their learning. They recommended more time be devoted to discussing the rules for editing pages. For example, some students did not understand that during the Edit Page process the page is locked to prevent simultaneous editing but the lock can be disrupted through a Break Link request. The students recommended the course wiki as a standard item to future course design. The students further recommend that course wiki remain closed only to the students enrolled in class or to invited individuals.

Student assessment was mixed concerning the use of the podcasts. One student stated that when listening to the podcast if they felt comfortable with the topic they either stopped the podcast or fast-forwarded to another section. On the other hand another student did not like the podcasts. This student thought they were boring because "I'm a visual learner". Similarly, the vodcasts and other YouTube clips used during the course received a mixed reaction from the students.

SUMMARY AND CONCLUSION

As the Internet matured an entire generation has emerged in the shadow of this digital world. This generation, today's traditional college students, was "born digital" and perceives, interacts, and learns differently than the analog generations. Today's Internet has allowed individuals, with great ease, to become producers and distributors of digital content. These social and technological changes are a challenge to collegiate business educators. In order to stay competitive, as educators, we need to develop pedagogical approaches that address the learning style of a generation steeped in customization and sharing. Wikis and podcasts provide an additional element of educational interaction whether in a face-to-face or online environment.

Our initial experience with using wikis and podcasts in course design leads us to conclude with these suggestions for faculty contemplating using these techniques:

Start small. We suggest instructors find one or two activities within their course where student collaboration is a major element of the learning experience. Then pilot test that concept with a course wiki.

Support. Students entering the class may have a wide disparity of computer skills. We assumed a certain level of computer skills based upon a common computer course that is completed prior to this Principles of Management course. What we discovered was the students had a baseline of skills in word processing, spreadsheets, databases, and presentation but had widely different skills on the Internet beyond social media tools such as Facebook and MySpace. We recommend a common activity to create a baseline of knowledge for the class. For example, instructors should create a "Student Intro" page on the course wiki and have students post a brief biography, or profile, on this page during first week of class.

"We'll learn together". We found by confronting the fact that we did not have all the answers on the specific technology students saw us a partner in their learning. This student-faculty learning interaction made the discussion of managing change a real experience.

A quarter century ago business educators immersed themselves in teaching the latest computer application skills (i.e., word processing, spreadsheets, presentations) and infusing those skills within assignments. However, many of the basic suite of "office" software simply digitized and made more efficient what we could achieve in a previous analog world. We now face a more complicated challenge to not only learn the mechanics of Web 2.0 applications; but also, develope the pedagogical tools for a collaborative, student-centered learning.

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iTunes, iPods, GarageBand, and MacBook are registered trademarks of Apple Inc. (www.apple.com), Cupertino, CA 950143.

Blackboard is registered trademark of Blackboard, Inc. (www.blackboard.com), Washington, DC 20001

Google Sites, Google Reader, Google Docs,YouTube, and Blogger are trademarks of Google Inc. (www.google.com), Mountain View, CA 94043.

PBWorks is a trademark of PBWiki Inc. (http://pbworks.com) San Mateo, CA 94402

Lee E. Weyant, Kutztown University

Carolyn Gardner, Kutztown University