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Edith Ackermann

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Inquiry Learning and Opportunities for Technology.

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Inquiry Learning and Opportunities for Technology.

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Linn, McElhaney, Gerard, & Matuk. (2018). Inquiry Learning and Opportunities for Technology. In F., Fischer, C.E. Hmelo-Silver, S.r. Goldman, P., Reimann (Eds.), International Handbook of the Learning Sciences (pp. 221-233). New York, NY: Routledge.

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By Na’ilah Suad Nasir, Ann S. Rosebery, Beth Warren, Carol D. Lee

Edited by R. Keith Sawyer, University of North Carolina, Chapel Hill

Publisher: Cambridge University Press pp686-706

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The Changing Landscape of Online Education (CHLOE)

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The Changing Landscape of Online Education (CHLOE)

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Quality Matters & Eduventures Survey of Chief Online Officers, 2017   Ron Legon, Ph.D. Richard Garrett

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Cognitive Load Theory and Instructional Design: Recent Developments

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Cognitive Load Theory and Instructional Design: Recent Developments

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Fred Paas,Alexander Renkl &John Sweller

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Cognitive Load Theory and Instructional Design: Recent Developments

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People also read lists articles that other readers of this article have read. Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine. Cited by lists all citing articles based on Crossref citations.Articles with the Crossref icon will open in a new tab.

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Assessment Strategies for Online LearningEngagement and Authenticity

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Assessment Strategies for Online LearningEngagement and Authenticity

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Dianne Conrad and Jason Openo

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Dianne Conrad and Jason Openo

For many learners assessment conjures up visions of red pens scrawling percentages in the top right-hand corner of exams and feelings of stress, inadequacy, and failure. Although negative student reactions to evaluation have been noted, assessment has provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate is this data and has it informed practice or been fully incorporated into the learning cycle? Conrad and Open argue that the potential in many of the new learning environments to alter and improve assesment has yet to be explored by educators and students.

In their investigation of assessment methods and learning approaches, Conrad and Openo aim to explore assessment that engages learners and authentically evaluates education. They insist that moving to new learning environments, specifically those online and at a distance, afford educators opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of delivering education in the digital age. In this volume practitioners will find not only an indispensable introduction to new forms of assessment but also a number of best practices as described by experienced educators.

About the Authors

Dianne Conrad spent thirty-three years teaching and researching, most recently at Athabasca University in the Centre for Distance Education. She is the co-editor of the International Review of Research in Open and Distributed Learning and is an editorial board member of several international journals. Her research interests include adult and distance education, online learning, and prior learning assessment and recognition. Jason Openo is the director of the Centre for Innovation and Teaching Excellence at Medicine Hat College in Alberta and a sessional instructor at the University of Alberta's Graduate School of Library and Information Science. His research interests include the professional development of online contingent faculty and the convergence of quality assurance and the assessment of student learning outcomes.

Reviews

A practical, helpful and insightful book full of advice and support for the faculty member seeking to develop meaningful, authentic, formative and summative assessments for and of learning. Written by two of the most experienced professionals in ODFL in North America, the authors' experiences shine through on every page - making this an immensely readable, useful, and practical collection of insights, practices, and suggestions.
Teachonline.ca

. . . challenges readers to consider their own understanding of online learning and the role of assessment versus a more traditional use of evaluation.
Canadian Journal of Higher Education

Table of Contents

1. Foreword

2. Preface

3. 1. The Big Picture: A Framework for Assessment in Online Learning

4. 2. The Contribution of Adult Education Principles to Online Learning and Assessment

5. 3. What Do You Believe? The Importance of Beliefs about Teaching and Learning in Online Assessment

6. 4. Authenticity and Engagement: The Question of Quality in Assessment

7. 5. Assessment Using E-Portfolios, Journals, Projects, and Group Work

8. 6. The Age of "Open": Alternative Assessments, Flexible Learning, Badges, and Accreditation

9. 7. Planning an Assessment and Evaluation Strategy-Authentically

10. 8. Flexible, Flipped, and Blended: Technology and New Possibilities in Learning and Assessment

11. 9. A Few Words on Self-Assessment

12. 10. Summing Up

13. Appendix * Other Voices: Reflections from the Field

14. References / Index

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Assessment Strategies for Online Learning - Athabasca University Press

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From Chapter One: A book on online assessment theory and practice, in particular, has never been more in need. According to the annual Sloan Online Survey, the proportion of chief academic leaders who consider online education to be a critical component of their long-term strategy stands at 63.3 percent in 2015, with 2.8 million students taking all of their higher education instruction at a distance in the fall of 2014 (p.

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Success in Distance Education: Do Learning Styles and Multiple Formats Matter?

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Success in Distance Education: Do Learning Styles and Multiple Formats Matter?

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John Battalio

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Continuing Education, Critical Thinking, and Virtual Collaborative Learning 

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Continuing Education, Critical Thinking, and Virtual Collaborative Learning 

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Richard Schreck, PhD richard.schreck@capella.edu 301.779.7095 March 9, 2011

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Three generations of distance education pedagogy

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Three generations of distance education pedagogy

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Anderson, T., & on, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Learning, 12(3)

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LEARNER AUTONOMY AS A FACTOR OF THE LEARNING PROCESS IN DISTANCE EDUCATION 

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LEARNER AUTONOMY AS A FACTOR OF THE LEARNING PROCESS IN DISTANCE EDUCATION 

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Aggeliki Fotiadou [af2004@otenet.gr], Christina Angelaki [cangelaki@yahoo.com], Ilias Mavroidis [imavr@tee.gr], Hellenic Open University, Aristotelous 18, 26335, Patras, Greece

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DIGITAL LITERACY, THE PANDEMIC, AND RACISM: A CASCADE OF INEQUITABLE EVENTS DEMANDING ACTION FROM ADULT EDUCATION

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DIGITAL LITERACY, THE PANDEMIC, AND RACISM: A CASCADE OF INEQUITABLE EVENTS DEMANDING ACTION FROM ADULT EDUCATION

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Vanek, Jen B, PhD; Cytron-Hysom, Tom; Riggs, Rachel; Webber, Alison Ascher.COABE Journal: The Resource for Adult Education; Syracuse Vol. 9, Iss. 2, (Winter 2020/2021): 93-108.

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Here’s Why Teachers Adopt New Tech — and Why They Don’t

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Here’s Why Teachers Adopt New Tech — and Why They Don’t

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EdSurge 2019 - Teagan Carlson

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I can't count the number of technological tools that were marketed directly to me during my 14-year teaching career. I could probably count the number of tools I tried out and tested-that number would be in the double-digits. And the number of education-specific apps, services, and software I actually used consistently? Those I could easily count on one hand.

You see, as a high school English teacher working more than 50-hour weeks, I just didn't have the time to invest in new technology. Any "spare" time I had (the time my friends used to advance their careers, take Yoga, connect on Facebook) I spent lesson planning, rereading literature and grading papers. The only time I had to explore technology was during professional development and over the summer. Translation: never. The district-mandated PD tech instruction I experienced was inconsistent, infrequent and seemed to focus heavily on early-education apps like ClassDojo. And the summer? Who are we kidding-the part of my summer not spent in a self-induced comatose state, I was lesson planning for the following year.

It's unfortunate: There's a ton of great technology available to support teachers and enhance the learning experience and-if investment trends in edtech are any indication-we'll see even more innovation in the upcoming years.

The problem isn't product scarcity. It's in product design and marketing. Because no matter the business model, whether the technology is marketed and purchased at the district level, or whether it's a free app marketed direct to the teacher-consumer, the product will have a short life if the end-user doesn't use it.

To increase conversion and build a loyal customer base with teachers, R&D and marketing efforts need to focus on the ROI.

The Return

When teachers conduct an initial assessment of any technology, they assume there will be some investment involved-usually related to the amount of time it will take to learn the technology and incorporate it into practice. So there's little motivation to even consider the potential investment if there's no guarantee of a return. If the technology does not offer a clear benefit, I'm not going to look into it any further. When assessing return, teachers look for the following:

Will It Help Meet Learning Objectives?

A teacher's primary goal is to get students to meet standards-based learning objectives. If the technology supports this, it meets the primary requirement. Can the tech support or provide a learning activity that can be classified within Bloom's taxonomy? Does it meet subject- and grade-level Common Core standards?

Tom Traeger is a California science teacher and former colleague of mine. I reached out to some to learn when and why teachers use technology. Tom told me he has always incorporated a higher than average level of technology into his instruction. He uses programs like Google Suites (a teacher favorite across the board), his Mobi interactive whiteboard and Vernier probes and software primarily because they all help him meet Next Generation Science Standards.

Will It Increase Engagement?

A teacher may have created a mind-blowing standards-based lesson with measurable, data-driven outcomes, opportunities to differentiate instruction and all that good stuff. But it doesn't mean anything if the students aren't engaged. And engagement is more than half the battle in the war to educate this Snapchat generation. If the technology is going to assist me in reaching my reluctant learners or enhance a lesson that, quite frankly, even bores the heck out of me (sentence diagramming, anyone?), I'm game. This is probably why response and formative assessment apps like Pear Deck, Kahoot and Exit Ticket are so popular.

Emily Wilson, an independent study teacher at Olive Grove Charter School and another tech-savvy educator, remarked that her district's textbook adoption of MyPerspectives became a hit with her students when they learned they could use the smartphone app BouncePages to listen to an audio version of the text as they read. Even though the integration of the technology was "a little cumbersome" at first, her students' level of engagement made the investment worthwhile.

Will It Facilitate Instruction?

Providing an engaging experience facilitates instruction probably more so than anything else, but there are other ways technology can make a teacher's job a bit easier. And busy teachers could use a little help. Most teachers I know have adopted the Google Suite into their practice. The convenience of having access to administrative tools like spreadsheets, slides and calendars within one platform makes it easy to document correspondence, provide feedback on written work and quickly create engaging presentations-all of which are stored in a single location.

Take me for example. I used Google Sites and Google Classroom as a lessons database and communication outlet for parents and students, greatly reducing the time spent micromanaging and communicating about missing assignments.

The Investment

If the technology meets any of the requirements above (and more than one is even better), a teacher will then calculate whether the return is worth the investment. In the edtech world, meeting this requirement is far more difficult than meeting the requirements of the return.

If the tech company has received funding or has a shrewd and experienced enough team to market to the end-user, the technology is probably pretty slick. But is it slick enough to get teachers to actually use it? Here's what teachers will ask:

Will I Have to Pay for It?

The cost of a technology is usually not a concern for teachers; ed tech companies understand their audience well enough to know most teachers aren't given discretionary funds to purchase their own supplies. Therefore, most technology is free (with limited usage, advertising or in-app purchases), or it's paid for at the district level.

In the rare instance in which a teacher is being asked to purchase tech, it better be cheap. Teachers are notoriously underpaid and already spend an average of $479 a year of their own money to support their instruction. If an edtech company creates a business plan in which teachers are the main buyer, the tech better have some pretty phenomenal returns.

How Much Time Does It Take to Learn?

As I illustrated in the introduction, teachers lack time nearly as much as they lack adequate pay.

A recent survey conducted by the Nevada State Education Association revealed that half of the teachers polled are considering leaving the profession in part because they're overworked. Three-quarters of the teachers polled responded that they don't have enough time to prepare for their jobs during the workday and 21 percent of them spend more than 15 hours outside of their workday to prep.

With so many unpaid hours spent lesson planning, grading and catching up on administrative tasks, there's little time or energy left to explore new technology, no matter how mind-blowing or innovative it may be.

Miranda Page-Jones, an English teacher at Willamette High School in Eugene, Ore., would welcome the opportunity to explore new technology if it could enhance her teaching. But she's currently sticking to her trusty document camera and projector because, as one of her school's IB lead teachers, learning new technology is a low priority when she has hundreds of papers to grade at any given time.

Can I Integrate It Into My Instruction With Ease?

If a teacher has the ability to test and learn new technology, the final consideration is, as teacher Emily Wilson alluded to earlier, the ease of implementation and integration into instruction. This investment is multi-faceted and can vary greatly by district, school and classroom. Part of what goes into this is the following:

How difficult will it be to set-up the technology in the classroom and how much time will be needed? Can students use their phones, or will I need to reserve a laptop cart that I lug to my classroom (and then manage the distribution of the laptops to the students?). If it's a Bring Your Own Device situation, will I easily be able to accommodate students who don't have devices?

What level of training will students need to use the technology? How much class time will I need to devote to teaching my students how to use it?

If it's a technology that I will use to enhance instruction through the creation of visuals or games, how much time will it take to create the presentation? Can a similar presentation be created in less time and with more ease with something already in my toolbox?

Does my district, school or classroom have the capability to host the technology? Is there a danger that my school's network limitations will cause my technology-focused lesson to fail-leaving me struggling to find a solution in a room full of teenagers?

This last consideration-whether the school network can support the technology-seems like a ridiculous concern as we head into 2020. Unfortunately, it's a very real issue and one that disproportionately impacts rural and lower-income districts still struggling to meet the FCC's short-term connectivity goal (100 Megabits per second per 1,000 students).

The main takeaway is this: To reach teachers, educational technology companies truly need to understand their audience's pain points and must be aware that even the most innovative technology can't compete with 55-hour work weeks or survive shoddy infrastructure. To thrive in the competitive market of K-12 tech, it's all about the ROI.

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Here's Why Teachers Adopt New Tech - and Why They Don't - EdSurge News

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I can't count the number of technological tools that were marketed directly to me during my 14-year teaching career. I could probably count the number of tools I tried out and tested-that number would be in the double-digits. And the number of education-specific apps, services, and software I actually used consistently?

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Adopting Digital Technologies in the Classroom: 10 Assessment Questions

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Adopting Digital Technologies in the Classroom: 10 Assessment Questions

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EDUCAUSE - David Stanley

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Answering 10 questions will help guide faculty in adopting digital technology for the classroom

Technology has long been a part of the classroom space. It is incorrect to say that "technology in education" is a new or radical phenomenon; blackboards, books, paper, and pencils are all technologies, to say nothing of written language or mathematics. Sometime in the 1990s, the word technology was co-opted to refer only to digital tools. "Technology in the classroom" or "technology stocks" or "the dangers posed by technology" came to refer only to digital technology rather than to technology as a whole. As such, much of the discussion surrounding those new tools-pro and con-has been far too narrow in scope and consequence. In order to thoughtfully approach digital technology acquisition and use in classrooms, I propose that we look at technology inclusively; that is, view digital technologies as part of the larger "information ecology" of the classroom, which has long housed technologies of many varieties (see the sidebar).

1. B. A. Nardi and V. L. O'Day, Information Ecologies: Using Technology with Heart(Cambridge, Mass.: MIT Press, 1999).

2. N. Postman, Technopoly: The Surrender of Culture to Technology (New York: Vintage Books, 1993).

3. Nardi and O'Day, op. cit., p. 52.

4. Ibid., p. 53.

6. From my essay in "Digital Historiography: Networks," Journal of the Association for History and Computing, Vol. II, No. 3, November 1999, < http://mcel.pacificu.edu/jahc/jahcII3/P-REVIEWSII3/StaleyII3.HTML>.

In this article I propose 10 questions, the answers to which will help guide faculty in adapting digital technology for classroom use. These questions especially target those late adopters who have largely refrained from employing digital technology in the classroom.

10 Assessment Questions

The guidelines built around the answers to these 10 questions present what I believe to be a thoughtful approach to digital technology, one that does not assume that teachers should automatically adopt the latest tool for fear of appearing behind the curve. Nor does this approach automatically reject new technology acquisition in a reactionary belief that such tools have no proper place in education. Digital technology will not aid in education-and in fact can have harmful, unintended consequences-if not used wisely. In an educational setting, that wisdom derives from pedagogical concerns and from the teaching practices and philosophies of educators who use the technologies.
1. What impact does the technology have on the ergonomics of the classroom space?
The spatial arrangement of people and technologies is often an explicit statement of pedagogical practice. Think of a traditional classroom space, with rows of desks bolted to the floor facing a lectern at the front. Such a physical arrangement favors a lecture-based pedagogy, one in which a professor "professes" to an audience of students who listen and absorb his information. I prefer a classroom with easily moveable chairs that can be arranged in a circle or distributed around the room, since I practice a pedagogy based on both general class discussion and small-group work. Similarly, the physical arrangement of the technologies in the classroom space should reflect the instructor's pedagogical strategies.

I once visited a digital classroom where computer terminals were placed upon rows of bolted desks, suggesting a continuation of the lecture mode. My preference would be for a room of laptops (wireless would be even better) that students could carry around, facilitating the small-group or decentralized discussion mode.

The ergonomics of technological choice must match the professor's pedagogical intentions as closely as possible. Any technology that unnecessarily disrupts this arrangement or whose arrangement runs counter to the teacher's pedagogical style should not be adopted.
2. How does the technology expand the dimensions of the classroom space?
Not all instruction occurs within the classroom. Engagement with students also occurs outside the classroom, as during office hours. I have taught at colleges where students think nothing of sitting down next to me during my lunch break or in the quad to ask a question or to have a discussion. Professors ask students to complete homework; lead them on field trips; and require their attendance at concerts, performances, and other out-of-class functions. At the same time, faculty-even faculty who do not employ technology in the classroom-use digital tools to produce syllabi, to write up term paper assignments, and to calculate grades. Each of these activities is an extension of classroom activities.

Digital technologies can often legitimately expand the information ecology of the classroom space. Many students define the Internet as a library or archive. Research suggests that students often use the Internet as a "virtual study group." ¹ The chatroom functions of many course management systems allow faculty to hold virtual office hours, and I have found fewer and fewer students coming to my office hours. At the same time, an increasing number of students prefer to send e-mail when they need help.

Asynchronous threaded discussions are another way in which classroom activities can extend beyond the physical space. I have managed many independent study and senior research projects through regular e-mail contact with students, most of whom I saw face-to-face only once every few weeks.

"Technology in the classroom" need not refer to the tools that physically occupy the traditional classroom space. Indeed, technology can be used to effectively expand that space.
3. Why is this technology here?
Kathryn Henderson described the impact of computer graphics tools on the design engineering profession. The practices and habits of design engineers were forged in a "paper world" with its own drafting conventions. Adding computer graphics to this paper world proved a difficult transition for many of the engineers Henderson observed, and many of them simply avoided using the new tools. This was not because they were not capable of using the technology but because the drafting conventions enforced by computer-aided design were different from the conventions these engineers learned in their paper-world practices. In addition to having to learn how to use the new tool, the engineers had to learn a whole new domain of tacit knowledge. The engineers, noted Henderson, rarely chose to use digital graphics technology: someone else decided that these tools belonged in their workplaces. ²

Henderson chronicled a common complaint heard in businesses, organizations, and higher education in the 1990s: the sudden appearance of new or upgraded technologies on a user's desk, with or without the user's consent or input, typically as the result of a decision made by the administration or the IT department.

In an unhealthy information ecology, little communication and feedback occur among the administrators who determine university technology strategy, those who decide on the purchase and service of new technologies, the professors who are asked to employ them, and the students who are required to use them. Indeed, each group may have competing reasons to employ technology and might even work at cross purposes. There are indications, for example, that students use the Internet in ways not envisioned by their teachers, such as for virtual study sessions or to "store" their work as they move from home to school. Many of the students surveyed in the Pew Internet and American Life research project said they wished that their teachers could use the technology in class in the same way they (the students) did at home. ³

Universities should foster frequent feedback and communication among students, professors, administrators, and technical staff on technology acquisition and use. One way might be through a technology audit, a campus-wide assessment survey that would focus on a specific technology. ⁴ The audit would ask all campus constituencies questions such as

What is the primary purpose of this technology?

How was this purpose agreed upon?

How is this technology actually used, and how well does this use match the purpose?

What are the benefits and risks of using this technology?

It makes little economic sense for the IT department to purchase new tools if professors do not use them (or under-use them). Neither is it practical for a few early adopters to request such tools to suit their own idiosyncratic needs. Rather, technology choices should be based on a broad consensus reached after discussion among all constituencies.
4. Does the technology add some demonstrable pedagogical value?
Replacing an old technology with a newer digital technology simply because it is new and digital is no longer a sufficient rationale-if it ever was-for universities struggling with tight technology budgets. Instead, the adopter must be able to articulate a legitimate pedagogical advantage to the new tool.

I have long used transparencies and an overhead projector to present visual evidence in my history classes. There is pedagogical value in students looking at and thinking about visual evidence, and the technology of the overhead projector enables that pedagogical strategy. Ideally, the students should examine the original images. Because this is rarely an option, students must look at reproductions. Digitized images displayed with PowerPoint or on a Web site are high-resolution images, much higher resolution than transparencies or Xeroxed paper copies. Replacing these lower-resolution methods with a computer and projector is not merely a technological "upgrade" decision but a pedagogical choice.

For example, in teaching a class on "visual thinking," I rely on online images to communicate the concepts. If my classroom has no digital technology, I cannot use the kinds of images I want, having to settle instead for lower-resolution paper handouts. Display technologies like overhead projectors allow me to point to specific areas of the image so that we might analyze it as a class. This substitution of paper for digital images lowers the quality of the experience and makes it harder-although not impossible-to achieve the pedagogical goals of the class.

It is perfectly acceptable not to use a new technology when an old technology works just as well. Face-to-face discussion is an excellent pedagogical technique, especially useful in discerning facial expressions and other nonverbal cues. If a professor's pedagogy relies on such nonverbal communication, she may see little value in carrying out an asynchronous discussion through a course management system and may therefore choose not to adopt Blackboard or WebCT for this purpose. On the other hand, a professor might conclude that technologies that allow for asynchronous online discussion could prove very helpful to students who might not otherwise participate in a large group discussion.

One could make the argument that participation in online chatrooms is commonplace among students and therefore should be incorporated as part of classroom instruction. However, ubiquity of technology is an insufficient rationale for inclusion in a classroom. Telephones are a widely used technology, but this does not mean that professors are required to incorporate them into teaching (unless, of course, a compelling pedagogical reason can be articulated). Pedagogy, rather than technology, should drive the process of adoption.
5. Does the technology encourage authentic pedagogy?
Authentic pedagogy means that the activities professors ask students to engage in are similar to the activities carried out by practitioners in a field. Effective educational technology is authentic and appropriate for instruction when it facilitates authentic activities-when students use tools in the same way master practitioners use them. Students of biology should work appropriately with the technologies found in the laboratory, while theater majors should work with the technologies involved with stagecraft.

Digital tools can often serve authentic ends. For example, in my history classes I ask students to access primary source collections online, such as the digitized documents located at the Library of Congress, and analyze these documents in order to compose written histories. Accessing and analyzing such records is an activity all historians engage in, and having digital access to such records is an authentic activity for undergraduate history students. If master practitioners use digital technologies in the practice of their disciplines, those technologies should also be used in educating students. ⁵
6. Does the technology promote "augmented" education?
Users of technology all too frequently employ it to disengage from other people and the surrounding real world. We are all familiar with teenagers with headphones listening to portable CD players, drivers distracted by their cell phone conversations, and business people with their laptops out in crowded restaurants, oblivious to their surroundings, focused in on their devices, ignoring the people around them. In contrast, researchers have recently begun to explore the idea of "augmented reality," where users of technology employ it to engage their physical surroundings and interact with other people.

We might think of the CD listener or cell phone user as engaged in a virtual world; that is, physically present in the real world but disengaged, being cognitively "present" in a virtual world of digital interfaces and information. Henry Jenkins observed that augmented reality "[heightens] our awareness of the real world by annotating it with information conveyed by mobile technologies." ⁶

Augmented reality serves as a useful metaphor for thinking about technology in the classroom: the classroom should be viewed as a mixture of virtual elements and real physical elements. A completely virtual educational experience leaves out a great deal that is valuable to education. Although virtual education is here to stay, and most certainly fulfills a vital niche function, face-to-face interactions in physical classrooms will likely remain the norm for education. Augmented reality in education will likely serve as a model for the thoughtful use of technology in the classroom.

Jenkins described a schoolchildren's mystery game sponsored by Boston's Museum of Science. The children and their parents were given "location aware" handheld devices, tools that deliver digital information depending on the user's physical location. The teams used these devices and walkie-talkies to locate clues, piece together evidence, and solve the "mystery" of the location of a missing artifact. The children learn through play, engaging with their team members and the physical artifacts of the museum, in addition to the information served through the technology. "The handheld," observed Jenkins, "delivers a media-rich experience, enabling you to access photographs, sound files, and moving images that complement what you are seeing with your own eyes." ⁷ Applications exist for self-guided tourism and, clearly, for classroom education.

Hybrid classes (those that combine classroom and online experiences) or traditional physical classroom spaces augmented with digital technology should reflect a balance among the physical world of people, the natural environment, and the virtual world of rich digital information. In a healthy classroom space, the virtual complements the real.
7. Will professors use the technology to aid students in the acquisition of knowledge, not just information?
John Seely Brown and Paul Duguid distinguished knowledge from information. ⁸ Information is data, and digital technologies are certainly capable of distributing information. Knowledge, on the other hand, is usually associated with a specific human being, is very difficult to bundle and transport, and is typically associated with the knower's appreciation of the meaning of the information. Two people can access the same information, but differences in their levels of knowledge shape the way they use and interpret that information. While digital technologies can certainly deliver content and information, only master practitioners can use technology to teach the skills and habits of mind of a discipline.

Luddite is a term often used indiscriminately to describe a technophobe or anyone who questions the value of technology. But the original Luddites were not simply anti-technology; they were weavers resisting the elimination of their jobs. Although Luddites are known for their physical attacks on technology, it was not the technology itself the Luddites rejected. Rather, the mechanical loom was a symbol of a new industrial system that made them redundant. Some technophobes in higher education see digital technology-all digital technologies-in a similar fashion. Digital technology seemingly can deliver instructional materials to any location at any time, making education an "always on" experience for students, one that some fear will one day no longer require the presence of teachers. Some professors have expressed the fear that once digital tools are permitted to overrun and eclipse the classroom space, the instructor will become redundant. ⁹

Removing human beings from the classroom-allowing technology to overwhelm the space-is a recipe for an unhealthy information ecology. Nardi and O'Day contended that maintaining a healthy information ecology requires skilled people to support the use of technology. Even in the digital age, libraries will continue to require librarians-knowledgeable people who can help users navigate the labyrinth of information. Similarly, students will still require teachers-skillful people who can impart knowledge.

My history students are perfectly capable of accessing historical information themselves; my role as a history professor is to teach them how historians build knowledge from that information. As students access online primary sources, I walk around the room and help them with their reading and analysis. Occasionally I will sit down with them and work through a document, as in a master-apprentice relationship. Imparting information to students is instruction; helping them to develop knowledge is education. Technology is simply a tool that can support either function.
8. Does the technology appeal to different learning styles, allowing students to produce (not just consume) knowledge and information?
Twenty years ago, Howard Gardner made us all aware that human intelligence cannot be measured according to one quantity; instead, each human mind is a collection of multiple intelligences, each of varying degree in each individual. ¹⁰ Educational theorists have since argued that in an effective educational setting, teachers must appeal to a wide variety of intelligences: some students are visual learners; others prefer more tactile experiences; others need to hear information presented orally. All teachers should assume a "cognitive diversity" in any class they teach and present information accordingly.

Because digital technologies can provide access to sounds, images, moving pictures, colors, and text, they appear to be ideal tools for the cognitively diverse classroom. This is only one side of the equation, however. Advocates of the multiple intelligences approach often focus on the types of information students consume. That is, a thoughtful teacher should present multiple types of information in class in order to appeal to all of these learners.

Teachers also need to be aware of how technology enables diverse student performances, that is, the types of information students produce. It makes little sense to provide students with a wide variety of information, only to have them produce one kind of performance: a written essay or test. Effective educational technologies enable all students to produce visual, kinetic, and logical-mathematic performances. In addition to submitting written essays, for example, students could be asked to create concept maps. Preparing speeches via videoconferencing would exercise their aural intelligence skills. When thoughtfully used by faculty, digital technologies present many opportunities for students to produce information and knowledge that exercises all of their multiple intelligences.
9. Does the technology promote play or merely entertainment?
That student learning should be active and not passive has become a commonplace refrain among educators today. Some pedagogical strategies, however, are more active than others. Active learning is not just having students doing something other than listening to a lecture. Although it might appear that they are "active," students who simply look at interesting graphics or hear digitized sound-while perhaps being entertained-are not engaged in an active pedagogy. Having students generate those graphics or experiment with that sound, on the other hand, would be an example of technology promoting active play.

Digital technologies are often sold as beneficial for education because they "make learning fun." Although this argument is used when discussing elementary and secondary education, we are beginning to hear the same argument made with regard to higher education. "Edutainment" is frequently defended as the chief advantage of technology in the classroom.

I am certainly not in favor of education being dull and stultifying, but neither am I a proponent of the "education should be entertaining" line of reasoning. We need to carefully distinguish between entertainment and play. Entertainment is largely a passive experience: watching others at play for our amusement. Thus, watching a video might appear on the surface to be active, but unless professors ask students to view and critique the video as they would a text, such an experience is in fact a form of passive entertainment. Play, on the other hand, is an active experience: it is a hands-on activity, involving creativity, participation, and experimentation. Watching a sporting event is entertainment; participating in a sport is play. Watching a video is entertainment; producing a video is a form of play. Technology should be used in a classroom space to encourage creativity and experimentation and not to keep students entertained for 50 minutes. The students at the museum enjoying their mystery game are learning through play. Adhering to authentic practices-as in having students "play at" being an historian or economist-is another way to ensure that students use technology for play, not just edutainment.

"Game-based learning" mediated by technology is an example of education as play. ¹¹ Business simulations have long been a staple of that discipline, and such scenarios have become more technologically mediated. "Some scholars have suggested," observed Don Marinelli and Randy Pausch, "that simulation-based scientific inquiry be considered a 'third paradigm,' alongside theoretical and empirical approaches." ¹² With game-based simulations, students can enact real-world decisions in a "safer" environment-their decisions have consequences only within the simulated world. Such games allow students to play at decisions they might face in the real world.

Simulations are authentic in that they can mirror the activities of the discipline in question; think how moot court allows law students to learn the requirements and habits of their discipline by "playing" at law. An increasing number of three-dimensional, virtual, computer-based simulation games ask students to behave and act as if they were in a real world. Think of SimCity-type games, where a player must make decisions about resource allocation, political alliances, and social legislation. When used in the classroom, such games allow students to learn about the complexities of urban life while engaged in play. "Rote learning of facts and figures," concluded Joel Foreman, "is less valuable than learning how to do things in the human world that students ... must live in." ¹³
10. Is it any good?
I recall clearly my first experience with inkjet printers. I was a teaching associate in 1987 at a time when most student essays were still composed on typewriters and mistakes fixed with correction fluid. A student submitted an essay printed with one of the first-generation inkjet printers. Unlike the other essays in my stack, this one looked like a published book-dark black ink and a provocative font on substantial paper. I was certain I was holding an A submission, so mesmerized was I by the technology that produced it. Certain, that is, until I actually read the essay. Like many of the others, it was poorly composed, lacking in detailed research, and not rising above the C grade I finally gave it. ¹⁴

Had this student been in a design class, she might well have received an A, since the disciplinary requirements for an authentic performance in design are different from those in history. That is, the same product of technological use might result in different assessments. In history, the assessment criteria do not include the shape of the letters or the aesthetic qualities of the font: historians are much more concerned with the content of the words and how those words are used to shape an argument or to construct a narrative.

I have attended many technology and education conferences where the same question arises: "Is it any good?" That is, how do we know that the results of a student's use of technology are any good? I cannot provide a single rule of thumb that governs the assessment of student uses of technology; I can only point to the specific requirements of each discipline.

Students do not use technology in a vacuum: except in some limited circumstances, simply demonstrating technical proficiency with a technology is rarely sufficient. For example, some of my students have submitted written papers with clip art additions that were irrelevant (and distracting) and never integrated into the written text. Other students (using the same techniques) have written papers on the history of art, adding scanned images that were analyzed in the body of the text. The latter use of the technology was much better than the first; better, at least, in the context of the discipline of history.

Each discipline establishes its own criteria for authentic performance. Technology use in education is context specific as well: each discipline establishes its own assessment criteria. This is what Nardi and O'Day meant when they described healthy information ecologies in terms of their "locality"-each discipline defines how "good" a student's use of technology is.

Does this mean that students should only use the tools to the extent that they replicate traditional forms of performance? Take my history example: what if a student wanted to use technology and software that would produce something other than a written paper (the standard performance for historians)? I had one student who used technology to produce a Web-based oral history and another who used PowerPoint to produce a museum-like display of images, analyzed with richly worded captions. Both were legitimate disciplinary performances but also outside the traditional assignment typically available to history students. In fact, these students were creating something authentic that they might not have been able to do were the technology not available. A "good" use of technology derives from a disciplinary context, not from technical proficiency. If teachers find it difficult to have students use technology to produce "good" work, then the technology should not be adopted.

Technology and the Pedagogical Infrastructure

Digital technologies serve a variety of infrastructural functions in the modern university, from administration to communications to recreation. That digital technology is part of the space of the university cannot be denied. Nonetheless, universities do not attract students because of the presence of digital technology. In today's environment, digital tools have become as indispensable and as invisible as indoor plumbing or electricity. Digital technology cannot be viewed as a value-added product in and of itself, but its absence-like the absence of electricity-could well discourage prospective students. Given the rise of ubiquitous computing, how and when should such technologies be placed within the physical and conceptual space of the classroom? What are the best strategies for making digital technology a part of a university's pedagogical infrastructure?

As the assessment criteria in the 10 questions stress, education is a relationship between teacher and student. Technologies used effectively in education mediate this relationship. Any assessment of technology in the classroom must consider how these tools enhance, extend, and enable that core relationship between teacher and student.

1. D. Levin and S. Arafeh, "The Digital Disconnect: The Widening Gap Between Internet-Savvy Students and Their Schools," Pew Internet and American Life Project, Aug. 14, 2002, pp. 11-12, < http://www.pewinternet.org/reports/toc.asp?Report=67>.

2. K. Henderson, On Line and On Paper: Visual Representations, Visual Culture, and Computer Graphics in Design Engineering (Cambridge, Mass.: MIT Press, 1999).

3. Levin and Arafeh, op. cit., pp. iv-v.

4. D. J. Staley and W. D. Cress, "The University as a Model of Technological Balance," Bulletin of Science, Technology and Society, Vol. 18, Issue 1, April 1998, pp. 19-21.

5. D. J. Staley, "Technology, Authentic Performances, and History Education," The International Journal of Social Education, Vol. 15, No. 1, Spring/Summer 2000, pp. 1-12.

6. H. Jenkins, "Look, Listen, Walk: 'Augmented Reality' Researchers Are Using Location-Aware Handhelds to Change the Way We Experience the World Around Us," Technology Review.com, April 2, 2004, < http://www.technologyreview.com/articles/wo_jenkins040204.asp> (registration required).

8. J. S. Brown and P. Duguid, The Social Life of Information (Boston: Harvard Business School Press, 2000), pp. 119-120.

9. For a darkly humorous example of this attitude, see Langdon Winner's "Automatic Professor Machine," < http://www.rpi.edu/~winner/APM.html>.

10. See H. Gardner, Frames of Mind: The Theory of Multiple Intelligences (New York: Basic Books, 1983).

11. I discuss some of these implications in Chapter 4 of Computers, Visualization and History: How New Technology Will Transform Our Understanding of the Past(Armonk, N.Y.: M. E. Sharpe, 2003).

12. D. Marinelli and R. Pausch, "Edutainment for the College Classroom," Chronicle of Higher Education, March 19, 2004, B16.

13. J. Foreman, "Next-Generation Educational Technology Versus the Lecture," EDUCAUSE Review, Vol. 38, No. 4, July/August 2003, p. 20.

14. I recount this story in "Designing and Displaying Historical Information in the Electronic Age," AHA Perspectives, Vol. 39, No. 9, December 1998, pp. 40-44.

David J. Staley ([email protected] ) is principal of The DStaley Group, a consulting firm, serves as Executive Director of the American Association for History and Computing (AAHC), and is a professor of history (online) for the University of Maryland University College.

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adopting digital technologies in the classroom: 10 assessment questions

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Adopting Digital Technologies in the Classroom: 10 Assessment Questions

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Answering 10 questions will help guide faculty in adopting digital technology for the classroom Technology has long been a part of the classroom space. It is incorrect to say that "technology in education" is a new or radical phenomenon; blackboards, books, paper, and pencils are all technologies, to say nothing of written language or mathematics.

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Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature

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Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature

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International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2012, Vol. 8, Issue 1, pp. 136-155.

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Goal setting and open digital badges in higher education. 

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Goal setting and open digital badges in higher education. 

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Cheng, Z., Watson, S. L., & Newby, T. J. (2018). Goal setting and open digital badges in higher education. TechTrends, 62(2), 190–196.

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Whether a user reaches the WebAccess login page directly or via a protected service, the process is the same. When users arrive at the WebAccess Authentication page, they will be presented with up to three log in fields: User ID Enter your Penn State Account user ID (e.g.

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Teachers' perceptions of digital badges as recognition of professional development.

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Teachers' perceptions of digital badges as recognition of professional development.

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Jones, W. M., Hope, S., & Adams, B. (2018). Teachers' perceptions of digital badges as recognition of professional development. British Journal of Educational Technology, 49(3), 427–438.

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What is WebAccess?

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Who wrote Penn State WebAccess?

The Penn State WebAccess service is based on the University of Michigan's Cosign technology. This software, part of the NSF Middleware Initiative, and information is available via University of Michigan's Cosign Web site. Portions of this quick reference document are based on documents provided, with permission, by the University of Michigan's Cosign information.The software is installed and customized for Penn State by Identity and Access Management (IAM), a unit of Office of Information Security (OIS).

I would like to incorporate WebAccess into my Web site. Where can I find more information?

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# data[].attributes.attachment_link.description
Whether a user reaches the WebAccess login page directly or via a protected service, the process is the same. When users arrive at the WebAccess Authentication page, they will be presented with up to three log in fields: User ID Enter your Penn State Account user ID (e.g.

# data[].attributes.body
Martin, F., Pastore, R., & Snider, J. (2012). Developing mobile based instruction. TechTrends, 56(5), 46–51

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Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon Report: 2014. 

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Abstract

Produced by ELI and NMC each year, the Horizon Report describes six areas of emerging technology that will have significant impact on higher education and creative expression over the next one to five years. The areas of emerging technology cited for 2014 are:
Time to adoption: One Year or Less

Flipped Classroom

Learning Analytics

Time to adoption: Two to Three Years

3D Printing

Games and Gamification

Time to adoption: Four to Five Years

Quantified Self

Virtual Assistants

# data[].attributes.attachment_link.description
Produced by ELI and NMC each year, the Horizon Report describes six areas of emerging technology that will have significant impact on higher education and creative expression over the next one to five years.

# data[].attributes.headline
Mobile devices as resources for learning: Adoption trends, characteristics, constraints and challenges

# data[].attributes.subject
Mobile devices as resources for learning: Adoption trends, characteristics, constraints and challenges

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Usability evaluation of handheld devices: A case study for a museum application

Human-Computer Interaction Proceedings. PCI2005. November 2005. http://hci.ece.upatras.gr/pubs_files/c102_Stoica%20et%20al%20PCI2005.pdf(9/6/2013).

Use of handheld mobile devices: their impact and implications for library services

Library Hi Tech. 28(1). 2010. pp. 22-40.

Use of internet cancer support groups by Asian Americans and White Americans living with cancer

Journal of transcultural nursing. 22(4). 2011. pp. 386-396.

WILD for learning: Interacting through new computing devices anytime, anywhere

Pea, R. D. and H. Moldonado. WILD for learning: Interacting through new computing devices anytime, anywhere. Cambridge handbook of the learning sciences. Sawyer, K. ed. New York. Cambridge University Press. 2006. 0521607779. pp. 427-441.

Wired whizzes or techno-slaves?: Young People and their Emergent Communication Technologies

Talking Adolescence: Perspectives on communication in the teenage years. Williams, A. and C. Thurlow. ed. New York. Peter Lang Publishing. 2005. 082047097X. pp. 185-203.

Youth and the Internet: Uses and practices in the home

Computers & Education. 51(3). 2008. pp. 1375-1391.

# data[].attributes.attachment_link.title
LDT 505 - Integrating Mobile and Everyday Technologies into Learning / Zimmerman, Heather / summer 2020

# data[].attributes.attachment_link.description
Skip to main content 1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness Looi, C.-K., et al. 1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness. Journal of Computer Assisted Learning. Vol. 27. 2011. pp. 269-287. Always-on/Always-on-you: The tethered self Turkle, S.

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NMC Horizon Report: 2011 Museum Edition.

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NMC Horizon Report: 2011 Museum Edition.

# data[].attributes.body
NMC Horizon Report: 2011 Museum Edition. Austin. The New Media Consortium. 2011. pp. 10-17.

# data[].attributes.headline
Can students really multitask? An experimental study of instant messaging while reading

# data[].attributes.subject
Can students really multitask? An experimental study of instant messaging while reading

# data[].attributes.body
Bowman, L. L., et al. Can students really multitask? An experimental study of instant messaging while reading. Computers & Education. 54(4). 2010. pp. 927-931.

# data[].attributes.attachment_link.readable_text
Skip to main content

1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness

Looi, C.-K., et al. 1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness. Journal of Computer Assisted Learning. Vol. 27. 2011. pp. 269-287.

Always-on/Always-on-you: The tethered self

Turkle, S. Always-on/Always-on-you: The tethered self. Handbook of Mobile Communication Studies. Katz, J. ed. Cambridge. MIT Press. 2008. pp. 121-137. http://web.mit.edu/sturkle/www/pdfsforstwebpage/ST_Always%20On.pdf(9/6/2013).

Augmented Reality Simulations on Handheld Computers

Squire, K. and E. Klopfer. Augmented Reality Simulations on Handheld Computers. Journal of the Learning Sciences. 16(3). 2007. pp. 371-413.

Can students really multitask? An experimental study of instant messaging while reading

Bowman, L. L., et al. Can students really multitask? An experimental study of instant messaging while reading. Computers & Education. 54(4). 2010. pp. 927-931.

Comparative analysis of a game-based mobile learning model in low-socioeconomic communities of India

Kim, P., et al. Comparative analysis of a game-based mobile learning model in low-socioeconomic communities of India. International Journal of Educational Development. 32(2). 2012. pp. 329-340.

Design-in-play: improving the variability of indoor pervasive games

Multimedia Tools and Applications. 59(1). 2012. pp. 259-277.

Dude looks like a lady: Gender swapping in an online game

Online Worlds: Convergence of the Real and the Virtual. Bainbridge, W. S. ed. London. Springer. 2010. 184882825X. pp. 161-174.

Ethnic and Academic Identities: A Cultural Practice Management in the Lives of Minority Students

Educational Researcher. 32(5). 2003. pp. 14-18.

Evaluation of MyArtSpace: a Mobile Learning Service for School Museum Trips

Museum. 2005. pp. 1-7. https://lra.le.ac.uk/jspui/handle/2381/8257(9/4/2013).

Executive Summary & Time-to-Adoption: One Year or Less: Electronic Books and Mobiles

2011 Horizon Report. Austin. The New Media Consortium. 2011. pp. 2-15 http://www.nmc.org/system/files/pubs/1316814265/2011-Horizon-Report%282%29.pdf(9/6/2013).

Exploring the use of mobile technologies for the acquisition of clinical skills

Nurse education today. 31(6). 2011. pp. 582-586.

Hands on, mobiles on: The use of a digital narrative as a scaffolding remedy in a classical science centre

MedieKultur. Vol. 50. 2011. pp. 66-83. ttp://ojs.statsbiblioteket.dk/index.php/mediekultur/article/view/3348 (9/6/2013).

How do young people identify with online and offline peer groups? A comparison between UK, Spain and Japan

Journal of Youth Studies. 14(1). 2011. pp. 91-108.

Identity as an analytic lens for research in education

Review of Research in Education. Vol. 25. 2000. pp. 99-125.

iLearn II: An Analysis of the Education Category on Apple's App Store

2012 http://www.joanganzcooneycenter.org/wp-content/uploads/2012/01/ilearnii.pdf(9/6/2013).

Impact of mobile learning on students learning behaviours and performance: Report from a large blended classroom

British Journal of Educational Technology. 40(4). 2009. pp. 673-695.

Innovation in mobile learning: A European perspective

International Journal of Mobile and Blended Learning. 1(1). 2009. pp. 13-35. http://oro.open.ac.uk/12711/1/ijmbl_pre-print_19_dec_2008.pdf(9/6/2013).

Intellectual and Policy Foundations of the 21st Century Skills Framework

http://route21.p21.org/images/stories/epapers/skills_foundations_final.pdf(9/6/2013).

iPad mini-games connected to an educational social networking website

Proceeding SIGGRAPH 2010. ACM SIGGRAPH 2010. Article No. 50.

Learner-centric view of mobile seamless learning

British Journal of Educational Technology. 43(1). 2012. pp. E19-E23.

Learning theories and education: Toward a decade of synergy

Handbook of Educational Psychology. Alexander, P. and P. H. Winne. Mahwah. Lawrence Erlbaum. 2006. 0805859713. pp. 209-244.

Leveraging mobile technology for sustainable seamless learning: a research agenda

British Journal of Educational Technology. 41(2). 2010. pp. 154-169.

Mature students using mobile devices in life and learning

International Journal of Mobile and Blended Learning. 3(1). 2011. pp. 18-52. http://oro.open.ac.uk/28367/1/kukulska_IJMBL.pdf(7/30/2014).

Media Use, Face-to-Face Communication, Media Multitasking, and Social Well-Being Among 8- to 12-Year-Old Girls

Developmental Psychology. 48(2). 2012. pp. 327-336.

Mobile apps and tablet computing

NMC Horizon Report: 2011 Museum Edition. Austin. The New Media Consortium. 2011. pp. 10-17. http://www.nmc.org/system/files/pubs/1316814265/2011-Horizon-Report%282%29.pdf(9/6/2013)

Mobile devices as resources for learning: Adoption trends, characteristics, constraints and challenges

Mobile Learning. Pachler, N., et al. eds. Boston. Springer. 2010. 9781441905857. pp. 73-93.

Mobile guide system using problem-solving strategy for museum learning: a sequential learning behavioural pattern analysis

Journal of Computer Assisted Learning. 26(2). 2010. pp. 106-115.

Mobile learning: Small devices, big issues

Technology-Enhanced Learning. Balacheff, N., et al. eds. New York. Springer. 2009. 9781402098277. pp. 233-249.

Mobile learning for HIV/AIDS healthcare worker training in resource-limited settings

AIDS research and therapy. 7(35). 2010. pp. 35. http://www.aidsrestherapy.com/content/7/1/35 (9/6/2013).

Mobiles

NMC Horizon Report: 2011 K-12 Edition. Austin. The New Media Consortium. 2011. pp. 14-17. http://www.nmc.org/system/files/pubs/1316814265/2011-Horizon-Report%282%29.pdf(9/6/2013).

Mobile technologies as mindtools for augmenting observations and reflections in everyday informal environments.

Land, Susan M., Brian K. Smith, Heather Toomey Zimmerman. Mobile technologies as mindtools for augmenting observations and reflections in everyday informal environments. Learning, Problem Solving, and Mindtools: Essays in Honor of David H. Jonassen. Spector, Lockee, Smaldino, Herring. Routledge. 2014. 9780415524353. pp 214-228.

Museums, Libraries, and 21st Century Skills

Institute of Museum and Library Services. 2009. http://www.imls.gov/assets/1/AssetManager/21stCenturySkills.pdf(9/6/2013).

New technologies: Their potential role in linking rural older people to community

International journal of emerging technologies and society. 8(2). 2010. pp. 68-84.

New technology and digital worlds: Analyzing evidence of equity in access, use, and outcomes

Review of Research in Education. 34(1). 2010. pp. 179-225.

Parents as Learning Partners in the Development of Technological Fluency

International Journal of Learning and Media. 1(2). 2009. pp. 55-77. http://life-slc.org/docs/barron-parentsaslearningpartners.pdf(9/6/2013).

Pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

International Review of Research in Open and Distance Learning. 12(2). 2011. pp. 78-102. http://www.irrodl.org/index.php/irrodl/article/view/791/1699(9/6/2013).

Perceived academic effects of instant messaging use

Computers & Education. 56(2). 2011. pp. 370-378.

Relationship between frequency of Facebook use, participation in Facebook activities, and student engagement

Computers & Education. 58(1). 2012. pp. 162-171.

Social anxiety and technology: Face-to-face communication versus technological communication among teens

Computers in Human Behavior. 25(6). 2009. pp. 1367-1372.

Splicing the Divide: A Review of Research on the Evolving Digital Divide Among K-12 Students

Dolan, Jennifer E. Splicing the Divide: A Review of Research on the Evolving Digital Divide Among K-12 Students. Journal of Research on Technology in Education. 48(1). 2016. 1539-1523. pp. 16-37.

Students and teachers use of Facebook

Computers in Human Behavior. 27(2). 2011. pp. 662-676.

Surfing the web Recreation or resource? Exploring how young people in the UK use the Internet as an advice portal for problems with a legal dimension

Interacting with Computers. 23(1). 2011. pp. 96-104.

Tag in the Hand: Supporting Semantic, Social, and Spatial Navigation in Museums

Technology. 2009. pp. 1953-1962.

Team and Community Building Using Mobile Devices

Gerstein, Jackie. Team and Community Building Using Mobile Devices. Handbook of Mobile Learning. Berge, Zane L. and Lin Muilenburg. eds. New York. Routledge. 2013. 9780415503693. pp. 268-284.

Technology-Enhanced Learning in Developing Nations: A review

International Review Of Research In Open And Distance Learning. 9(1). 2008. pp. 1-16. http://www.irrodl.org/index.php/irrodl/article/view/477/1012(9/6/2013).

Technology enhanced teaching: From tinkering to tottering to totally extreme learning

Proceedings of the 1st International Conference on Open and Distance Learning. 2012. pp. 1-33. http://www.trainingshare.com/pdfs/Curt_Bonk_Extreme_Learning_Philippines_Conference--Citation.pdf(9/6/2013).

Tensions of identity in a networked era: Young people's perspectives on the risks and rewards of online self-expression

New Media & Society. 14(4). 2011. pp. 634-651.

Typology of young peoples Internet use: Implications for education

Computers & Education. 56(3). 2011. pp. 585-595.

Usability evaluation of handheld devices: A case study for a museum application

Human-Computer Interaction Proceedings. PCI2005. November 2005. http://hci.ece.upatras.gr/pubs_files/c102_Stoica%20et%20al%20PCI2005.pdf(9/6/2013).

Use of handheld mobile devices: their impact and implications for library services

Library Hi Tech. 28(1). 2010. pp. 22-40.

Use of internet cancer support groups by Asian Americans and White Americans living with cancer

Journal of transcultural nursing. 22(4). 2011. pp. 386-396.

WILD for learning: Interacting through new computing devices anytime, anywhere

Pea, R. D. and H. Moldonado. WILD for learning: Interacting through new computing devices anytime, anywhere. Cambridge handbook of the learning sciences. Sawyer, K. ed. New York. Cambridge University Press. 2006. 0521607779. pp. 427-441.

Wired whizzes or techno-slaves?: Young People and their Emergent Communication Technologies

Talking Adolescence: Perspectives on communication in the teenage years. Williams, A. and C. Thurlow. ed. New York. Peter Lang Publishing. 2005. 082047097X. pp. 185-203.

Youth and the Internet: Uses and practices in the home

Computers & Education. 51(3). 2008. pp. 1375-1391.

# data[].attributes.attachment_link.title
LDT 505 - Integrating Mobile and Everyday Technologies into Learning / Zimmerman, Heather / summer 2020

# data[].attributes.attachment_link.description
Skip to main content 1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness Looi, C.-K., et al. 1:1 mobile inquiry learning experience for primary science students: A study of learning effectiveness. Journal of Computer Assisted Learning. Vol. 27. 2011. pp. 269-287. Always-on/Always-on-you: The tethered self Turkle, S.

# data[].attributes.headline
Participatory scaling through augmented reality learning through local games.

# data[].attributes.subject
Participatory scaling through augmented reality learning through local games.

# data[].attributes.body
Martin, J., Dikkers, S., Squire, K., & Gagnon, D. (2014). Participatory scaling through augmented reality learning through local games. TechTrends, 58(1), 35-41.

# data[].attributes.attachment_link.readable_text
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I would like to incorporate WebAccess into my Web site. Where can I find more information?

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# data[].attributes.attachment_link.description
Whether a user reaches the WebAccess login page directly or via a protected service, the process is the same. When users arrive at the WebAccess Authentication page, they will be presented with up to three log in fields: User ID Enter your Penn State Account user ID (e.g.

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Erik Klopfer: Mobile as a Creative Medium

# data[].attributes.attachment_link.title
Erik Klopfer: Mobile as a Creative Medium

# data[].attributes.headline
EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips.

# data[].attributes.subject
EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips.

# data[].attributes.body
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545–556.

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Augmented reality teaching and learning.

# data[].attributes.subject
Augmented reality teaching and learning.

# data[].attributes.body
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 735-745). New York, NY: Springer.

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I went to a WebAccess-protected page and I wasn't required to log in. Is there a security problem?

No. You already authenticated via WebAccess and thus are enjoying the benefits of not needing to re-authenticate. Don't forget to log out once you are finished.

I authenticated via WebAccess earlier, but the log in page appeared again. Why?

The system provides pre-set timeouts, which aid in minimizing the exposure of forgotten browser sessions. If you have not visited any protected services or the WebAccess log in page within 6 hours, your session will end. In addition, the system has a maximum time limit of 15 hours.

WebAccess and protected services keeps trying to set cookies. Why?

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If you're a user and experiencing problems with authentication, then please contact the ITS Service Desk staff at helpdesk@psu.edu. In the body of your e-mail message, include the following:

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What is WebAccess?

The Penn State WebAccess system provides an environment in which users can authenticate/log in one time with their respective Penn State Account user ID and password to a central server in order to access multiple services protected with WebAccess without needing to re-authenticate. For example, a user can authenticate via Penn State WebAccess and then access services, such as the Penn State Portal, Office 365, and a variety of other WebAccess-enabled services, without needing to authenticate again to those services.

Who wrote Penn State WebAccess?

The Penn State WebAccess service is based on the University of Michigan's Cosign technology. This software, part of the NSF Middleware Initiative, and information is available via University of Michigan's Cosign Web site. Portions of this quick reference document are based on documents provided, with permission, by the University of Michigan's Cosign information.The software is installed and customized for Penn State by Identity and Access Management (IAM), a unit of Office of Information Security (OIS).

I would like to incorporate WebAccess into my Web site. Where can I find more information?

Please refer to the Penn State WebAccess website.

# data[].attributes.attachment_link.description
Whether a user reaches the WebAccess login page directly or via a protected service, the process is the same. When users arrive at the WebAccess Authentication page, they will be presented with up to three log in fields: User ID Enter your Penn State Account user ID (e.g.

# data[].attributes.headline
Connected Learning, Children, and Digital Media

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Connected Learning, Children, and Digital Media

# data[].attributes.body
Connected Learning, Children, and Digital Media by Dr. Mimi Ito from UC Irvine

# data[].attributes.attachment_link.title
Cultural Anthropologist Mimi Ito on Connected Learning, Children, and Digital Media

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Sharples, M., Arnedillo-Sánchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning: Small devices, big issues . In N. Balacheff, S. Ludvigsen, et al. (Eds.), Technology-enhanced learning: Principles and products (pp. 233–249). Springer.

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Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls 

# data[].attributes.subject
Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls 

# data[].attributes.body
Pea, R., Nass, C., Meheula, L., Rance, M., Kumar, A., Bamford, H., . . . Zhou, M. (2012). Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls . Developmental Psychology, 48(2), 327–336.

# data[].attributes.headline
Identity as an analytic lens for research in education

# data[].attributes.subject
Identity as an analytic lens for research in education

# data[].attributes.body
Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(2000-2001), 99–125.

# data[].attributes.headline
Learning theories and education: Toward a decay of synergy.

# data[].attributes.subject
Learning theories and education: Toward a decay of synergy.

# data[].attributes.body
Bransford, J., Stevens, R., Schwartz, D., Meltzoff, A., Pea, R., Roschelle, J., . . . Sabelli, N. (2006). Learning theories and education: Toward a decay of synergy. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 209–244). Mahwah, NJ: Erlbaum.

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Income, race, and class: Exploring socioeconomic differences in family technology use.

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Income, race, and class: Exploring socioeconomic differences in family technology use.

# data[].attributes.body
Yardi, S., & Bruckman, A. (2012, May). Income, race, and class: Exploring socioeconomic differences in family technology use. Proceedings of the 2012 ACM Annual Conference on Human Factors in Computing Systems (pp. 3041–3050). ACM, Austin, TX.

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Splicing the divide: A review of research on the evolving digital divide among K–12 students.

# data[].attributes.subject
Splicing the divide: A review of research on the evolving digital divide among K–12 students.

# data[].attributes.body
Dolan, J. E. (2016). Splicing the divide: A review of research on the evolving digital divide among K–12 students. Journal of Research on Technology in Education, 48(1), 16–37.  doi: 10.1080/15391523.2015.1103147

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Mobile Learning: Research, Practice and Challenges

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Mobile Learning: Research, Practice and Challenges

# data[].attributes.body
Sharples, M. (2013). Mobile learning: Research, practice and challenges. Distance Education in China, 3(5), 5–11.

# data[].attributes.attachment_link.readable_text
Sharples, Mike (2013). Mobile learning: research, practice and challenges. Distance Education in China, 3(5) pp. 5-11.

Full text available as:

Abstract

Over the past ten years mobile learning has grown from small-scale studies to large national and international projects, but it still lacks an evidence base of comparative studies and research into large-scale deployment. Existing systems can be described along a dimension of 'formality', ranging from mobile devices in fixed settings such as classrooms managed by a teacher, to highly mobile learning applications in informal learning, controlled by the learner. Recent research has investigated the concept of'seamless learning' with the aim of supporting a continuity of learning across contexts and devices, for example to connect learning in classrooms and on school museum visits. Factors influencing the success of mobile learning include: availability of technology, institutional support, connectivity, integration into everyday life, and ownership by the learners. Some challenges for the future include improving the usability of mobile learning technology, designing new forms of informal learning supported by personal mobile devices, and evaluating learning that occurs outdoors and across locations.

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# data[].attributes.attachment_link.title
Mobile learning: research, practice and challenges

# data[].attributes.attachment_link.description
Sharples, Mike (2013). Mobile learning: research, practice and challenges. Distance Education in China, 3(5) pp. 5-11. Full text available as: Over the past ten years mobile learning has grown from small-scale studies to large national and international projects, but it still lacks an evidence base of comparative studies and research into large-scale deployment.

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The Future of Thinking: Learninf Institutions in a Digital Age

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The Future of Thinking: Learninf Institutions in a Digital Age

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Cathy N. Davidson and David Theo Goldberg MIT Press macfound.org

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Sherry Turkle

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As we expect more from technology, do we expect less from each other? Sherry Turkle studies how our devices and online personas are redefining human connection and communication -- and asks us to think deeply about the new kinds of connection we want to have.

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The Future of Well-Being in a Tech-Saturated World

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The Future of Well-Being in a Tech-Saturated World

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Janna Anderson, Lee Rainie Pew Research Center April 17, 2018

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When the Pew Research Center asks American internet users for their bottom-line judgment about the role of digital technology in their own lives, the vast majority feel it is a good thing.

Yet, over the past 18 months a drumbeat of concerns about the personal and societal impacts of technology has been growing - and it crescendoed last week in the congressional grilling of Facebook CEO Mark Zuckerberg about his company's power and impact on American life. More broadly the concerns are highlighted by headlines about the " Heavy Toll of 'Always On' Technology," the emergence of a " techlash" driven by people's disillusionment with the online environment, and worries over digital dystopia. There has also been commentary and research about the effects digital technology usage can have on people's well-being, their level of stress, their likelihood of committing suicide, their ability to perform well at work and in social settings, their capability to focus in an era of information overload, their capacity to modulate their level of connectivity, and their overall happiness.

In light of these mounting concerns, Pew Research Center and Elon University's Imagining the Internet Center queried technology experts, scholars and health specialists on this question: Over the next decade, how will changes in digital life impact people's overall well-being physically and mentally?

Humans need tools. Humans need and want augmentation. And as the saying goes 'First we make our tools, then our tools form us.' Paul Jones

Some 1,150 experts responded in this non-scientific canvassing. Some 47% of these respondents predict that individuals' well-being will be more helped than harmed by digital life in the next decade, while 32% say people's well-being will be more harmed than helped. The remaining 21% predict there will not be much change in people's well-being compared to now. (See the section titled " About this canvassing of experts " for further details about who these experts are and the structure of this canvassing sample.)

Many of those who argue that human well-being will be harmed also acknowledge that digital tools will continue to enhance various aspects of life. They also note there is no turning back. At the same time, hundreds of them suggested interventions in the coming years they feel could mitigate the problems and emphasize the benefits. Moreover, many of the hopeful respondents also agree that some harm will arise in the future, especially to those who are vulnerable.

Participants were asked to explain their answers, and most wrote detailed elaborations that provide insights about hopeful and concerning trends. They were allowed to respond anonymously and many did so; their written comments are also included in this report.

Three types of themes emerged: those tied to expert views that people will be more helped than harmed when it comes to well-being; those tied to potential harms; and those tied to remedies these experts proposed to mitigate foreseeable problems. The themes are outlined in the nearby table.

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These findings do not represent all the points of view that are possible in responding to a question like this, but they do reveal a wide range of valuable observations based on current trends. Here are some representative quotes from these experts on each of these themes.

The benefits of digital life

Connection: Daniel Weitzner, principal research scientist and founding director of MIT's Internet Policy Research Initiative, explained, "Human beings want and need connection, and the internet is the ultimate connection machine. Whether on questions of politics, community affairs, science, education, romance or economic life, the internet does connect people with meaningful and rewarding information and relationships. ... I have to feel confident that we can continue to gain fulfillment from these human connections."

Commerce, government and society: Pete Cranston, a Europe-based trainer and consultant on digital technology and software applications, wrote, "There's a top-1%, first-world response, which is to bemoan the impact of hyperconnectedness on things like social interaction, attention span, trolling and fake news - all of which are real but, like complaining about the marzipan being too thick on the Christmas cake, are problems that come with plenty and surplus. There's a rest-of-the-world response which focuses more on the massive benefits to life from access to finance, to online shopping, to limitless, free research opportunities, to keeping in touch with loved ones in far-away places (and think migrant workers rather than gap-year youth)."

Human beings want and need connection, and the internet is the ultimate connection machine. Daniel Weitzner

Crucial intelligence: Micah Altman, director of research and head scientist for the program on information science at MIT, said, "Most of the gains in human well-being (economic, health, longevity, life-satisfaction and a range of choices) over the last century and a half have come from advances in technology that are the long-term results of scientific advances. However, these gains have not been distributed equitably, even in democracies. Many advances from the fields of computer science, information science, statistics and computational social science are just beginning to be realized in today's technology - and there remains a huge potential for long-term improvement. Further, since information is a non-consumptive good, it lends itself to broad and potentially more equitable distribution. For example, the relatively recent trends towards openness in scientific publication, scientific data and educational resources are likely to make people across the world better off - in the short term, by expanding individuals' access to a broad set of useful information; in the medium term, by decreasing barriers to education (especially higher-ed); and in the long term by enhancing scientific progress."

Contentment: Stephen Downes, a senior research officer at the National Research Council Canada, commented, "The internet will help rather than harm people's well-being because it breaks down barriers and supports them in their ambitions and objectives. We see a lot of disruption today caused by this feature, as individuals and companies act out a number of their less desirable ambitions and objectives. Racism, intolerance, greed and criminality have always lurked beneath the surface, and it is no surprise to see them surface. But the vast majority of human ambitions and objectives are far more noble: people desire to educate themselves, people desire to communicate with others, people desire to share their experiences, people desire to create networks of enterprise, commerce and culture. All these are supported by digital technologies, and while they may not be as visible and disruptive as the less-desirable objectives, they are just as real and far more massive."

Continuation toward quality: Paul Jones, professor of information science at the University of North Carolina, Chapel Hill, proposes that future artificial intelligence (AI) will do well at enhancing human well-being, writing, "Humans need tools. Humans need and want augmentation. And as the saying goes 'First we make our tools, then our tools form us.' Since the first protohuman, this has been true. But soon our tools will want, demand and create tools for their own use. The alienation of the industrial age has already given up the center stage to the twisted social psychology of the service industry. Next, will our tool-created overlords be more gentle and kind than the textile factory, the sewing room or the call center? I believe they will be."

Concerns over harms

Digital deficits: Nicholas Carr, well-known author of numerous books and articles on technology and culture, wrote, "We now have a substantial body of empirical and experiential evidence on the personal effects of the internet, social media and smartphones. The news is not good. While there are certainly people who benefit from connectedness - those who have suffered social or physical isolation in the past, for instance - the evidence makes clear that, in general, the kind of constant, intrusive connectedness that now characterizes people's lives has harmful cognitive and emotional consequences. Among other things, the research reveals a strong association, and likely a causal one, between heavy phone and internet use and losses of analytical and problem-solving skill, memory formation, contextual thinking, conversational depth and empathy as well as increases in anxiety."

Digital addiction: David S.H. Rosenthal, retired chief scientist of the LOCKSS Program at Stanford University, said, "The digital economy is based upon competition to consume humans' attention. This competition has existed for a long time (see Tim Wu's 'The Attention Merchants'), but the current generation of tools for consuming attention is far more effective than previous generations. Economies of scale and network effects have placed control of these tools in a very small number of exceptionally powerful companies. These companies are driven by the need to consume more and more of the available attention to maximize profit. This is already having malign effects on society (see the 2016 presidential election). Even if these companies wanted to empower less-malign effects, they have no idea how to, and doing so would certainly impair their bottom line. Thus these companies will consume more and more of the available attention by delivering whatever they can find to grab and hold attention. The most effective way to do this is to create fear in the reader, driving the trust level in society down (see Robert Putnam's 'Making Democracy Work' for the ills of a low-trust society)."

Keeping people in a continual state of anxiety, anger, fear, or just haunted by an inescapable, nagging sense that everyone else is better off than they are can be very profitable. Judith Donath

Digital distrust/divisiveness: Judith Donath, author of "The Social Machine, Designs for Living Online," commented, "If your objective is to get people to buy more stuff, you do not want a population of people who look at what they have and at the friends and family surrounding them, and think to themselves 'life is good, I appreciate what I have, and what I have is enough.' If your goal is to manipulate people, to keep a population anxious and fearful so that they will seek a powerful, authoritarian leader - you will not want technologies and products that provide people with a strong sense of calm and well-being. Keeping people in a continual state of anxiety, anger, fear, or just haunted by an inescapable, nagging sense that everyone else is better off than they are can be very profitable. In short, the individual researchers and developers may be motivated by a sincere desire to advance understanding of mood, cognition, etc., or to create technologies that nudge or control our responses for our own good, but the actual implementation of these techniques and devices is likely to be quite different - to be used to reduce well-being because a population in a state of fear and anxiety is a far more malleable and profitable population."

[has the]

Digital dangers: Tiziana Dearing, a professor at the Boston College School of Social Work, said, "People's well-being will be affected for the worse by digital technology for three reasons. 1) Because we have evolved as interpersonal, social creatures and therefore are unable to adapt to the behaviors, needs, even maybe the wiring required to thrive socioemotionally and physically in a digital world at the pace that digital change will require. 2) Because digital technology - from design to algorithms - has evolved without sufficient consideration of social empathy and inherent bias. 3) Because we have not figured out how to mitigate the ability that certain forms of technology have created to be our worst selves with each other. Don't get me wrong. Technological developments hold tremendous potential to cure disease, solve massive human problems, level the information playing field, etc. But our ability to adapt at a species level happens on a much slower cycle, and our human behaviors get in the way."

Intervention ideas to ease problems

[these tools]

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Regulate: Dana Chisnell, co-director of the Center for Civic Design, wrote, "There are dozens of projects happening to try to make the internet a better place, but it's an arms race. As individuals find tools for coping and managing their digital lives, technology companies will find new, invasive ways to exploit data generated on the internet in social media. And there will be more threats from more kinds of bad actors. Security and privacy will become a larger concern and people will feel more powerless in the face of technology that they don't or can't control. And it will take many years to understand how to negotiate that race and come to some kind of detente."

People are adaptive. In the long run, we are reasonable, too. We will learn how to reign in the pitfalls, threats, bad guys and ill-meaning uses. These will continue to show up, but the march is towards progress. Sheizaf Rafaeli

Redesign media literacy: Alex Halavais, director of the M.A. in social technologies program at Arizona State University, said, "The primary change needs to come in education. From a very early age, people need to understand how to interact with networked, digital technologies. They need to learn how to use social media, and learn how not to be used by it. They need to understand how to assemble reliable information and how to detect crap. They need to be able to shape the media they are immersed in. They need to be aware of how algorithms and marketing - and the companies, governments, and other organizations that produce them - help to shape the ways in which they see the world. Unfortunately, from preschool to grad school, there isn't a lot of consensus about how this is to be achieved."

Recalibrate expectations: Sheizaf Rafaeli, a professor at the University of Haifa in Israel, wrote, "People are adaptive. In the long run, we are reasonable, too. We will learn how to reign in the pitfalls, threats, bad guys and ill-meaning uses. These will continue to show up, but the march is towards progress. Better, more meaningful lives. Healthier, more-supportive environments. It is a learning process, and some of us, sometimes, get an 'F' here or there. But we learn. And with digital tech, we learn faster. We converse and communicate and acknowledge each other like never before. And that is always a good start. Bad things, like greed, hate, violence, oppression will not be eradicated. But the digital is already carrying, delivering and instantiating much promise. This is not rosy-colored utopian wishful thinking. It is a realistic take on the net effects. I would rather trade places with my grandkids than with my grandparents."

Fated to fail: Douglas Massey, a professor of sociology and public affairs at Princeton University, responded to say that interventions are not likely to be possible. He wrote, "I am not very optimistic that democratically elected governments will be able to regulate the internet and social media in ways that benefit the many rather than the few, given the vast amounts of money and power that are at stake and outside the control of any single government, and intergovernmental organizations are too weak at this point to have any hope of influence. The Trump administration's repeal of net neutrality is certainly not a good sign."

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The Future of Well-Being in a Tech-Saturated World

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Many experts say digital life will continue to expand people's boundaries and opportunities. Yet nearly a third think that people's overall well-being will be more harmed than helped in coming years.

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Pokemon Go Help Someone: How augmented reality games could connect people after disasters.

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Pokemon Go Help Someone: How augmented reality games could connect people after disasters.

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THOMAS P. SEAGER and SUSAN SPIERRE CLARK

NOV 04, 201

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Twenty years ago, when millions of people were displaced by a storm like Hurricane Matthew, we'd see convoys of temporary trailers being towed into stricken areas to shelter the newly homeless. We'd hear appeals for donations from charities like the Salvation Army and the American Red Cross. And we'd be impressed with stories of neighbors and rescuers pitching in to help the unfortunate.

In the near future, information technology may provide new, more effective ways to organize disaster response. We've already seen the power of Twitter to coordinate political revolution, and we've seen the Poké mon Go augmented reality game motivate tens of thousands of people to get outdoors and chase imaginary monsters. What if, in response to crises, augmented and alternate reality games like Poké mon Go switched into a mode that rewarded players for donating blood? Delivering water bottles? Filling sandbags? Offering temporary housing? Or evacuating areas threatened by storm, wildfires, floods, tornadoes, or other hazards?

Author and game designer Jane McGonigal popularized the notion of gamification, in which players can get points, badges, or other rewards for ordinarily mundane tasks. According to McGonigal and others like Ian Bogost, gamification can motivate us to recover from personal setbacks including injury, depression, or distress, and improve our lives by forming new habits or skills. For example, Duolingo allows people to learn a language online while translating online documents and websites. Students earn skill points as they complete lessons or translate web content, and the complexity of sentences increases as the user progresses. Other games use competition and peer pressure among neighbors to reduce electricity consumption when appeals to saving money and the environment don't work.

So gamification can work in our private lives. But what if we combined gamification and the sharing economy to coordinate the manpower of gamers for the public good in response to disaster? Already Airbnb's disaster response unit allows hosts to open their homes to storm victims. Uber has offered free rides to facilitate evacuation of areas during emergencies like the Boston Marathon bombing and the Dallas police shootings. In this way, the sharing economy taps into the empathetic human impulse to do meaningful and pro-social work in response to need. Maybe all Poké mon Go players need is a little nudge in the direction of emergency response tasks when disaster strikes.

Such an emergency response system would be a logical extension of the emergency broadcast system you're probably already familiar with. And we all know about the alerts that get pushed out to our mobile phones to warn us of dangerous weather (or, as recently occurred in the New York City area, an alleged terrorist on the run). While these broadcasts go over public airwaves, they have always been delivered to our private communications equipment-temporarily seizing control of private property for a public purpose.

What the EBS doesn't do is facilitate or coordinate a response. A more appropriate emergency system for the social media age is one that does not merely push messages-but that also mobilizes communities, to collect intelligence from them or to take other action. Already apps like Google Maps, Waze, and Swift.ly collect real-time information on traffic flows and incidents. These kinds of apps would just need augmented reality disaster response modes that encourage coordinated emergency actions, helping create community resilience. We could call it an emergency interaction system.

That might sound a little techno-utopian, but there are precedents. Emergency response organizations like the Red Cross already have extensive experience using tabletop simulations and simulation learning tools to train personnel and prepare adaptive responses. If the Red Cross integrated these simulations with networked sharing-economy apps and augmented reality games, it could mobilize and coordinate an extraordinary group of volunteers and private resources on a scale that might rival official government efforts.

A new app called SwingVoter Go is an example of serious game inspired by Poké mon Go. The game seeks to motivate people to become more engaged in the 2016 election by inspiring gamers who don't live in swing states to influence voters who do. It prompts you to pick any battleground state, like Florida or Pennsylvania, and use Facebook to find people in your social network from those states that you can engage in election-related conversations. SwingVoter Go provides "lures" that you can share on social media to draw undecided voters into a conversation with you with the goal of influencing them to vote for a particular candidate. If successful you increase the collective score of the game as well as get one step closer to becoming a "swing master."

In a similar way, an emergency interactive disaster response system could use social media and augmented reality to connect people with needs to those who want to help. By building a "Red Cross mode" into existing apps, emergency response tasks could appear instead of Pokémons or other lures, and players could earn hero points for finding or distributing emergency supplies, providing transportation to shelters, making charitable donations, or helping clean up. Players could opt out, but building an emergency mode into existing apps would solve the problem of distributing the software ahead of time so that it could be mobilized at a moment's notice.

Of course, potential catastrophes will require more than human resilience. An emergency interactive system does no good if it doesn't function in an emergency, so technological infrastructure must also be adaptive to stress. We've already noticed a degradation of mobile phone signals at crowded venues like music concerts or sporting events, when uploading data-intensive videos and photos can overwhelm mobile phone towers. During massive events, relying on normal tower signals will only exacerbate the disaster-especially in cases that affect the towers themselves. For example, since the loss of service that accompanied hurricanes Katrina and Sandy, several measures have been taken to help make cell phone towers and service more resilient to disaster. Nevertheless, each new catastrophe seems to expose some previously unknown vulnerability, at the worst possible time. What we need from the emergency interactive system is a more resilient way of connecting people to one another, so that they can check in on loved ones and participate in recovery efforts.

Fortunately, smartphones are already equipped with the capacity to connect via mesh networks that could allow our disaster response players to drop in and out, bypassing mobile phone towers. For example, FireChat is an app that allows text messaging independent of Wi-Fi and mobile data. The app gained popularity in 2014 when hundreds of thousands of protesters in Hong Kong used it to communicate and coordinate without being intercepted by the Chinese government. Like many other peer-to-peer data sharing apps, FireChat can use Bluetooth connectivity to send messages between devices within about 200 feet of each other-perfect for dense crowds that typically overtax towers.

A new version called FireChat Alert even allows emergency responders to broadcast text messages during a crisis. Originally developed in collaboration with the U.N. Office for the Coordination of Humanitarian Affairs, FireChat Alert is being tested in a Philippines pilot program to improve communication during and after typhoons. While the app is currently a one-way broadcast medium only, it proves the potential to adapt private, mobile technologies for public purposes, even without existing data towers.

By combining advances in augmented reality games with the sharing economy and mesh networking, we could be poised on the threshold of a revolution in disaster response that empowers the public to follow their natural helpful instincts in response to all kinds of crises, without getting in the way, and even when our electricity, internet, and/or cell service fails.

This article is part of Future Tense, a collaboration among Arizona State University, New America, and . Future Tense explores the ways emerging technologies affect society, policy, and culture. To read more, follow us on Twitter and sign up for our weekly newsletter.

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How Augmented Reality Games Like Pokémon Go Could Help After Disasters

# data[].attributes.attachment_link.description
Twenty years ago, when millions of people were displaced by a storm like Hurricane Matthew, we'd see convoys of temporary trailers being towed into stricken areas to shelter the newly homeless. We'd hear appeals for donations from charities like the Salvation Army and the American Red Cross.

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What pokemon can teach us about learning and literacy

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What pokemon can teach us about learning and literacy

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Vasquez, V., & Smith, K. (2003). What pokemon can teach us about learning and literacy. Language Arts, 81(2), 118-125.

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Five things education technology could learn from Pokemon Go

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Five things education technology could learn from Pokemon Go

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Daniel Williamson Jul 15, 2016

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Ok, I have a confession. Last Thursday, I became yet another Pokémon Go-related statistic when I fell into a hole while walking around my neighborhood.

I began playing the new GPS-enabled, augmented reality game, Pokémon Go the minute I learned that I could realize my childhood dream of hunting Pokémon IRL (in real life, for those not familiar with the acronym). I was hooked. So hooked, that while glued to my cell phone screen and searching for an elusive Bulbasaur, I fell directly into a not-so-elusive Houston pothole. Don't worry, I caught the Bulbasaur (and I'm OK).

However, during my weekend search for Pikachu, Snorlax, and the other 248 Pokémon, it dawned on me how right the developers of the game got it when it came to building a technology that motivates and inspires users to get hooked and stay that way, even when the searching process gets more difficult. I think about this - how to motivate people and keep them motivated - often, although typically within the context of subject area that most fourth graders (and, lets be real, most thirty-year-olds) find less exciting than the hunt for mythical, magical beings: education.

Here are five lessons education technology could learn from Pokémon Go:

One of the novel features of Pokémon Go is its ability to meld the fantasy world of Pokémon into the user's every day environment. In order to find Pokémon, users are required to travel around their community to different locations. Once at these locations, the game uses cell phone cameras to project a Pokémon into these real-world environments.

A Magikarp on imposed a frying pan via Pokémon's Augmented Reality program. Source: https://fdstrps.com/images/231294/441391967.jpg

The use of augmented reality makes the game feel more exciting by integrating itself and making itself relevant to the user's particular community. Of course, Pokémon fans could simply break out the old Gameboy and catch Pokémon within the privacy of their home, but doing so is nowhere near as fun as going out into their communities to explore. Augmented reality in Pokémon Go connects the game to the real world and encourages users to go out and explore places they might have never gone.

In education, the ideas and topics covered in a textbook or a lecture often fail to make the leap from abstract concept to real-world application. Drawing upon the use of augmented reality in Pokémon Go, education technologies could devise ways to authentically engage users in real-world situations. For example, they could encourage the examination of biological or physical processes as they occur in nature.

When beginning the game, a novice player encounters challenges that are "just right" for their skill level, while more experienced players receive more difficult challenges. For example, a new player will go out and encounter an easy-to-capture Pokémon, like a Pidgey. After leveling up, however, Pokémon become more difficult to capture. These Pokémon require, for example, that the player "release" or "throw" a Poké Ball (a device used for catching wild Pokémon) at just the right time, with an ever-so-perfect a spin, or you have no chance of catching an elusive Wigglytuff.

The game is quite good at finding the Goldilocks zone of being neither too hard, nor too easy. This ability is important, especially when it's related to how students approach educational assessments. If a question or challenge is too hard, students get discouraged and quit; if it is too easy, students get bored and disengage.

Just like educational technologies, Pokémon Go is a very complex system. Users can catch Pokémon, explore various real-world landmarks designated as Poké Stops, put spin on Poké Balls to increase the likelihood that they will successfully catch their target, and battle at gyms (physical places where players can virtually engage in sparring matches or battles with other Pokémon enthusiasts). However, unlike much tech used in the classroom, Pokémon Go reveals these features to users gradually. In some cases, such as battling at a gym, a player is barred from entry until they reach a level 5. In Pokémon Go, not only does gradual exposure to more advanced features prevent the need for training, it also keeps the game interesting. Players have something to work towards, capabilities to unlock.

In edtech, faculty members are often thrown into the technological deep end. They are presented with myriad options and toggles - they get all the features of a level 20 Poké Master, despite the fact that they've yet to learn how to snag a baby Rattata. I'm not saying that it would be wise to make faculty who are accustomed to choosing edtech products based on their feature richness wait to have access to, say, an advanced analytics dashboard. But I do think the edtech industry needs to abandon the feature arms race in favor of user-friendly technologies and tools that make it easy for teachers, students, and administrators to get what they need, when they need it.

Growth Mindset is probably one of the hottest buzzwords in education right now. The idea simplified is that individuals fall into two different mindset categories:

1) A growth mindset, where an individual believes that they can improve their performance with strategic practice and hard work, and

2) A fixed mindset, where an individual believes that their skills are based on innate talents and gifts cannot be changed.

Throughout Pokémon Go, developers have encouraged a growth mindset. Players see their experience and skill level increase with each Pokémon they capture or each battle they win and say, "If I just keep trying and practicing, I can get stronger."

Unfortunately, the same often does not hold true in the world of education. Students typically believe that they fall into a specific, unchangeable camp, such as the "I'm just not good at math" camp. High-stakes testing and assessments, as well as many education technologies can discouraging users and make them less likely to try to increase their understanding in their problem subject areas. Assessments have become synonymous with something that is bad, even though a ton of research shows that "long-term memory is increased when some of a student's learning period is devoted to retrieving to-be-remembered information through testing or assessments."( Wikipedia) Education technologies must figure out how to encourage users to view assessments and quizzes as a good things, then use this technique to encourage students to level up as they would when battling in Pokémon Go.

Yesterday evening, I was out playing Pokémon Go with friends. We were walking around our neighborhood, searching for rare creatures, when we stumbled upon another group of similarly aged individuals, their heads buried in their iPhones, their fingers making the distinctive flicking motions associated with trying to capture a Pokémon. We inquired about each other's catch and immediately bonded over our mutual pursuit of prized Pokémon. The other team shared with us that "The really good Pokémon hang out at the Zoo," and "If you do this, you are more likely to catch that Psyduck." Since then, my Facebook feed has been filled with invites to Pokémon hunting themed meet-ups. A new community has grown up around this game practically overnight.

Pokémon players at the University of St. Thomas in Houston. Credit: Daniel Williamson

In a time when technology is often thought to discourage participation in real life, Pokémon Go has done something unique; it has brought people together and formed communities. With education technologies, more often than not the learner and, in many cases, the educator, are isolated. The technology creates a barrier between them and can prevent communities from spontaneously forming. New models of educational technology must figure out how to break down these barriers, create communities, and use technology to bridge the gap between our virtual worlds and our real lives.

I'm not sure if Pokémon Go is a passing fad or something that is here to stay. However, whether you are a technologist working on the next great learning app or a teacher trying to figure out how to engage your students, Pokémon Go offers a powerful model that has quickly changed the way users behave and engage with digital content.

Just one warning, don't forget to watch out for the potholes.

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Five Things Education Technology Could Learn from Pokémon Go

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Ok, I have a confession. Last Thursday, I became yet another Pokémon Go-related statistic when I fell into a hole while walking around my neighborhood. I began playing the new GPS-enabled, augmented reality game, Pokémon Go the minute I learned that I could realize my childhood dream of hunting Pokémon IRL (in real life, for those not familiar with the acronym).

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Reality has always been augmented: Play and the promises of Pokemon Go

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Reality has always been augmented: Play and the promises of Pokemon Go

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Help

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Whether a user reaches the WebAccess login page directly or via a protected service, the process is the same. When users arrive at the WebAccess Authentication page, they will be presented with up to three log in fields:

User ID

Enter your Penn State Account user ID (e.g. xyz5000)

Password

Enter your Penn State Account password

Session Time Limit

The system provides pre-set timeouts, which aid in minimizing the exposure of forgotten web browser sessions. If you have not visited any protected service or the WebAccess log in page within the last 6 hours, an idle timer will end your session thus requiring you to re-authenticate. In addition, the system has a maximum time limit of 15 hours.

Log out Information

In order to protect their respective digital identities, users are highly encouraged to log out from WebAccess when finished using a WebAccess-protected service. Each WebAccess-protected service should provide a log out link, or the WebAccess log out function on the services page may be used. Users also are encouraged, once log out is complete, to exit/quit the web browser completely for added security.

Frequently Asked Questions

I tried to log in, but I see the services page. Why?

You already authenticated via WebAccess. Since you are logged in, the server presents the list of services rather than the login page. To gain access to the service, click on the link from the list or enter the web address of the service in your browser.

I went to a WebAccess-protected page and I wasn't required to log in. Is there a security problem?

No. You already authenticated via WebAccess and thus are enjoying the benefits of not needing to re-authenticate. Don't forget to log out once you are finished.

I authenticated via WebAccess earlier, but the log in page appeared again. Why?

The system provides pre-set timeouts, which aid in minimizing the exposure of forgotten browser sessions. If you have not visited any protected services or the WebAccess log in page within 6 hours, your session will end. In addition, the system has a maximum time limit of 15 hours.

WebAccess and protected services keeps trying to set cookies. Why?

The system used by WebAccess is based on session cookies. These session cookies (which are not saved when you exit the web browser) are used to identify you to WebAccess and each protected service. They do not contain any information about you.

Who can I contact for assistance?

If you're a user and experiencing problems with authentication, then please contact the ITS Service Desk staff at helpdesk@psu.edu. In the body of your e-mail message, include the following:

Penn State Account user ID (for example, xyz5000)

Time the error occurred

Error message(s) received, if any

Web browser used and version (for example, Mozilla Firefox 34 or Internet Explorer 11)

Platform and operating system (for example, Macintosh OS 10.6 or Windows 7)

What is WebAccess?

The Penn State WebAccess system provides an environment in which users can authenticate/log in one time with their respective Penn State Account user ID and password to a central server in order to access multiple services protected with WebAccess without needing to re-authenticate. For example, a user can authenticate via Penn State WebAccess and then access services, such as the Penn State Portal, Office 365, and a variety of other WebAccess-enabled services, without needing to authenticate again to those services.

Who wrote Penn State WebAccess?

The Penn State WebAccess service is based on the University of Michigan's Cosign technology. This software, part of the NSF Middleware Initiative, and information is available via University of Michigan's Cosign Web site. Portions of this quick reference document are based on documents provided, with permission, by the University of Michigan's Cosign information.The software is installed and customized for Penn State by Identity and Access Management (IAM), a unit of Office of Information Security (OIS).

I would like to incorporate WebAccess into my Web site. Where can I find more information?

Please refer to the Penn State WebAccess website.

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Whether a user reaches the WebAccess login page directly or via a protected service, the process is the same. When users arrive at the WebAccess Authentication page, they will be presented with up to three log in fields: User ID Enter your Penn State Account user ID (e.g.

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Brennan, Monroy-Hernandez, and Resnick. (2010). New Directions for Youth Development.

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Henry Jenkins on Participatory Culture (Big Thinkers Series)

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Henry Jenkins on Participatory Culture (Big Thinkers Series)

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Henry Jenkins on Participatory Culture (Big Thinkers Series)

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Confronting Challenges of Participatory Culture

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Confronting Challenges of Participatory Culture

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Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., & Weigel, M. (2009).

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"Wikipedia: What Wikipedia is not." Wikipedia. Wikipedia.org

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Wikipedia is an online encyclopedia and, as a means to that end, an online community of individuals interested in building and using a high-quality encyclopedia in a spirit of mutual respect. Therefore, there are certain things that Wikipedia is not.

Style and format

Wikipedia is not a paper encyclopedia

Wikipedia is not a paper encyclopedia, but a digital encyclopedia project. Other than verifiability and the other points presented on this page, there is no practical limit to the number of topics Wikipedia can cover or the total amount of content. However, there is an important distinction between what can be done, and what should be done, which is covered under § Encyclopedic content below. Consequently, this policy is not a free pass for inclusion: articles must abide by the appropriate content policies, particularly those covered in the five pillars.

Keeping articles to a reasonable size is important for Wikipedia's accessibility, especially for dial-up and mobile browser readers, since it directly affects page download time (see Wikipedia:Article size). Splitting long articles and leaving adequate summaries is a natural part of growth for a topic (see Wikipedia:Summary style). Some topics are covered by print encyclopedias only in short, static articles, but Wikipedia can include more information, provide more external links, and update more quickly.

Encyclopedic content

Information should not be included in this encyclopedia solely because it is true or useful. A Wikipedia article should not be a complete exposition of all possible details, but a summary of accepted knowledge regarding its subject. Verifiable and sourced statements should be treated with appropriate weight. Although there are debates about the encyclopedic merits of several classes of entries, consensus is that the following are good examples of what Wikipedia is not. The examples under each section are not intended to be exhaustive.

Wikipedia is not a dictionary

Wikipedia is not a dictionary, or a usage or jargon guide. Wikipedia articles are not:

1. Definitions. Articles should begin with a good definition or description, but articles that contain nothing more than a definition should be expanded with additional encyclopedic content. If they cannot be expanded beyond a definition, Wikipedia is not the place for them. In some cases, the definition of a word may be an encyclopedic subject, such as the definition of planet. For a wiki that is a dictionary, visit our sister project Wiktionary. Dictionary definitions should be transwikied there.

2. Dictionary entries. Encyclopedia articles are about a person, or a group, a concept, a place, a thing, an event, etc. In some cases, a word or phrase itself may be an encyclopedic subject, such as Macedonia (terminology) or truthiness. However, articles rarely, if ever, contain more than one distinct definition or usage of the article's title. Articles about the cultural or mathematical significance of individual numbers are also acceptable.

3. Usage, slang, or idiom guides. Descriptive articles about languages, dialects, or types of slang (such as Klingon language, Cockney, or Leet) are desirable. Prescriptive guides for prospective speakers of such languages are not. See "Wikipedia is not a manual, guidebook, textbook, or scientific journal" below for more information. For a wiki that is a collection of textbooks, visit our sister project Wikibooks. Prescriptive guides for prospective speakers of a language should be transwikied there.

Visit Wiktionary, our sister project, if you want to help build a dictionary. They would greatly appreciate your help.

Wikipedia is not a publisher of original thought

Wikipedia is not a place to publish your own thoughts and analyses or to publish new information. Per our policy on original research, please do not use Wikipedia for any of the following:

1. Primary (original) research, such as proposing theories and solutions, original ideas, defining terms, coining new words, etc. If you have completed primary research on a topic, your results should be published in other venues, such as peer-reviewed journals, other printed forms, open research, or respected online publications. Wikipedia can report your work after it is published and becomes part of accepted knowledge; however, citations of reliable sources are needed to demonstrate that material is verifiable, and not merely the editor's opinion.

2. Personal inventions. If you or a friend invented a drinking game, a new type of dance move, or even the word , it is not notable enough to be given an article until multiple, independent, and reliable secondary sources report on it. And Wikipedia is certainly not for things made up one day.

3. Personal essays that state your particular feelings about a topic (rather than the opinions of experts). Although Wikipedia is supposed to compile human knowledge, it is not a vehicle to make personal opinions become part of such knowledge. In the unusual situation where the opinions of an individual are important enough to discuss, it is preferable to let other people write about them. (Personal essays on Wikipedia-related topics are welcome in your user namespace or on the Meta-wiki.)

4. Discussion forums. Please try to stay on the task of creating an encyclopedia. You can chat with people about Wikipedia-related topics on their user talk pages, and should resolve problems with articles on the relevant talk pages, but please do not take discussion into articles. In addition, bear in mind that article talk pages exist solely to discuss how to improve articles; they are not for general discussion about the subject of the article, nor are they a help desk for obtaining instructions or technical assistance. Material unsuitable for talk pages may be subject to removal per the talk page guidelines. If you wish to ask a specific question on a topic, Wikipedia has a Reference desk; questions should be asked there rather than on talk pages.

Wikipedia is not a soapbox or means of promotion

Wikipedia is not a soapbox, a battleground, or a vehicle for propaganda, advertising and showcasing. This applies to usernames, articles, draftspace, categories, files, talk page discussions, templates, and user pages. Therefore, content hosted in Wikipedia is not for:

1. Advocacy, propaganda, or recruitment of any kind: commercial, political, scientific, religious, national, sports-related, or otherwise. An article can report objectively about such things, as long as an attempt is made to describe the topic from a neutral point of view. You might wish to start a blog or visit a forum if you want to convince people of the merits of your opinions.

2. Opinion pieces. Although some topics, particularly those concerning current affairs and politics, may stir passions and tempt people to "climb soapboxes", Wikipedia is not the medium for this. Articles must be balanced to put entries, especially for current events, in a reasonable perspective, and represent a neutral point of view. Furthermore, Wikipedia authors should strive to write articles that will not quickly become obsolete. However, Wikipedia's sister project Wikinews allows commentaries on its articles.

3. Scandal mongering, promoting things "heard through the grapevine" or gossiping. Articles and content about living people are required to meet an especially high standard, as they may otherwise be libellous or infringe the subjects' right to privacy. Articles must not be written purely to attack the reputation of another person.

4. Self-promotion. It can be tempting to write about yourself or projects in which you have a strong personal involvement. However, remember that the standards for encyclopedic articles apply to such pages just like any other. This includes the requirement to maintain a neutral point of view, which can be difficult when writing about yourself or about projects close to you. Creating overly abundant links and references to autobiographical sources is unacceptable. See Wikipedia:Autobiography, Wikipedia:Notability and Wikipedia:Conflict of interest.

5. Advertising, marketing or public relations. Information about companies and products must be written in an objective and unbiased style, free of puffery. All article topics must be verifiable with independent, third-party sources, so articles about very small garage bands or local companies are typically unacceptable. Wikipedia articles about a company or organization are not an extension of their website or other social media marketing efforts. External links to commercial organizations are acceptable if they identify notable organizations which are the topic of the article. Wikipedia neither endorses organizations nor runs affiliate programs. See also Wikipedia:Notability (organizations and companies) for guidelines on corporate notability. Those promoting causes or events, or issuing public service announcements, even if noncommercial, should use a forum other than Wikipedia to do so. Contributors must disclose any payments they receive for editing Wikipedia. See also Wikipedia:Conflict of interest.

Non-disruptive statements of opinion on internal Wikipedia policies and guidelines may be made on user pages and within the Wikipedia: namespace, as they are relevant to the current and future operation of the project. However, article talk pages should not be used by editors as platforms for their personal views on a subject (see Wikipedia:Talk page guidelines).

Wikipedia is not a mirror or a repository of links, images, or media files

Wikipedia is neither a mirror nor a repository of links, images, or media files. Wikipedia articles are not merely collections of:

1. External links or Internet directories. There is nothing wrong with adding one or more useful content-relevant links to the external links section of an article; however, excessive lists can dwarf articles and detract from the purpose of Wikipedia. On articles about topics with many fansites, for example, including a link to one major fansite may be appropriate. See Wikipedia:External links for some guidelines.

2. Internal links, except for disambiguation pages when an article title is ambiguous, and for lists for browsing or to assist with article organization and navigation; for these, please follow relevant guidance at Wikipedia:Manual of Style/Lists, Wikipedia:Stand-alone lists and Wikipedia:Manual of Style/Embedded lists.

3. Public domain or other source material such as entire books or source code, original historical documents, letters, laws, proclamations, and other source material that are useful only when presented with their original, unmodified wording. Complete copies of primary sources may go into Wikisource, but not on Wikipedia. Public domain resources such as the 1911 Encyclopædia Britannica may be used to add content to an article (see Plagiarism guideline: Public-domain sources for guidelines on doing so). See also Wikipedia:Do not include the full text of lengthy primary sources and Wikisource's inclusion policy.

4. Photographs or media files with no accompanying text. If you are interested in presenting a picture, please provide an encyclopedic context, or consider adding it to Wikimedia Commons. If a picture comes from a public domain source on a website, then consider adding it to Wikipedia:Images with missing articles or Wikipedia:Public domain image resources.

Wikipedia is not a blog, web hosting service, social networking service, or memorial site

Wikipedia is not a social networking service like Facebook or Twitter. You may not host your own website, blog, wiki, résumé, or cloud on Wikipedia. Wikipedia pages, including those in user space, are not:

1. Personal web pages. Wikipedians have individual user pages, but they should be used primarily to present information relevant to work on the encyclopedia. Limited autobiographical information is allowed, but user pages do not serve as personal webpages, blogs, or repositories for large amounts of material irrelevant to collaborating on Wikipedia. If you want to post your résumé or make a personal webpage, please use one of the many free providers on the Internet or any hosting included with your Internet service provider. The focus of user pages should not be social networking or amusement, but rather providing a foundation for effective collaboration. Humorous pages that refer to Wikipedia in some way may be created in an appropriate namespace. Personal web pages are often speedily deleted. Wikipedia articles use formal English and are not written in Internet posting style.

2. File storage areas. Please upload only files that are used (or will be used) in encyclopedia articles or project pages; anything else will be deleted. If you have extra relevant images, consider uploading them to the Wikimedia Commons, where they can be linked from Wikipedia.

3. Dating services. Wikipedia is not an appropriate place to pursue relationships or sexual encounters. User pages that move beyond broad expressions of sexual orientation are unacceptable. However, you very well may form new friendships as you go about improving the encyclopedia.

4. Subjects of encyclopedia articles must satisfy Wikipedia's notability requirements. Wikipedia is not the place to memorialize deceased friends, relatives, acquaintances, or others who do not meet such requirements. (WP:RIP is excluded from this rule.)

5. Content for projects unrelated to Wikipedia. Do not store material unrelated to Wikipedia, including in userspace. Please see WP:UPNOT for examples of what may not be included.

If you are interested in using the wiki technology for a collaborative effort on something else, even just a single page, many free and commercial sites provide wiki hosting. You can also install wiki software on your server. See the installation guide at MediaWiki.org for information on doing this. See also Wikipedia:Alternative outlets.

Your user page is not yours. It is a part of Wikipedia, and exists to make collaboration among Wikipedians easier, not for self promotion. See Wikipedia:User pages for current consensus guidelines on user pages.

Wikipedia is not a directory

Wikipedia encompasses many lists of links to articles within Wikipedia that are used for internal organization or to describe a notable subject. In that sense, Wikipedia functions as an index or directory of its own content. However, Wikipedia is not a directory of everything in the universe that exists or has existed. Please see Wikipedia:Alternative outlets for alternatives. Wikipedia articles are not:

1. Lists or repositories of loosely associated topics such as (but not limited to) quotations, aphorisms, or persons (real or fictional). If you want to enter lists of quotations, put them into our sister project Wikiquote. Of course, there is nothing wrong with having lists if their entries are relevant because they are associated with or significantly contribute to the list topic. Wikipedia also includes reference tables and tabular information for quick reference. Merged groups of small articles based on a core topic are permitted. (See Wikipedia:Stand-alone lists § Appropriate topics for lists for clarification.)

2. Genealogical entries. Family histories should be presented only where appropriate to support the reader's understanding of a notable topic.

3. The white or yellow pages. Contact information such as phone numbers, fax numbers and e-mail addresses is not encyclopedic. Likewise, disambiguation pages (such as John Smith) are not intended to be complete listings of every person named John Smith-just the notable ones.

4. Directories, directory entries, electronic program guides, or resources for conducting business. For example, an article on a broadcaster should not list upcoming events, current promotions, current schedules, format clocks, etc., although mention of major events, promotions or historically significant program lists and schedules may be acceptable. Likewise an article on a business should not contain a list of all the company's patent filings. Furthermore, the Talk pages associated with an article are for talking about the article, not for conducting the business of the topic of the article.

5. Sales catalogues. An article should not include product pricing or availability information unless there is an independent source and a justified reason for the mention. Encyclopedic significance may be indicated if mainstream media sources (not just product reviews) provide commentary on these details instead of just passing mention. Prices and product availability can vary widely from place to place and over time. Wikipedia is not a price comparison service to compare the prices of competing products, or the prices and availability of a single product from different vendors or retailers.

6. Non-encyclopedic cross-categorizations, such as "people from ethnic / cultural / religious group X employed by organization Y" or "restaurants specializing in food type X in city Y". Cross-categories such as these are not considered a sufficient basis for creating an article, unless the intersection of those categories is in some way a culturally significant phenomenon. See also Wikipedia:Overcategorization for this issue in categories.

7. Simple listings without context information. Examples include, but are not limited to: listings of business alliances, clients, competitors, employees (except CEOs, supervisory directors and similar top functionaries), equipment, estates, offices, store locations, products and services, sponsors, subdivisions and tourist attractions. Information about relevant single entries with encyclopedic information should be added as sourced prose. Lists of creative works in a wider context are permitted.

Wikipedia is not a manual, guidebook, textbook, or scientific journal

Wikipedia is an encyclopedic reference, not an instruction manual, guidebook, or textbook. Wikipedia articles should not read like:

1. Instruction manuals. While Wikipedia has descriptions of people, places and things, an article should not read like a "how-to" style owner's manual, cookbook, advice column (legal, medical or otherwise) or suggestion box. This includes tutorials, instruction manuals, game guides, and recipes. Describing to the reader how people or things use or do something is encyclopedic; instructing the reader in the imperative mood about how to use or do something is not. Such guides may be welcome at Wikibooks instead.

2. Travel guides. An article on Paris should mention landmarks, such as the Eiffel Tower and the Louvre, but not the telephone number or street address of the "best" restaurants, nor the current price of a café au lait on the Champs-Élysées. Wikipedia is not the place to recreate content more suited to entries in hotel or culinary guides, travelogues, and the like. Notable locations may meet the inclusion criteria, but the resulting articles need not include every tourist attraction, restaurant, hotel or venue, etc. While travel guides for a city will often mention distant attractions, a Wikipedia article for a city should list only those that are actually in the city. If you do wish to help write a travel guide, your contributions would be welcome at our sister project, Wikivoyage.

3. Video game guides. An article about a video game should briefly summarize the story and the main actions the player performs in the game; however, avoid lists of gameplay weapons, items, or concepts, unless these are notable as discussed in secondary sources in their own right in gaming context (such as the BFG9000 from the Doom series). Walk-throughs or detailed coverage of specific point values, achievements, time-limits, levels, types of enemies, character moves, character weight classes, and so on are also considered inappropriate. A concise summary is appropriate if it is essential to understanding the game or its significance in the industry. See also WP:VGSCOPE.

4. Internet guides. Wikipedia articles should not exist only to describe the nature, appearance or services a website offers, but should also describe the site in an encyclopedic manner, offering detail on a website's achievements, impact or historical significance, which can be kept significantly more up-to-date than most reference sources, since editors can incorporate new developments and facts as they are made known. See the Current events portal for examples.

5. FAQs. Wikipedia articles should not list frequently asked questions (FAQs). Instead, format the information as neutral prose within the appropriate article(s).

6. Textbooks and annotated texts. Wikipedia is an encyclopedic reference, not a textbook. The purpose of Wikipedia is to present facts, not to teach subject matter. It is not appropriate to create or edit articles that read as textbooks, with leading questions and systematic problem solutions as examples. These belong on our sister projects, such as Wikibooks, Wikisource, and Wikiversity. Some kinds of examples, specifically those intended to inform rather than to instruct, may be appropriate for inclusion in a Wikipedia article.

7. Scientific journals. A Wikipedia article should not be presented on the assumption that the reader is well-versed in the topic's field. Introductory language in the lead (and sometimes the initial sections) of the article should be written in plain terms and concepts that can be understood by any literate reader of Wikipedia without any knowledge in the given field before advancing to more detailed explanations of the topic. While wikilinks should be provided for advanced terms and concepts in that field, articles should be written on the assumption that the reader will not or cannot follow these links, instead attempting to infer their meaning from the text. See Wikipedia:Manual of Style/Linking.

8. Academic language. Texts should be written for everyday readers, not just for academics. Article titles should reflect common usage, not academic terminology, whenever possible. Academic language in the text should be explained in lay terms.

9. Case studies. Many topics are based on the relationship of factor X to factor Y, resulting in one or more full articles. For example, this could refer to situation X in location Y, or version X of item Y. This is perfectly acceptable when the two variables put together represent some culturally significant phenomenon or some otherwise notable interest. Often, separate articles are needed for a subject within a range of different countries, due to substantial differences across international borders; articles such as "Slate industry in Wales" and "Island fox" are fitting examples. Writing about "Oak trees in North Carolina" or "Blue trucks", however, would likely constitute a POV fork or original research, and would certainly not result in an encyclopedic article.

Wikipedia is not a crystal ball

Wikipedia is not a collection of unverifiable speculation or presumptions. Wikipedia does not predict the future. All articles about anticipated events must be verifiable, and the subject matter must be of sufficiently wide interest that it would merit an article if the event had already occurred. It is appropriate to report discussion and arguments about the prospects for success of future proposals and projects or whether some development will occur, if discussion is properly referenced. It is not appropriate for editors to insert their own opinions or analyses. Predictions, speculation, forecasts and theories stated by reliable, expert sources or recognized entities in a field may be included, though editors should be aware of creating undue bias to any specific point-of-view. In forward-looking articles about unreleased products, such as films and games, take special care to avoid advertising and unverified claims (for films, see WP:NFF). In particular:

1. Individual scheduled or expected future events should be included only if the event is notable and almost certain to take place. Dates are not definite until the event actually takes place, as even notable events can be cancelled or postponed at the last minute by a major incident. If preparation for the event is not already in progress, speculation about it must be well documented. Examples of appropriate topics include the 2020 U.S. presidential election and 2028 Summer Olympics. By comparison, the 2036 U.S. presidential election and 2044 Summer Olympics are not appropriate article topics if nothing can be said about them that is verifiable and not original research. Avoid predicted sports team line-ups, which are inherently unverifiable and speculative. A schedule of future events may be appropriate if it can be verified. As an exception, even highly speculative articles about events that may or may not occur far in the future might be appropriate, where coverage in reliable sources is sufficient. For example, Ultimate fate of the universe is an acceptable topic.

2. Individual items from a predetermined list or a systematic pattern of names, pre-assigned to future events or discoveries, are not suitable article topics, if only generic information is known about the item. Lists of tropical cyclone names is encyclopedic; "Tropical Storm Ana (2021)" is not, even though it is virtually certain that such a storm will occur. Similarly, articles about words formed on a predictable numeric system (such as "septenquinquagintillion") are not encyclopedic unless they are defined on good authority, or genuinely in use. Certain scientific extrapolations are considered to be encyclopedic, such as chemical elements documented by IUPAC before isolation in the laboratory, provided that scientists have made significant non-trivial predictions of their properties.

3. Articles that present original research in the form of extrapolation, speculation, and "future history" are inappropriate. Although scientific and cultural norms continually evolve, we must wait for this evolution to happen, rather than try to predict it. Of course, we do and should have articles about notable artistic works, essays, or credible research that embody predictions. An article on weapons in Star Trek is appropriate; an article on "Weapons to be used in World War III" is not.

4. Although currently accepted scientific paradigms may later be rejected, and hypotheses previously held to be controversial or incorrect sometimes become accepted by the scientific community, it is not the place of Wikipedia to venture such projections.

5. Wikipedia is not a collection of product announcements and rumors. Although Wikipedia includes up-to-date knowledge about newly revealed products, short articles that consist of only product announcement information are not appropriate. Until such time that more encyclopedic knowledge about the product can be verified, product announcements should be merged to a larger topic (such as an article about the creator(s), a series of products, or a previous product) if applicable.

Wikipedia is not a newspaper

Editors are encouraged to include current and up-to-date information within its coverage, and to develop stand-alone articles on significant current events. However, not all verifiable events are suitable for inclusion in Wikipedia. Ensure that Wikipedia articles are not:

1. Original reporting. Wikipedia should not offer first-hand news reports on breaking stories. Wikipedia does not constitute a primary source. However, our sister projects Wikisource and Wikinews do exactly that, and are intended to be primary sources. Wikipedia does have many encyclopedia articles on topics of historical significance that are currently in the news, and can be updated with recently verified information.

2. News reports. Wikipedia considers the enduring notability of persons and events. While news coverage can be useful source material for encyclopedic topics, most newsworthy events do not qualify for inclusion and Wikipedia is not written in news style. For example, routine news reporting of announcements, sports, or celebrities is not a sufficient basis for inclusion in the encyclopedia. While including information on recent developments is sometimes appropriate, breaking news should not be emphasized or otherwise treated differently from other information. Timely news subjects not suitable for Wikipedia may be suitable for our sister project Wikinews, though that is not a particularly active project.

3. Who's who. Even when an event is notable, individuals involved in it may not be. Unless news coverage of an individual goes beyond the context of a single event, our coverage of that individual should be limited to the article about that event, in proportion to their importance to the overall topic. (See Wikipedia:Biographies of living persons for more details.)

4. A diary. Even when an individual is notable, not all events they are involved in are. For example, news reporting about celebrities and sports figures can be very frequent and cover a lot of trivia, but using all these sources would lead to over-detailed articles that look like a diary. Not every match played or goal scored is significant enough to be included in the biography of a person.

Wikipedia is not an indiscriminate collection of information

To provide encyclopedic value, data should be put in context with explanations referenced to independent sources. As explained in § Encyclopedic content above, merely being true, or even verifiable, does not automatically make something suitable for inclusion in the encyclopedia. Wikipedia articles should not be:

1. Summary-only descriptions of works. Wikipedia treats creative works (including, for example, works of art or fiction, video games, documentaries, research books or papers, and religious texts) in an encyclopedic manner, discussing the development, design, reception, significance, and influence of works in addition to concise summaries of those works. For more information regarding summaries, see Wikipedia:Manual of Style/Writing about fiction § Contextual presentation.

2. Lyrics databases. An article about a song should provide information about authorship, date of publication, social impact, and so on. Quotations from a song should be kept to a reasonable length relative to the rest of the article, and used to facilitate discussion, or to illustrate the style; the full text can be put on Wikisource and linked to from the article. Most song lyrics published after 1924 are protected by copyright; any quotation of them must be kept to a minimum, and used for direct commentary or to illustrate some aspect of style. Never link to the lyrics of copyrighted songs unless the linked-to site clearly has the right to distribute the work. See Wikipedia:Do not include the full text of lengthy primary sources for full discussion.

3. Excessive listings of unexplained statistics. Statistics that lack context or explanation can reduce readability and may be confusing; accordingly, statistics should be placed in tables to enhance readability, and articles with statistics should include explanatory text providing context. Where statistics are so lengthy as to impede the readability of the article, the statistics can be split into a separate article and summarized in the main article. (e.g., statistics from the main article 2012 United States presidential election have been moved to a related article Nationwide opinion polling for the 2012 United States presidential election). Wikipedia:Notability#Stand-alone lists offers more guidance on what kind of lists are acceptable, and Wikipedia:Stand-alone lists#Selection criteria offers guidance on what entries should be included.

4. Exhaustive logs of software updates. Use reliable third-party (not self-published or official) sources in articles dealing with software updates to describe the versions listed or discussed in the article. Common sense must be applied with regard to the level of detail to be included.

Wikipedia is not censored

"

The University is not engaged in making ideas safe for students. It is engaged in making students safe for ideas. Thus it permits the freest expression of views before students, trusting to their good sense in passing judgment on these views.

"

- University of California President Clark Kerr (1961)

Wikipedia may contain content that some readers consider objectionable or offensive‍-‌even exceedingly so. Attempting to ensure that articles and images will be acceptable to all readers, or will adhere to general social or religious norms, is incompatible with the purposes of an encyclopedia.

Content will be removed if it is judged to violate Wikipedia policies (especially those on biographies of living persons and neutral point of view) or the laws of the United States (where Wikipedia is hosted). However, because most edits are displayed immediately, inappropriate material may be visible to readers, for a time, before being detected and removed.

Some articles may include images, text, or links which are relevant to the topic but that some people find objectionable. Discussion of potentially objectionable content should usually focus not on its potential offensiveness but on whether it is an appropriate image, text, or link. Beyond that, "being objectionable" is generally not sufficient grounds for the removal of content. The Wikipedia:Offensive material guideline can help assess appropriate actions to take in the case of content that may be considered offensive.

Some organizations' rules or traditions call for secrecy with regard to certain information about them. Such restrictions do not apply to Wikipedia, because Wikipedia is not a member of those organizations; thus Wikipedia will not remove such information from articles if it is otherwise encyclopedic.

The above policies are about Wikipedia's content. The following relate to Wikipedia's governance and processes.

Wikipedia is not an anarchy or forum for free speech

Wikipedia is free and open, but restricts both freedom and openness where they interfere with creating an encyclopedia. Accordingly, Wikipedia is not a forum for unregulated free speech. The fact that Wikipedia is an open, self-governing project does not mean that any part of its purpose is to explore the viability of anarchist communities. Our purpose is to build an encyclopedia, not to test the limits of anarchism.

Wikipedia is not a democracy

Wikipedia is not an experiment in democracy or any other political system. Its primary (though not exclusive) means of decision making and conflict resolution is editing and discussion leading to consensus- not voting ( voting is used for certain matters such as electing the Arbitration Committee). Straw polls are sometimes used to test for consensus, but polls or surveys can impede, rather than foster, discussion and should be used with caution.

Wikipedia is not a bureaucracy

While Wikipedia has many elements of a bureaucracy, it is not governed by statute: it is not a quasi-judicial body, and rules are not the purpose of the community. Although some rules may be enforced, the written rules themselves do not set accepted practice. Rather, they document already existing community consensus regarding what should be accepted and what should be rejected.

While Wikipedia's written policies and guidelines should be taken seriously, they can be misused. Do not follow an overly strict interpretation of the of policies without consideration for their principles. If the rules truly prevent you from improving the encyclopedia, ignore them. Disagreements are resolved through consensus-based discussion, not by tightly sticking to rules and procedures. Furthermore, policies and guidelines themselves may be changed to reflect evolving consensus.

A procedural error made in a proposal or request is not grounds for rejecting that proposal or request.

A procedural, coding, or grammatical error in a new contribution is not grounds for reverting it, unless the error cannot easily be fixed.

Wikipedia is not a laboratory

Research about Wikipedia's content, processes, and the people involved can provide valuable insights and understanding that benefit public knowledge, scholarship, and the Wikipedia community, but Wikipedia is not a public laboratory. Research that analyzes articles, talk pages, or other content on Wikipedia is not typically controversial, since all of Wikipedia is open and freely usable. However, research projects that are disruptive to the community or which negatively affect articles-even temporarily-are not allowed and can result in loss of editing privileges. Before starting a potentially controversial project, researchers should open discussion at the Village Pump to ensure it will not interfere with Wikipedia's mission. Regardless of the type of project, researchers are advised to be as transparent as possible on their user pages, disclosing information such as institutional connections and intentions.

Some editors explicitly request to not be subjects in research and experiments. Please respect the wish of editors to opt-out of research.

Wikipedia is not a battleground

Wikipedia is not a place to hold grudges, import personal conflicts, carry on ideological battles, or nurture prejudice, hatred, or fear. Making personal battles out of Wikipedia discussions goes directly against our policies and goals. In addition to avoiding battles in discussions, do not try to advance your position in disagreements by making unilateral changes to policies. Do not disrupt Wikipedia to illustrate a point.

Every user is expected to interact with others civilly, calmly, and in a spirit of cooperation. Do not insult, harass, or intimidate those with whom you have a disagreement. Rather, approach the matter intelligently and engage in polite discussion. If another user behaves in an uncivil, uncooperative, or insulting manner, or even tries to harass or intimidate you, this does not give you an excuse to respond in kind. Address only the factual points brought forward, ignoring the inappropriate comments, or disregard that user entirely. If necessary, point out gently that you think the comments might be considered uncivil, and make it clear that you want to move on and focus on the content issue. If a conflict continues to bother you, take advantage of Wikipedia's dispute resolution process. There are always users willing to mediate and arbitrate disputes between others.

In large disputes, resist the urge to turn Wikipedia into a battleground between factions. Assume good faith that every editor and group is here to improve Wikipedia-especially if they hold a point of view with which you disagree. Work with whomever you like, but do not organize a faction that disrupts (or aims to disrupt) Wikipedia's fundamental decision-making process, which is based on building a consensus. Editors in large disputes should work in good faith to find broad principles of agreement between different viewpoints.

Do not use Wikipedia to make legal or other threats against Wikipedia, Wikipedians, or the Wikimedia Foundation-other means already exist to communicate legal problems. Threats are not tolerated and may result in a ban.

Wikipedia is not compulsory

Wikipedia is a volunteer community and does not require the Wikipedians to give any more time and effort than they wish. Focus on improving the encyclopedia itself, rather than demanding more from other Wikipedians. Editors are free to take a break or leave Wikipedia at any time.

And finally...

Wikipedia is not any of a very long list of terrible ideas. We cannot anticipate every bad idea that someone might have. Almost everything on this page made it here because somebody managed to come up with some new bad idea that had not been anticipated. (See WP:BEANS-it is, in fact, strongly discouraged to anticipate them.) In general, "that is a terrible idea" is always sufficient grounds to avoid doing something, provided there is a good reason that the idea is terrible.

When you wonder what to do

When you wonder what should or should not be in an article, ask yourself what a reader would expect to find under the same heading in an encyclopedia.

When you wonder whether the rules given above are being violated, consider:

Modifying the content of an article (normal editing).

Turning the page into a redirect, preserving the page history.

Nominating the page for deletion if it meets grounds for such action under the Deletion policy page. To develop an understanding of what kinds of contributions are in danger of being deleted, you have to regularly follow discussions there.

Changing the rules on this page after a consensus has been reached following appropriate discussion with other Wikipedians via the Talk page. When adding new options, please be as clear as possible and provide counter-examples of similar, but permitted, subjects.

Wikipedia:Articles for deletion/Common outcomes is not official policy, but can be referred to as a record of what has and has not been considered encyclopedic in the past.

1. See ^ Wikipedia:Requests for arbitration/Rex071404 § Final decision, which suggested a similar principle in November 2004.

2. Wikipedia ^ article pages (and various navigational pages: categories, navboxes, disambiguation pages, etc.) are off limits for any advocacy. Talk pages, user space pages and essays are venues where you can advocate your opinions provided that they are directly related to the improvement of Wikipedia and are not disruptive.

3. The ^ English Wikipedia incorporates many images and some text which are considered "fair use" into its free content articles. (Other language Wikipedias often do not.) See also Wikipedia:Copyrights.

4. The how-to restriction does not apply to the ^ project namespace, where "how-to"s relevant to editing Wikipedia itself are appropriate, such as Wikipedia:How to draw a diagram with Dia.

5. ^ Joseph Michael Reagle, Jr.; Lawrence Lessig (2010). Good Faith Collaboration: The Culture of Wikipedia. MIT Press. pp. 90-91. ISBN 9780262014472.

6. See ^ list of academic studies of Wikipedia, Research resources at Wikimedia Meta, the Meta research newsletter, and the Wikimedia Foundation research blog.

7. ^ "Projects that are "potentially controversial" include, but are not limited to, any project that involves directly changing article content (contributors are expected to have as their primary motivation the betterment of the encyclopedia, without a competing motivation such as research objectives), any project that involves contacting a very large number of editors, and any project that involves asking sensitive questions about their real-life identities.

8. See also ^ Researching Wikipedia, Ethically researching Wikipedia, as well as the conflict of interest guideline and paid-contribution disclosure policy (if researchers editing Wikipedia are being paid under grants to do so, this is paid editing that must be disclosed).

9. If you believe that your legal rights are being violated, you may discuss this with other users involved, take the matter to the appropriate ^ mailing list, contact the Wikimedia Foundation, or in cases of copyright violations notify us at Wikipedia:Contact us/Article problem/Copyright.

External links

Similar official policies on sister projects

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Wikipedia is an online encyclopedia and, as a means to that end, an online community of individuals interested in building and using a high-quality encyclopedia in a spirit of mutual respect. Therefore, there are certain things that Wikipedia is not . Wikipedia is not a paper encyclopedia, but a digital encyclopedia project.

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A systemic and cognitive view on collaborative knowledge building with wikis.

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A systemic and cognitive view on collaborative knowledge building with wikis.

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Cress, U., & Kimmerle, J. (2008)., International Journal of Computer-Supported Collaborative Learning, 3(2), 105-122.

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Help

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Whether a user reaches the WebAccess login page directly or via a protected service, the process is the same. When users arrive at the WebAccess Authentication page, they will be presented with up to three log in fields: User ID Enter your Penn State Account user ID (e.g.

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The Truth and the World of Wikipedia Gatekeepers

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The Truth and the World of Wikipedia Gatekeepers

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The Truth and the World of Wikipedia Gatekeepers." Talk of the Nation. NPR.org, 2012

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NEAL CONAN, HOST:

This is TALK OF THE NATION. I'm Neal Conan in Washington. Wikipedia is both ubiquitous and irreplaceable, the go-to source for quick information on almost every topic imaginable. The online encyclopedia is written and edited by volunteers. Anybody can send in a new entry or update an old one, except sometimes they can't.

Case in point: Professor Timothy Messer-Kruse, perhaps the world's foremost expert on Chicago's Haymarket riot and the trials that followed, Wikipedia repeatedly rejected his repeated efforts to remove information he knew to be wrong. We'll find out why in just a moment.

If you've tried to edit Wikipedia, what's been your experience? Tell us your story, 800-989-8255. Email us, talk@npr.org. You can also join the conversation on our website. That's at npr.org. Click on TALK OF THE NATION.

Later in the program, "Undefeated," the next film in our series on Oscar-nominated feature documentaries, about a high school football team from Memphis. But first, Timothy Messer-Kruse joins us, a professor at Bowling Green State University, the author of "The Trial of the Haymarket Anarchists." He wrote about his experience with Wikipedia in the Chronicle of Higher Education, and he joins us from a studio in Perrysville, Ohio, and nice to have you with us today.

TIMOTHY MESSER-KRUSE: Thank you, Neal.

CONAN: So you have primary sources that contradict Wikipedia's account of that trial. You enter a change on the website. So what happens?

MESSER-KRUSE: Well, I tried to change what I thought was the most glaring inaccuracy in the page on the Haymarket. The page described the actual Haymarket bombing. It described the eight-hour movement leading to it. It described the trial that came from that event.

And in that article, the description of the trial began, saying the prosecution did not offer evidence connecting any of the defendants with the bombing. Well, my research has all been about showing what exactly went on in the trial, and there was an overwhelming amount of evidence. Now maybe it's not evidence that we today would find worthy of convicting these men and sending them to the gallows, but there was undoubtedly multiple kinds of evidence.

There was 118 witnesses called to testify, many of them involved in the anarchist movement themselves. There was forensic, chemical evidence. There was even some embarrassed admissions on the part of some of the defendants. So I thought that description in particular needed to be changed.

And I tried to simply delete that reference, and when I did so, within minutes, that page was restored, and I was instructed by whoever this volunteer editor was about some of Wikipedia's ongoing policies that prevented my making these changes.

CONAN: And you tried it again, and basically what they said was they don't rely on primary sources like transcripts of the trial but rather on the preponderance of secondary sources.

MESSER-KRUSE: That's right. So I was told that I needed to come up with some published sources that supported my point of view. Simply referencing the coroner's records or the trial transcripts or other sources that I'd uncovered was not sufficient.

So I actually bided my time. I knew that my own published book would be coming out in 2011. So I tried again and was told that I needed to represent a majority viewpoint, not a minority viewpoint, namely my own, and that Wikipedia was about verifiability, not necessarily about truth.

And if my account may have been truthful, the majority view still has to be represented on Wikipedia's website because it needs to be verifiable, it needs to represent what is the majority opinion.

CONAN: Well, let's bring another voice into the conversation, Andrew Lih, author of "The Wikipedia Revolution: How a Bunch of Nobodies Created the World's Great Encyclopedia." He's also an associate professor at the USC Annenberg School for Communication and Journalism, and he joins us from a studio at the University of Southern California. Andrew, nice to have you with us.

ANDREW LIH: Good to be with you.

CONAN: And, well, it sounds - that sounds ridiculous.

LIH: Well, it does, you know, I'm not unsympathetic to the professor's plight, and unfortunately I think a lot of new editors to Wikipedia do run into a lot of the issues that he talked about. And that's simply because now Wikipedia is such a popular resource that there are lots of volunteers putting their time in there just to make sure that information is accurate and there isn't vandalism all over the place. So certainly I think he ran into some of that culture of volunteers being maybe a little aggressive in enforcing things.

But I think this is a great situation which just falls in that perfect storm of problems that Wikipedia has a little bit of weakness on, which is what do you do with recent scholarship that isn't quite majority but is certainly cutting-edge and certainly valid and certainly legitimate.

So everything that he said about Wikipedia not encouraging original research, in other words citing secondary sources and not primary sources, is absolutely true. But I think probably the most instructive thing is to look at the - kind of the blurb for the professor's book, which I think has a lot of interesting keywords that tip us off to why this is so problematic and so tough to put into Wikipedia.

So in the description of his book, it says: In this controversial and groundbreaking new history, Timothy Messer-Kruse rewrites the standard narrative of the most iconic event in American labor history, the Haymarket bombing and trial of 19886. Using thousands of pages of previously unexamined materials, he demonstrates that contrary to long-standing historical opinion, the trial was not a travesty of justice, as has been commonly depicted.

So you can see all these words are kind of against the majority view. You know, it was published in August, 2011. It probably needs more time to steep in the community for it to bubble up to be the majority view, once a lot of scholars and historians look at it and accept that as the canon.

So I think we are in a very unique place in that this is recent scholarship, certainly solid scholarship. He's one of the experts in the world. And it just happens to not be, you know, steeped in the community long enough for it to be valid as a majority view in Wikipedia.

CONAN: So Timothy Messer-Kruse, you have to wait until enough of your rivals cite your work for it to become the preponderance of opinion.

MESSER-KRUSE: Well, and I wonder if citing is sufficient here in this case because the majority or minority opinion, the undue-weight policy, as they describe it, I mean, I think it could be enforced in a way that really blocks new scholarship over a longer period of time.

And this strikes me as one of the big differences between the Wikipedia culture and the academic culture. I mean, in the academic culture, we have very specific gate keeping. We have credentialing. We have professional associations. We have professional conferences. We have peer-reviewed journals. We have all this apparatus to make sure that only experts are really part of the discussion.

But that world, while being somewhat and admittedly exclusive, also allows for opinion and for research to change on a dime. I mean, if I went to a conference, and I have, and if I can convince the audience before me that my sources are more credible, and my interpretation is more accurate, they will leave that conference with my viewpoint.

CONAN: And that is, Andrew Lih, not the case in Wikipedia world.

LIH: Well, it's ironic that we're saying here that Wikipedia has to move slowly and deliberately when everyone kind of recognizes Wikipedia's value in the world as being so quick and so fast to, you know, document news events. So when Whitney Houston died, you had that, you know, updated right away in Wikipedia.

So in this case, you do have a situation where Wikipedia is not leading-edge but trailing-edge in terms of historical research. And it's part of the culture that is now on Wikipedia of trying to get it right rather than get it fast. And in cases of history, you know, this case is from the 1800s, and it's not being retried. They're just trying to be accurate.

CONAN: They're trying to be accurate, but they're saying we have these old secondary sources, as opposed to these new primary sources. Why don't you look at the primary sources and say on, those old secondary sources were clearly wrong, we'll update?

LIH: Well, I think what happens is if you look at the policy, there has been a real culture of not going to primary sources before - for the reason that Professor Messer-Kruse said, is that Wikipedians and editors are not experts in these fields. So I'm not sure you really would want average people who edit Wikipedia to pretend to be the person who can examine those documents in detail. We should be depending on professors like Messer-Kruse to actually examine them.

We just don't have enough secondary sources in February 2012. Maybe in April 2012, when enough folks look over his content and suddenly start to revise everything out there, we will have that preponderance of evidence. But right now, we are in a very strange special case here where the scholarship has just come out, maybe has not had enough time to become the majority view in mainstream sources.

CONAN: It could - of course, Wikipedia also had the opportunity to be leading-edge when he tried to correct it a couple of years ago, but we'll let that rest for just a moment. We want to hear from callers in our audience who have tried to edit Wikipedia. What's been your experience? Give us a call, 800-989-8255. Email talk@npr.org. We'll start with Bob(ph), and Bob's with us on the line from Fairbanks.

BOB: Hi, I had an interesting experience with Wikipedia about two years ago. I grew up in Montana, and I'm a geologist by training. I found an entry talking about geologic formations in Montana that was in error. I attempted to correct that Wikipedia entry about six times with substantiation of those rock formations by the Montana Geological Survey.

And my experience was the author of that Wikipedia article was very unaccepting of anything other than his original article. It took me roughly six times over about a month to get that change made.

CONAN: And are you sure it was the author of the original article who was disputing your correction, or was it an editor somewhere?

BOB: No, it was the author, and the author rejected my attempts to correct the article. That was obvious in the editing part of that article on Wikipedia, that he was the one rejecting my input.

CONAN: Andrew Lih, in cases like Bob's, is there a court of appeals you can go to and say wait a minute, I think I'm being treated unfairly here?

LIH: Yeah, if it really gets down to it, there is an arbitration committee, and, you know, folks in Wikipedia's community really hope it doesn't get to that point. But those are for really extreme cases where there's multiple parties who just cannot agree, and there's disruption within the community because of that.

But unfortunately, you know, all too common, a lot of editors start to see this phenomenon of Wikipedia now having 3.8 million articles in the English language edition. That's a lot of articles. A lot of people feel that it's pretty darn good the way it is. And unfortunately, a lot of the policies and a lot of the community members who act in editing are working in kind of a defensive mode and trying to prevent bad things from going in rather than encouraging good things from being there.

So that's really something that the Wikimedia Foundation, which oversees the project, really is trying to combat, is to try to be more welcoming of newcomers because they know this is a problem.

CONAN: Bob, was the entry eventually changed?

BOB: It was. I finally communicated with the original author, and he did change it. But I tell you, it really colored my opinion of the authenticity and accuracy of the Wikipedia articles after that experience.

CONAN: Thanks very much for the phone call, appreciate it. We're talking about editing Wikipedia. If you've tried to, how'd it go? 800-989-8255. Email talk@npr.org. It's the TALK OF THE NATION from NPR News.

(SOUNDBITE OF MUSIC)

CONAN: This is TALK OF THE NATION from NPR News. I'm Neal Conan. When Wikipedia first launched, it seemed like a wild idea: Let the world write an encyclopedia. It was enough to send purists running to their shelves of World Books and Britannicas, but the experiments worked for the most part, and in 2009, founder Jimmy Wales came on this program to talk about the editing process, which they have oft refined.

I think we should make Wikipedia as good as it can possibly be, he said, but also warned users should recognize it has both strengths and weaknesses. Well, if you've tried to edit entries on Wikipedia, what happened? 800-989-8255 is our phone number. The email is talk@npr.org. You can also join the conversation on our website. That's at npr.org. Click on TALK OF THE NATION.

Timothy Messer-Kruse is with us. He's an expert on the Haymarket riots, which he ran into a problem trying to edit the Wikipedia entry on the trials that followed. Andrew Lih is also with us. He's the author of "The Wikipedia Revolution: How a Bunch of Nobodies Created the World's Great Encyclopedia." And let's see if we can get another caller in on the conversation. This is Mark(ph), and Mark's with us from Tulsa.

MARK: Hello, I feel like I won the lottery. I got on.

CONAN: Oh, congratulations.

MARK: Yeah. I had - now several things about Wikipedia. One of the things is, I see frequently on things that I look up that it's asking for more sources, and it's asking for more submissions on what it is that they have. That said, I have - and I have used Wikipedia not as it, but I have used their sources that they quote and gone in and put them in a reading list on a research paper I was doing if they had something informative.

CONAN: An interesting point, Mark. Go ahead.

MARK: The one time I did submit something, I found an error, and it was something reasonably trivial, but I found an error, and there - do you remember an actor named Ty Hardin?

CONAN: I sure do, yes.

MARK: PT-109. OK, "Bronco Lane" from the - OK, I was reading his biography, and they misquoted and said that he was - that he played Sugarfoot and not...

CONAN: Will Hutchins, everybody knows Will Hutchins was Sugarfoot.

MARK: Well, that's - yeah, everybody our age, OK. So at any rate - also, oddly enough, how I thought to do this was I found the same mistake in the Smithsonian Institution in the 50-year history of television, and I got them to change it. But I submitted the deal, and my source, the source they used was a news release from ABC that who knows when, and it might have been a typo. But I used his - I went to his website.

He has a website, and I decided, just like you do a citation, you know, with APA rules, and I sent it into them and changed the one line in a paragraph, and I mean it wasn't a week, they changed it.

CONAN: And so everything went pretty smoothly, then?

MARK: Yeah, but - now that was probably seven, eight years ago. I don't know if today - and I also don't know if something very scholarly like these gentlemen are talking about, I can't honestly say how they might react there. But every time I've used one of their sources in a paper where I needed a good reading list, I needed a good book cited list on what I put together in the paper, I never found anything that I considered to be misinterpreted or not quoted properly.

And I'm talking science papers, you know, like on statins and that kind of stuff.

CONAN: Mark, thanks very much, and I think that's probably most people's experience. But I wonder, Timothy Messer-Kruse, is your book now among those cited on the reading list on the Haymarket trials?

MESSER-KRUSE: It is now, and in fact there's been quite a few revisions made since my article in the Chronicle of Higher Ed came out a couple weeks ago. There's been a lot of activity and a lot of behind-the-scenes discussion. And I think I've kicked loose a lot of information that wasn't there before.

I'm not sure that everybody has that ability to sort of, you know, lobby for changes outside of Wikipedia and have Wikipedia then respond to that lobbying, but there have been a lot of changes made just in the last couple weeks.

CONAN: Let's bring Andrew - let's bring Steven Walling into the conversation, community organizer at the Wikipedia Foundation, the nonprofit that supports Wikipedia - excuse me, it's the Wikimedia Foundation that supports Wikimedia - I'll get it right, the Wikimedia Foundation that supports Wikipedia. He's a longtime editor himself, has made thousands of edits and started hundreds of articles. He joins us from Youth Radio in Oakland, California. And nice to have you with us today.

STEVEN WALLING: Thank you very much.

CONAN: And is it fair to say that Timothy Messer-Kruse's article did cause some people to rethink?

WALLING: Yeah, absolutely. I mean, Timothy talked about sort of the process of credentialing and peer review that, you know, certifies expertise among academics. And what both the callers and his experience have pointed out, I think, is that while Wikipedia doesn't have a body of experts in every single subject writing every single article, what we have is a public, transparent discussion and revision history of what's going on and what the arguments are and what sources should be included.

And as you can see, that often leads to a successful outcome; not always. Sometimes in cases where we have breaking news like this, it can be difficult to work out over time, but I think it's overall a successful process.

CONAN: So successful process, yet a policy that goes for the preponderance rather than the truth, is that inaccurate, and is that acceptable?

WALLING: So I would say the most interesting thing about Wikipedia, other than the fact that it's a collaborative process for creating the content, is that it's a collaborative process for creating the rules. So one of the interesting results of the argument here is not just that people are talking about the Haymarket article, but people are talking about the line in the policy that affected his revisions, which led him to believe that he couldn't be a part of the conversation.

So everything in Wikipedia is open to revision and is open to a collaborative discussion among peers about what's right and how we get it right.

CONAN: Here's an email we have from Daniel: What's the standard here? Wikipedia is an encyclopedia, not the cutting-edge journal of American labor history. Would Encyclopedia Britannica have responded any more quickly? I want Wiki to be as accurate as possible, and caution seems to be merited. I wonder, Timothy Messer-Kruse.

MESSER-KRUSE: Well, I've actually been commissioned to write several encyclopedia articles in the last few years that incorporated some of my research. I've actually been publishing in this field, in this area, since 2003, my first article came out. So it's not as if the very first information is just in the last year.

And one of the things about academia is that, you know, academic encyclopedias operate by identifying experts and asking them to contribute what they understand to be the cutting-edge state of the art. So in some ways, sort of the old hide-bound academic encyclopedias can get ahead of something like Wikipedia.

CONAN: Let's go next to Deborah(ph), Deborah with us from Berkeley.

DEBORAH: Hi, I'm wondering about a comment about the transparency of this editing process to the regular user. I'm a scholar, and I use Wikipedia a lot, and I'm wondering if this either-or conversation is part of the problem here. And it would be very helpful to have a revision, such as this new information, as part of the entry so that it doesn't have to necessarily replace what's there right away, until there is a preponderance of agreement about it, but could become part of the information and with the explanation that this is a new, you know, breakthrough research.

CONAN: Steven Walling, might that be possible?

WALLING: Absolutely. It's actually a really core part of our policy on neutrality, that when we get such a serious debate in the sources, that it's clearly up for grabs that what Wikipedia should do as a neutral source of information is actually talk about the debate rather than trying to decide what the fact is...

DEBORAH: Right, so was that a problem with the editor not understanding the policy in this case?

MESSER-KRUSE: Well, in my case, there were several editors I dealt with. I could tell by their handles, I guess it is. And I received a very similar response from all of them.

DEBORAH: So maybe that policy is not being implemented quite effectively. It concerns me as a scholar because I'm hearing about some new, important research that if I was able to go to the conference I would hear, but if I'm not in that situation, then I may not have that information if people are not including it as part of part of the debate and the discussion on Wikipedia, which would be sort of mimicking the conference and the peer review and conversation process of the scholarship.

CONAN: Which leaves you in the situation of unknowingly regurgitating incorrect information.

DEBORAH: Well maybe, but if it's put out as a position by certain - you know, one point of view...

CONAN: Oh no, I'm not talking about your revision but going back and being unaware that this new research is available. Hey, you're saying, well, that's what everybody says, maybe that's what happened, there was no evidence put forward in this trial. Deborah, thanks very much for the call.

DEBORAH: Thank you, and it's an interesting conversation.

CONAN: Let's see if we can go next - this is an email that we have from Catherine(ph) in Ann Arbor Public Schools: A few years ago, I tried to enter an article about a relatively obscure documentary film and its Canadian author-director. I was told it could not be published because essentially it was not famous enough to be included in Wikipedia.

The irony is that I wrote the article because I saw the film and wanted to know more about who made the film but couldn't find that information without a fair amount of digging. I wished there had been a Wikipedia about this film, so I made one.

I was slapped down. I found the experience to be really discouraging, and I've never tried to contribute again. And, Andrew Lih, I think that's happened to more than a few people.

LIH: Yeah. That's one of the main things in Wikipedia called notability. It's something notable enough to be in the pantheon of these 3 million, 4 million articles. And that's a real problem, and that's something that when they did poll of folks who tried to edit Wikipedia but were rebuffed, you know, the Wikimedia Foundation is trying to measure what the audience feels and what their experiences are like. And they've been very serious about this in the last few years, to fund these types of studies, because they know that ever since 2007, the number of editors who are active on Wikipedia has steadily declined. And it's flattened out, but it still cause for some worry because if you still want a healthy-growing Wikipedia, you still need contributors to be there.

CONAN: You need the contributors. And you need various types of contributors. There had been criticisms in the past that the people who edit and write for Wikipedia are overwhelmingly white and male and a little bit older than the nation's demographic.

LIH: Well, the numbers are pretty startling, even for folks who kind of knew it was a problem. I don't know if you want to guess how many - what percentage of editors were active are male?

CONAN: I would guess something along the lines of 75 percent.

LIH: Ninety-one percent.

CONAN: Wow.

LIH: It was even more than most people thought, so we're talking about 9 percent female editors in terms of being active in Wikipedia. That's a huge imbalance. That's a huge monoculture. That's a problem. So one of the big directives and one of the big things that they've tried to do recently is engage the galleries, libraries, archives, museums sector, you know, really go for folks who really already have a mission that's in synch with what Wikipedia has in terms of bringing knowledge to the world. That's been very successful. I was just at a conference last week in D.C. at the National Archives, which focused on this exact thing, on how to galvanize more galleries and libraries and museums to work with Wikipedia. And there's already been some great examples.

Your caller brought up the Smithsonian Institution. They've been a big fan of working with Wikipedia. The National Archives' head archivist of the United States is a huge fan of Wikipedia, as well. So as many problems as we might have in terms of getting users to edit Wikipedia, part of this is also extending what we're calling kind of an invitation culture, going out there and actively engaging museums and folks who have a volunteer community to work with these folks to improve Wikipedia and improve museums and libraries at the same time.

CONAN: Andrew Lih, author of "The Wikipedia Revolution: How a Bunch of Nobodies Created the World's Greatest Encyclopedia." Also with us is Timothy Messer-Kruse, professor at Bowling Green State University and author of the "Undue Weight of Truth in Wikipedia." And with us as well is Steven Walling, community organizer for the Wikimedia Foundation. You're listening to TALK OF THE NATION from NPR News.

And, Steven Walling, going out and finding new people to enter this process and make the process friendlier, that sounds like that's your job, right?

WALLING: Yeah, partially. There's a team of both volunteers and staff that work together on this in a variety of ways at the Wikimedia Foundation. So we focus a lot on the developing world, places like India and Brazil where people are coming online really rapidly. We focus on mobile - so how do people contribute from their mobile devices. And then I hooked in to focus on sort of policy and how do we level the playing field for people who want to be a part of the discussion on Wikipedia.

CONAN: Let's get another caller in. This is Zach. And Zach, with us from Charlotte.

ZACH: Hey. Well, back when Wikipedia very first started, I was just actually describing it to my brother, this new thing called Wikipedia. And he was an undergraduate as an archaeologist and he looked over an archeology article and said it's pretty good, but doesn't say anything about, you know, X. So I was like, well, why don't you add an article about it? So we took a paper he had written as an undergrad, loaded it up on Wikipedia pretty much. And years later, we're talking about it, he's like, I wonder what ever happened to that thing? That was so terrible. I was an undergrad, didn't know what I was talking about. And we looked - we checked on Wikipedia and he just did all the little changes and additions people had made over time. It was great. He was amazed, you know, just a few little turns of phrases and (unintelligible) article at. That's just so much better just from the crowd helping out.

CONAN: So crowd editing and crowd writing improved an undergraduate paper to an A-plus paper maybe.

ZACH: Yeah.

CONAN: Well, Zach, thanks very much for the call. And, Andrew Lih, I think that's the way it's supposed to work.

LIH: Yeah. It's important to remember that on balance, Wikipedia has much more in terms of success stories than fails. And it's kind of ironic, if you look at the origin story of Wikipedia, it started off as a project called nupedia.com that actually required a pedigree. You had to prove you had a higher degree in order to edit nupedia.com. It was only after one year and only 12 articles to show for it that they realized this kind of credentialed editing system just wasn't working, and they opened up the world to edit this encyclopedia and they called in Wikipedia. And that's what we see today; is that the masses do a much better job, in most cases. But you still need some situations to bring in experts and to really polish off certain articles. And I think that's what the community is learning now, kind of a hybrid approach is what's needed.

CONAN: Timothy Messer-Kruse, I wanted to go back to you. Given what your - you've experienced and what you've learned about this process, what might you suggest as an improvement?

MESSER-KRUSE: Well, I think one thing is to make new contributors more aware of sort of the Wikipedia culture because I think one of the obstacles I ran into was that I was too easily deterred from trying to persist and make these changes, although I, you know, I try it a dozen times over two years. I sort of gave up after I was scolded and told to look at the civility policy at one point. At one point, I was branded a vandal for trying to change a page after someone had changed it back. And I kind of slunk away. And in the last week, I've been reading some of the comments to my article and some people have been suggesting that I was not persistent enough. So it seems like a catch-22. Either you persist and resist against these policies and accusations, or you don't. In academia, of course, if I submit an article to an editor and I get it returned to me and rejected, I don't then call up the editor and yell at them and insist that it be published. I just go somewhere else. So there's that difference in culture, I think, that maybe many academics like myself would find an obstacle to really contributing.

CONAN: Thanks very much for your article. It really opened an interesting area of discussion. Thanks very much for your time as well.

MESSER-KRUSE: Well, thank you for having me.

CONAN: Timothy Messer-Kruse, the author of "The Trial of the Haymarket Anarchists: Terrorism and Justice in the Gilded Age," which is, well, groundbreaking research on the trial that followed the Haymarket riots. Andrew Lih, thank you for your time today as well.

LIH: You're welcome.

CONAN: Andrew Lih is the author of "The Wikipedia Revolution: How a Bunch of Nobodies Created the World's Greatest Encyclopedia." Steven Walling, community organizer for the Wikimedia Foundation, joined us as well. Thank you for your time.

WALLING: Thank you very much.

CONAN: Coming up, we'll talk with the directors of the fourth film in our Oscar docs series for this year. Dan Lindsay and T.J. Martin from "Undefeated" join us after a short break. Stay with us. I'm Neal Conan. It's the TALK OF THE NATION from NPR News.

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Truth And The World Of Wikipedia Gatekeepers

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NEAL CONAN, HOST: This is TALK OF THE NATION. I'm Neal Conan in Washington. Wikipedia is both ubiquitous and irreplaceable, the go-to source for quick information on almost every topic imaginable. The online encyclopedia is written and edited by volunteers. Anybody can send in a new entry or update an old one, except sometimes they can't.

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Schweder, W., & Wissick, C. A. (2009). The power of wikis. Journal of Special Education Technology, 24(1), 57-60.

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Whether a user reaches the WebAccess login page directly or via a protected service, the process is the same. When users arrive at the WebAccess Authentication page, they will be presented with up to three log in fields: User ID Enter your Penn State Account user ID (e.g.

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How to Use Wikipedia as a Teaching Tool: Adrianne Wadewitz

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How to Use Wikipedia as a Teaching Tool: Adrianne Wadewitz

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Losh, Elizabeth. "How to Use Wikipedia as a Teaching Tool: Adrianne Wadewitz." Connected Learning Alliance, 2013

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Wikipedia is often not thought of as a platform for pedagogy since so many teachers explicitly tell their students to steer clear of the site as a source of information. However, as a site for learner-driven inquiry and informal education, it is without question the chief reference point for many discussions from matters of general knowledge to areas of arcane expertise.

Adrianne Wadewitz would like to provide more explicit instruction about not only reading Wikipedia but also writing Wikipedia in the classroom context. She has helped write a helpful brochure from the Wikimedia Foundation on " How to Use Wikipedia as a Teaching Tool" to provide more opportunities for classrooms to engage with the popular collectively authored online reference work. Wadewitz has authored the bulk of several large Wikipedia entries based on credibility that she earned contributing her labor to smaller edits over the years and advises others to learn the craft of collaborative editing before tackling major writing projects.

Wadewitz has provided workshops about effective Wikipedia interventions at more than a dozen institutions in recent years. She sat down for an interview shortly after leading the Global Women Wikipedia Write-In at UCLA, which she described as an important event as a model for everyday civic engagement as "a type of writing into history and into the current record what we value in our world." (More information about the event is here at The Chronicle of Higher Education.

When asked to identify the most common mistakes instructors make when assigning students to contribute to Wikipedia, Wadewitz argued that "the biggest one is not understanding that the encyclopedia is made up of editors." While an "old-fashioned" reference work like Britannica can be approached naively as "just entries that you go to and read" without serious consequences, "the essence of Wikipedia is the community," which means respecting "its efforts" and understanding how "a global group of editors" might "work collaboratively" and "to think about it ahead of time."

Wadewitz described a wide range of successful prompts for teachers and instructors. She characterized the most common assignment given to students as "to research a topic and write an article - for example in a neuroscience class." Such assignments might replace a conventional research paper. However, although many of the norms about writing and editing already in place in a traditional classroom setting are transferable to Wikipedia, significant adaptations are usually necessary, and instructors need to allot enough time for the task as a capstone assignment meriting sustained attention.

Such assignments aren't limited to college students, according to Wadewitz. "We've had high school teachers do Wikipedia projects. The ones I've seen are in the sciences, such as researching a particular insect or bird." These assignments benefit from the fact that there is a "strong structure" existing for such entries, and students can "go out and take pictures" and collect information about habitat, diet, or reproduction from other sources. Such assignments model "how you learn biology" and can "make them little scientists." Furthermore, learning about the scientific literature describing a particular animal is often manageable for students as young as the 10th grade and generally requires less expertise than a topic like DNA biochemistry.

Wadewitz also described assignments that ask students to "read an article and figure out what is missing," since the "most common error" in Wikipedia articles is "that they are incomplete." She recommended going to the talk page of the article to find out if editors have already identified potential shortcomings for future work.

In addition to figuring out what kind of information should be in the article, Wadewitz argued that "copyediting typos" and "fixing spelling mistakes" was hardly a trivial matter. For example, although sentence level work might sound insignificant, "making all the pronouns in an article gender-neutral" might be "a very important change to make." Furthermore, as Wadewitz pointed out, "there is nothing like copyediting to make you a better writer, and there is nothing like practice to improve writing." She describes how "even 10-13 year olds will write every day on Wikipedia" and make substantive contributions about movies and videogames.

Wadewitz observed that "multimedia is one of the places where people can contribute the most by Wikipedia." Because all images must either be covered by a Creative Commons share-alike license or be in the public domain, it can be difficult to locate usable primary sources "in the world of the web." This requires helpful editors to create images, maps, or diagrams, such as those of the human body. Such content "would need to be created by users and donated," which can be tricky when such illustrating know-how is not common. Similarly, "recordings of music under copyright unless people donate them." (Rights regarding composition and rights regarding performance can make musical licensing very tricky, of course). In particular, she noted how useful it can be to have "videos illustrating dance steps," because "a little video clip that someone has donated makes the dance moves much clearer." Compared to commercial reference works, Wadewitz said Wikipedia was "poor on the multimedia side since it can't license content" in the way profit-earning sites can.

When asked to identify common mistakes made on the side of instructors, she pointed out that "not taking enough time to design an assignment" could be a fatal error committed by novices, particularly those who are excited by the potential for participatory learning. Diving right in and learning by trial and error "works for a lot of technology," but "with Wikipedia you are engaging with a lot of people on the other end," so you need to articulate feasible learning goals that respect existing community practices.

Although a brief Wikipedia article might seem to be easier than "a twenty-page research paper" to compose, it is actually "extremely difficult for students to write an article" in its entirety, even if the instructor generates "a timeline for students and tells them exactly what is expected of them," since "there are many skills to learn, much preparation required, and everybody's learning." She warned that students know more about composing in familiar genres such as the academic essay and often don't recognize conventions in Wikipedia articles.

(With my own Wikipedia assignment for UC San Diego first-year students, I only ask students to create an article appropriate to Wikipedia rather than have them edit "live" on the site. I find that just locating appropriate Wikipedia articles to link to can be challenging, even with a classroom practice lesson on working with hyperlinks as a warm-up. As an alternative, instructors can have writers practice in a Wikipedia sandbox site where their novice status is less likely to raise the ire of more experienced editors).
Wikipedia and Women
In arranging these recent "Wikistorming" events on different campuses, Wadewitz specifically has been advocating for Wikipedia edits that target feminist concerns. As she explained, "the point of doing feminist outreach is you need to find not only women but also feminists. Right now only 10 percent of editors are women, but just because we recruit more women doesn't mean we recruit more feminists." In considering who gets "written out of history" she wants to encourage active questioning of "the structures of knowledge." She reminded readers that feminists can be male or female as they offer "new perspectives" rather than merely "replicate the structures of the past." Specialized databases behind paywalls may make this information available to scholars, but the common knowledge that drives many Wikipedia searches isn't well served if information isn't free.

Such activism poses a potential problem for Wikipedia's dictum about "no original research," but Wadewitz argues that Wikipedia templates and conventions are capacious enough to cite new kinds of sources and to incorporate new information to build a better global reference work than existing print sources. She admitted, however, that "every edit is political," because "you can't put in every piece of information and you can't use every source." For example, her entry on the female rock climber Lynne Hill included a section about gender politics, and she arranged Hill's story about being discriminated against with a whole section devoted to the topic, "because I study gender and think about it in this way." Her entries on Mary Wollstonecraft and Jane Austen "would have looked different" if generated by another scholar, but she asserted that her approach was actually more consistent with the Wikipedia philosophy governing men's entries by going beyond biography to address the contributions made by these women's work as writers. In a recent blog post she described the work being done and yet to be done to address the gender gap in more detail.

Many people have only become recently aware of these issues because of the recent Op-Ed piece in The New York Times that blasted the site for taking notable female authors out of the listings for "America Novelists" to consign them to "American Women Novelists" and making the "American Novelists" page effectively all male. Wadewitz emphasized the fact that "Wikipedians were actually being reasonable" by deliberating about the issue and reaching a gender neutral solution with almost unanimous agreement, although she does not regret the fact that the snafu "generated immense press interest in the problem of gender on Wikipedia."

You can see photo documentation from one of Wadewitz's Wikistorming events here.
Banner image credit: AJ Strout. The image includes, from left to right, Ari Schlesinger, Hana Wuerker, Susie Ferrell, and Sophy Cohen taking part in a Wikipedia editing session led by Adrianne Wadewitz.
Secondary image credit: Adrianne Wadewitz. A sad update: Adrianne Wadewitz died in an accident on March 29, 2014.

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How to Use Wikipedia as a Teaching Tool: Adrianne Wadewitz - Connected Learning Alliance

# data[].attributes.attachment_link.description
Wikipedia is often not thought of as a platform for pedagogy since so many teachers explicitly tell their students to steer clear of the site as a source of information. However, as a site for learner-driven inquiry and informal education, it is without question the chief reference point for many discussions from matters of general knowledge...