Podcasting as a tool

Podcast:

Links to websites mentioned in my podcast:

TED

Academic Earth

LSE Public Lectures

Technology defeating disability

On Friday I took part in a survey for the Disability Service in UCC. The aim of the survey was to look at students general "learning experience" in UCC and attempt to see if there were distinctions between the experience of disabled students and those not disabled (which included myself).

I was interviewed by a blind postgraduate (this survey being part of his thesis) but was immediately amazed by how technically advanced the interview was! I was recorded by a digital dictaphone which my interviewer was listening to through headphones to check the quality of the recording, the questions were read from a laptop which was connected to an electronic braille reader, which could also be heard through speakers.

Near the end of the survey questions arose about the use of technology in my time at university. Examples I gave included:

• Use of Blackboard & Moodle.
• Access to lecture notes and articles online.
• Online discussion groups on Blackboard & Moodle.
• Email correspondence from lecturers.
• Module outlines available online.

I was asked about my experience of technology in academia, but then asked if I thought lecturers were aware of the increased diversity of students in university today compared to previous generations and if their teaching style (use of technology was apart of this) reflected this awareness.

There are more disabled students, mature students and students from lower socio-economic backgrounds today - does teaching reflect this?

When thinking about the issue I was aware of the difficulties some mature students experience in academia as a result of technology, perhaps coming to university they have been thrown head first into the online world. What I had completely overlooked was the impact of technology in academia for students with disabilities.

A "disabled student" is a very vague term as it can include a whole array of disabilities and the role of technology in their education will have a varied impact.

My interviewer made several points:

• Lecture notes given at the start of the lecture are of limited use to many disabled students.
• Lecturers who have office hours but are poor at responding to email are difficult to speak to.
• Course material which is in physical not digital format is harder to transfer into audio or braille format.
• Group discussions which take place online (such as through Blackboard) are very useful for disabled students who may otherwise not be as confident (also maybe cannot respond to body language) in a real class discussion.
• Lectures available online (or podcasts) can be reviewed several times.

I started to understand that the technological advances have had huge benefits for disabled students (not only blind students) in pursuing their education.

Therefore "digital history" may benefit me in providing new resources and ways of communicating, but it has [perhaps greater] benefits for disabled students.

Tweeting History

Previously I looked at the role of Twitter, today I wanted to go back to one of the underlying themes running though my blog, the issue of recording history, looking at how Twitter presents challenges and opportunities for historians.

In background reading on the importance of Twitter I came across many articles articulating the value of Twitter for historical research. Shown best by the decision of the US Library of Congress to archive "the collected works of Twitter" stating that "tweets are becoming part of history.”

As mentioned in my previous blog on Twitter most tweets are rather banal, relate to only few individuals and probably have little or no use to any historian.

As a student of diplomatic history I am all to aware that I often ignore the importance of historical resources simply because they do not relate to my notion of a valuable sources. Historical studies which look a the wider society, role of popular culture etc. will potentially see huge benefit in the recording of tweets.

Why are tweets of historical value?

Future studies looking at attitudes towards Sarah Palin during the 2008 US Presidential election may find some benefit in looking through tweets made during her vice-presidential debate with Joe Biden, by then perhaps more efficient methods of analysing huge quantities of data will have emerged allowing for trends to be spotted.

Because tweets are short (a maximum of 140 characters), time stamped and made by so many individuals they are perfect for meta data analysis (if that is not already a term it ought to be...) which is so useful to many historians.

The Wikipedia Model

I was having debate with one of my Digital History classmates, Gearóid Fitzgerald about Wikipedia, the online encyclopedia that if you haven't heard of you must have just come out of a coma. It started with Gearóid discussing the limitations of the encyclopedia and me singing its praises, and we decided to try and write articles giving counter-arguments to our natural point of view. Thus, this blog today is a response to his blog on the benefits of Wikipedia.

A response to Gearóid

Gearóid started his blog stating that the use of the online encyclopedia really dawned on him when he had an undergraduate assignment, which based on the prevailing view of UCC academics is a fairly bold admission (just as well he has his degree safely vaulted away!) Having the same assignment as three hundred or more undergraduates inevitably results in the university library clearly out of any even partially useful books, or else being left with the 1964 edition of a book which has been updated a dozen times since!

The problem with Gearóid's argument is that if his intention was to access academic sources for an assignment - Wikiepdia was no replacement!

In the rest of the blog Gearóid makes his point that Wikipedia is a good resource because:

• Of its speed.
• Ability to search through the text.
• It's constantly updated.
• Related articles are linked.
• It's digital.
• Pages can be saved and accessed on the go.
• And of course it is free.

It's hard to disagree with the above observations as Wikipedia is truly an excellent resource for many reasons, and we all use it for different things.

What is interesting however from Gearóid's blog is that he praises the format of Wikipedia - it's great because it is online, free, easy to use, up-to-date and so forth. He doesn't mention the philosophy behind it, the core doctrine of collaboration and the benefits of anyone editing an article on the site (though his Kerry footballer friend shows the pitfalls of it!)

Nor did he suggest that Wikipedia is strengthening democracy and is the pioneer of Web 2.0.

The blog I think it good as it looks simply at the end result - what is the benefit to me the user, the student etc. Rather than looking at it overall and it's effect on society, which would be a massive task.

In my critique of Wikipedia I have two seperate issues, one is to look at the model (collaboration, freedom to edit articles etc) and then to look at the format (up-to-date, free, easy to use etc.) I have issues with the core model of Wikipedia (though I still see it as a fantastic source) while I think the format of the site is excellent and can be replicated across different mediums.

Replicating the "Wikipedia model"

The Wikipedia format - up-to-date, fast, digital, free etc. is something that can be replicated, which would allow academic material to be delivered in a Wikipedia style but without the compromse on quality.

Looking back at the original problem Gearóid stated - no books in the university library - Wikipedia is not the "only solution" to this issue, rather there are examples of libraries being digitalised, the idea of there only being one copy of a book thus becomes an alien concept, and doesn't require our student to give up and head to Wikipedia.

Wikipedia is free, and that is something which digitialised libraries will find a difficult model to compete with, can work which has taken years of research be offered for the same cost (no cost) as material uploaded to Wikipedia?

Cameron Murdoch (of BSkyB) in November 2009 argued about the dangers of subsidiesed news material (namely the BBC) which makes other media models unsustainable. There is no tax to pay for Wikipedia so the issue is significantly different, however Murdoch does make a serious point; that paying for a product is the only way to guarntee its sustainability and quality. Debates around this issues are bound to continue.

How can we alter the fact that while Wikipedia offers "up-to-date" information - a book in a library is antiquated, indeed once books have left the publisher they are often in some measure already "out of date".

Inventions such as e-book readers (or the much hyped iPad) have the potential to revolutionise text books and other academic material which is currently published on paper. Rather than printing a text book (which becomes irrelevent all too quickly) having a text book published in digital format, which can be sold as an e-book and accessed on e-book readers could be updated more frequently and at much lower costs for publishers (or eliminate the need for publishers at all!)

Aside from e-books, there are online models which can deliver the same product. Websites such as Google Books, Google Scholar or online journals provide quality scholarly material which can be accessed online, is searchable, and mostly free to use.

Following an e-book model (in tandem with the digital library model) allows traditional adacemic material to be accessed with the benefits that Gearóid outlined the Wikipedia model held:

Benefits of digital academic material: (Matching beneifts of Wikipedia)

• Easy to use - you could access your academic material on your computer or e-book reader.
• Up to date - because the information would be digital it would be easier and cheaper for the author to update the work and for the user to download an updated edition of a text.
• Universal access - digitalising books prevents the problem Gearóid outlined when required books are no longer available in the library.
• Storage issues - e-book readers have capacity to store thousands of books.
• Search ability - unlike print material, digital sources can be searched through in a similar way to Wikipedia.

Conclusion

Wikipedia offers many benefits to students as outlined by Gearóid. It however is a source which can be used in tandem with academic material, though ought not to be seen as a replacement of the traditional sources of information.

Wikipedia is a good place to start research as it gives basic information on the topic which are often universal facts (dates, numbers, individuals etc), and often outlines differing schools of thought on an issue. Most usefully Wikipedia does reference, and usually provides a list of authors on a topic, key books or journals and often provide links to them in the article.

Wikipedia thus is often a signpost to authorative academic material.

Wikiepida (and its model) creates a challenge to academia for reasons stated, however as e-books and digital libraries show us there are ways of changing the way material is delivered - without altering the material itself (or compromising on quality etc.)

Creativity in (digital) Education

Following on from my blog on TED, I'm today going to look at how TED can be used as a tool for digital historians or indeed any academic. I'm going to look at the example of the most watched TED talk, given by Sir Ken Robinson on the subject of education, which has been watched over fifteen million times.

Robinson

Robinson is an "educational expert" according to his TED biography (whatever that might be) and has been involved in the creative arts most of his adult life. His talk keeps to the 18 minute limit that I mentioned when blogging about TED, and he is one of the best speakers I have ever listened to. He has a simple message, reform eduction to recognise creativity and innovation, his delivery is excellent and at times very funny. After watching his speech I read his wikipedia entry and eventually bought his book "The Element" which I read on a few days of commuting last summer.

His book is now in the top 1,000 on the Amazon best seller list (it has been out for over a year), so I am not alone in making the transition from watching his video to buying his book. TED seemingly has had a major role in promoting him, his views and his work; so how is TED able to do this, and how can historians use TED and the like to promote an idea or some research?

Why use the likes of TED?

Firstly it must be stated that not anyone can take part in TED! The point of this blog is not to look at TED as the only option, but to look at TED as a type of website, a formula that an inidivual, university or organisation could easily recreate for themselves.

TED is a great platform for academics because of the reputation the website has for quality talks and speakers (therefore is UCC or an organisation were to develop a copycat version of TED it would have to use strict quality controls.

The TED format makes it popular with viewers though is a challenge for academics to meet; yet a successful talk has so many benefits. It firstly will be watched by many on the website, then perhaps shared online through social networking websites such as Facebook and blogged about, providing a huge increase in its influence. Secondly, presuming the topic is interesting the 18 minute talk will serve to whet the apetite of the viewer and they will want to read more on the topic, thus giving an academic a receptive audience.

Authors promote their books on radio and television freqeuntly, TED is in one sense just another method. Some academics have created accompaning television series when they are launching their work. A six-part television series requires viewers to sit down for six hours, a TED talk allows them to be introduced to the idea in less than twenty minutes! In a world where people are and will continue in large numbers to access digital media "on the go" the TED format is far more versatile.

The success of YouTube has perhaps shown us that people have short attention spans and want to be introduced to something quickly.

Practical uses of the TED format

Imagine if lecturers created short TED style talks to introduce their modules? I remember just over a year ago sitting down with with classmates making our choices about classes, the first few module choices were easy to make, they were almost instinctive reactions when we read the title of the class. However I remember almost all of us were stuck with five credits left to allocate, a bad choice would bring misery and suffering on us for several months! Having a TED talk on subject choices or module choices not only helps people see what the class will be like, but also gives some insight into what the lecturer will be like. But in addition to all that it will force to lecturer to give a reason as to why this topic is important and will provide some overview as to what the whole course is about.