Wikis – Uses, Applications, Concerns
Patrick D. Huff
19 October 2011
Pepperdine University, EDOL 714.20
Dr. Kathleen Plinske
Abstract
This paper addresses an assignment provided by Dr. Kathleen Plinske in Forum-7 regarding a reflective blog post on the subject of Wikis. Specifically Dr. Plinske directed the cohorts to conduct research and reflect the following assessments: 1) Wikis as a learning tool, 2) Wikis as an application or tool related to e-learning, and 3) Cite concerns or reservations regarding the use of Wikis as an e-learning tool. As a result, the focus of this paper is primarily that of the use of Wikis in the domain of education. After completing research on this subject, this author supports an assessment that Wiki websites are relevant real-world and projective knowledge based learning tools residing within the semiotic domains of the internet and intranet(s). These types of websites facilitate collaborative learning and the creation of innovative methods of instruction with a focus on augmenting or increasing self-paced learning. Over time, these websites have increased collaborative security, contribution rules, contributor notices or alerts, and legal restrictions in such a way as to significantly improve the relevancy of the knowledge being presented. In fact, due to the efforts of actively involved (and impassioned) subject matter experts working within different semiotic domains that follow each knowledge subject, their continuing oversight of posted information serves to significantly thwart vandalism and reduce erroneous edits. Such postings are almost immediately corrected or eradicated serving to maintain and sustain the viability of the information (data) provided leaving Wikis in a state of being well vetted sources of knowledge.
Introduction
Wikis are collaborative software designed to run on wiki systems. The software allows web pages to be created and continually edited using a web browser. Content may be created and stored in various locations however the concept of Wiki systems supports running the software application on several web servers for quick access and easy use. Several forms of Wiki applications and uses have been developed since the system’s initial launch on the internet in 1995. This paper will limit its focus on the use and application of wikis as an e-learning tool in the semiotic domain of educational tools.
Problem Statement
After conducting research on Wikis, a finding or reflective assessment is to be made regarding Wikis as a tool. Next, this paper will assess Wikis as an application(s) or tool(s) in the context of e-learning. Finally, this paper will cite concerns or reservations regarding the use of Wikis as an e-learning tool and provide an assessment.
Exploring the Problem
Prior to discussing findings and assessments pertaining to Dr. Plinske’s inquiry it would serve us to elaborate on or provide specific definitions used in this paper. The following word and term definitions are provided:
1. Wiki: (wiki/wik-ee) is a website that allows the creation and editing of any number of interlinked web pages via a web browser using a simplified markup language or a WYSIWYG text editor. A wiki is essentially a database for creating, browsing, and searching through information. A wiki allows for non-linear, evolving, complex and networked text, argument and interaction. (Black, Delaney, & Fitzgerald, 2007) Ward Cunningham, the developer of the first wiki software, WikiWikiWeb, originally described it as "the simplest online database that could possibly work. Examples include community websites, corporate intranets, knowledge management systems, and note services. The software can also be used for personal note taking. "Wiki" is a Hawaiian word meaning "fast" or "quick". Today companies use wikis as their only collaborative software as a replacement for static intranets; and some schools and universities use wikis to enhance group learning. There may be greater use of wikis behind the firewalls of intranets than on the public Internet.
2. Wiki page: A single page in a wiki website; or an entire collection of pages, usually interconnected by hyperlinks which form "the wiki".
3. Wikiversity: is a Wikimedia Foundation project, (Wales, 2006) which supports learning communities, their learning materials, and resulting activities. It offers a series of tutorials (or courses) designed to foster learning.
Relevant scholarship
Wikis have been the subject of close scrutiny by developers, publishers, academicians, scholars, educators, private & public business individuals and corporations for many years. In fact, many well known researchers, information & technology scientists, learning and social behaviorists have undertaken and maintained a close watch in the development and maturation of wikis in general. Among those most intrigued and concerned with wikis are the following scholars: Olsen, J (Olsen, 1994) and Heller, S, (Heller & R, 2010, pp. PP. 871-PP. 875). Although both are from completely different semiotic domains, each are keen critics and contributors in the continuing development of educational wikis. Special note should be made that wikis positioned behind firewalls are increasing at a rapid pace to include new collaborations with traditional scholarly works and publications on the internet. As an example, in 2007, wiki launched the Oxford English Dictionary online. (Diamond)
Hypotheses
This writer offers the following hypotheses: 1) Wikis are among the most powerful learning tools currently accessible within the internet and intranet semiotic domain of education, 2) This type of software is greatly assisting the education community as not only an e-learning tool, but as a proven research, administrative, and creative product develop application supporting collaborative project work. 3) Concerns or reservations pertaining to the software application as a tool have been continually addressed since its launch in 1995.
Today, Wiki software has advanced in its development to the point that it has embedded functionality, operation rules, security, and legal controls for users making it reasonably safe to access, open and use. Most importantly, impassioned online subject matter experts continuity monitor Wiki content for acts of vandalism, accuracy of posted information and related citations.
Discussion
General
Wikis are powerful collaborative software(s) that offer the semiotic domain of education tools to communicate, share ideas, develop learning strategies and knowledge. In fact, the number of publicly available wikis such as Wikiversity (Lund, 2007, pp. pp 37-pp 46) being developed and offered educators and students alike is rapidly increasing. These Wikis offer access to quick and easy web-based knowledge that is inspiring and motivational to learners. Best of all, Wikis support self-education platforms (tools) in “real, virtual and projective” (James Paul Gee, 2011) classrooms offering knowledge that is within a learner’s “regime of competency” (James Paul Gee, 2011). In the context of education and private industry training the amount of support and interest in the continued development of wiki systems is driving an ever increasing software functionality and presence within the internet and intranet domains of educational institutions and public corporations alike.
E-learning Tool Assessment
Wikis can be used as an effective knowledge tool in the service of education. However, as with any tool its effectiveness is controlled by the amount of effort that is put into it. As Dr. Plinske keenly points out, what drives a Wiki is the collaborative passion of those that share common interests in the semiotic domain of the subject that is being presented.
Open Source Learning Products
In the case of Wikiversity, impassioned collaborators are activity developing open source learning tools to include: 1) Teaching aids, 2) Lesson plans, 3) Curricula, 4) Links to off-site resources, 5) Course notes, 6) Sample and problem sets, 7) Computer simulations, 8) Reading lists, 9) Peer reviewed textbooks, and 10) Other advanced learning materials and software applications. (Ben-Zvi, 2004) As Dr. Plinske observed, “Imagine the power of actively updated textbooks in a classroom”. The increased “real-world” relevancy of up to date information would surely serve to further increase and inspire students with the knowledge that they are participating in. Such real-world knowledge tools “moving at or closer to the speed of thought” (Gates, 1999) offers learning to students that is directly transferable to business and employment opportunities in the workplace. This type of relevant knowledge would increase the immediate value of learning.
Concerns and Reservations
As my old Command Sergeant Major (CSM) would say, “Sir, it’s all good! Since the launch of Wikis and Wikipedia (the collaborative electronic encyclopedia website) Wikis have continually developed and refined their concept of operation and functionality. Wikis have increased and improved their focus on input and editing rules, site security, legal, edit notifications, and other system controls and functions.
Finally, there is the subject of content accuracy. Concerns and or reservations related to the accuracy of Wiki information are minimal. Considering the large numbers of active subject matter contributors and given Wiki website change notification capabilities, it is becoming less and less lightly that the web-based content is subject long-term damage or creditability due to malicious acts of vandals or simply the well meaning ill-informed. This added with the fact Wikis are regularly posted by subject matter experts in real-time serves to keep the content credible. That being said, one should always remember to thoroughly cross-check all information and resources cited when conducting research, learning, and the use of such tools and applications.
References
Ben-Zvi, D. (2004). Using wiki to promote collaborative learning in statistics education. Retrieved from http://eScholarshipuniversityofcalifornia.com
Black, P., Delaney, H., & Fitzgerald, B. (2007). Legal issues for wikis: The challenge of user-generated and peer-produced knowledge, content and culture. Retrieved from http://elaw.com
Diamond, G. (2007). March 2007 new words oed. Oxford University Press.com
Gates, B. (1999). Business @ the speed of thought. New York: Prentice Hall.
Heller, S., & R. (2010). Electronic publishing of scientific manuscripts-Encyclopedia of computational chemistry (pp. PP. 871-PP. 875). Boston: Wiley & Sons.
James Paul Gee. (2011). Video games and learning: Teaching and participatory culture in the digital age: Technology, education--connections: the TEC series. New York: Teachers College Press.
Lund, A. (2007). Is there a apace for the teacher in a WIKI? (pp. pp 37-pp 46). University of Oslo: InterMedia.
Olsen, J. (1994). Electronic journal literature - implications for scholars. Westport: Mecklermedia.
Wales, J. (2006). Welcome speech. Retrieved from http://Wikimania.com
Wednesday, October 19, 2011
Sunday, October 16, 2011
Friday, October 14, 2011
Occupy Wallstreet - A Peoples Revolt
By: LTC Patrick D. Huff (RTD)
Background - The author
Military & Defense Experience
I am a 31 year veteran in the United States Armed Services. During my service to this great country, (its citizens) I served in the venue of the United States Army. It offered me involuntary service in 1969 just about the time I was to graduate from Wichita State University.
Over the next three years I served during the Vietnam War as a private until I reached the rank of Staff Sergeant. In 1972 I applied for and received a direct commission due to my scholastic studies and achievements while at Wichita State.
To this day I question the judgment of the United States Army for having offered me entry into the commissioned officer ranks. That being said, I conducted my actions and attentions sufficiently within the ranks to have been offered some of the most prestigious defense and military training money can buy. In fact, these schools are so widely reputed as defense and military training institutes, personnel from numerous countries actively request and compete for space in them so as to send their "best" personnel for training.
All in all, I completed educational programs at the following institutes and academy's: the Non-commissioned officer leadership academy; Commissioned Office Advanced School; senior military leadership Command and Staff academy; senior Army Logistic Executive Development College; the defense acquisition and procurement college; and, the defense program management college, both under the U.S. Department of Defense Acquisition University.
After years of training and preparation for conflict in a combat theater I was fortunate enough to be recalled to active duty in 2009 for service in Kuwait, Iraq and Afghanistan. During this time I received three combat service line-of-duty awards (service connected injuries) ultimately to be returned after approximately two years of service as a wounded soldier via a C-130 theater emergency medical flight. After several hours I was delivered to the Landstuhl Combat Hospital in Germany. Immediately at arrival, I received continued intensive care and treatment. The medical services in Landstuhl were as good or better than I have ever received in California. The attendant care at Landstuhl was provided by German, U.S. civilians, and Combine U.S. Force (services) personnel and professionals.
Civilian Education & Experience
I have been fortunate to receive three degrees from excellent U.S. universities with focused studies in the following areas: Art History with a Studio minor, Journalism & Advertising (printed and digital media), Political & Social Behavior, Geology, Architecture, Engineering with concentration in Environmental Sciences, and an advanced degree in Architecture. During the course of these studies I worked to pay my way through school and supported a family with the help and support of my devoted wife and life time partner of over thirty-two years.
Ultimately my collective learning and life experiences generated a number of different expressions of self-identity. Some of these experiences served to reduce my emotional intelligence, while others served to replenish and advance it.
To date, I have completed over twenty-five years of professional practice as an Architect, Engineer, Commercial Real Estate Developer, Franchise Developer, Acquisitions, Program Manager, and Business Executive. In many of these functional areas I served organizations in a senior leadership roles, as part of the executive staff or in the capacity of Regional Director or Chief Executive Officer. In each case as responsible for corporate leadership, strategy, planning, execution, with full financial and accounting responsibility and reporting to the Board of Directors and shareholders. In each association I advised and was at times directly charged with the responsibility of representing senior executive management in the completion of significant corporation mission requirements. Over a period of about twenty years I held such positions of responsibility and ultimately earning the trust and confidence of fifteen fortunate 500 companies.
Currently, I remain retired from the U.S. Army enjoying opportunities to advise and coach federal agency and senior level corporate executives in 360 degree performance assessments, engaging in extended research programs, findings development, determinations, providing guidance in strategy development, operations performance assessments, communications and control optimization, global organizational performance & profit assessments, entry and exit acquisition strategy planning, program execution, in addition to other special project assignments as directed.
Special Studies
I have been researching western leadership for the past eight to ten years. Essentially, the focus of my studies has been on the United States government and various defense agency activities in both the U.S. and within theaters of war as previously referenced.
In conjunction, I have formalized my study of the leadership dynamic by emerging myself into two academic domains. This learning exposure has greatly assisted me in my quest to better understand the nature of leadership within the context of organizational behavior and related constraints.
Current Focus
Recently, a colleague offered information pertaining to a social-political movement in class. The information provided stirred my level of interest and focus on what would appear to be a global phenomena started by grass root activists in over twelve countries using digital PDAs and cellphones to organize, share information, strategize, plan and executive marches on their governments with the effect in some cases of over-turning their governmental regimes.
I was aware of these occurrences in foreign counties. However, a seminal event occurred when similar social-political incidents crossed over into the U.S. Up until then I was only passively concerned with these grass root demonstrations. The turning point or catalyst that elevated attention to this movement was the March on Wall Street incident that occurred here in the United States. The good news is that in most cases these social demonstrations have been so well organized the price for social and governmental change has largely been peaceful not involving mass (if any) loss of life. In my view, it was only a matter of time before the pressure of global economies created a "blow-back" event (using a CIA term) to the United States with such force that the effect on our united republic would significantly impact and force change within the U.S. In short, the potential for change is becoming more evident as adjustment in the U.S. social-political sea state is currently underway.
What does the change in sea state look like? Just yesterday a colleague informed me the "virtural and projected" activist movement referenced in the article below has now expanding to a scale of over eleven-hundred demonstrations scheduled to occur in cities across the U.S. All are being planned with a "high degree of care and attention to civil law" so as to ensure peaceful and orderly protests against the ruling elite in the United States.
I offer the article below in support of others researching and/or studying associated social-political or organizational behavioral theory as they continue to develop their understanding of Leadership Dilemmas In Modern Times. I am republishing the article for information only. The ideas and facts expressed are not necessarily those of this author. The information is being presented for investigation and research consideration.
Article - Extracted from The European Union Times (Oct,2011)
For the first time in nearly four-decades the Russian Ministry of Foreign Affairs has issued a “dire” travel alert for top officials, scientists and military officers travelling to the United States over fears the Obama regime is preparing to instigate a revolution for the purpose of their being able to hold on to power and complete the enslavement of the American people.
According to this report the “Occupy Wall Street” protests that began in New York City nearly a month ago have now spread to at least 25 other US cities and show no sign of abating any time soon.
The Ministry further warns that these protests in New York City began at a private park named Zuccotti which is owned by a company that received nearly $200 million from the Obama regime and brings into question just who is exactly financing this “peoples revolt,” which looks from the outside very similar to a class warfare-type action that began both the French and Russian revolutions.
Though Obama last week commented positively about these growing protests this Ministry report warns that one should not forget that he has received more money from Wall Street bankers than any other American politician over the past 20 years, including former President George W. Bush.
The “real reason” for the Obama’s regime backing of these protests, the Ministry warns, is their knowing that the entire Global Economic System is nearing an historic crash, and that IMF advisor Robert Shapiro warned last week was perhaps just 2-3 weeks away.
To fully comprehend the grave situation facing us today the Governor of the Bank of England, Sir Mervyn King, warned that our world is facing the worst financial crisis in history, and with the United States facing crushing numbers of jobless workers, along with the worst housing bust since the Great Depression, the American people are not being told how dire their situation is.
And to exactly how dire the situation is for these Americans one need only know that as of 1 January 2011 their Baby Boom Generation began to hit their retirement age that will see more than 10,000 of them being put onto the US government retirement and government medical roles every single day for the next 19 years at a cost even the whole world’s economy could not pay for.
In order to keep the United States from total outright collapse Obama has added more debt to America then all US Presidents combined from George Washington through George H.W. Bush to the crushing level of $4 billion a day being added onto the backs of the already debt crushed American people.
And so debt crushed have these American people become that fully 48.5% of them live in a household that receives some form of government benefits, one-third of them would not be able to pay their rent or mortgage payment if they lost their job, and half of them live on $505 or less per week.
Unlike their ancestors who lived through similar great global economic and social upheavals the American people of today have no idea that what is now occurring happens on “regular as clockwork” schedule of every 30-40 years, and has throughout all of recorded human history.
The last time a great global economic upheaval occurred was in 1971 when the US went off the gold standard (called the Nixon Shock) which plunged the United States and its Western allies into an over decade long period of stagnation that only ended after President Ronald Reagan began the largest peacetime buildup of military forces in all history and which nearly led to World War III with the then Soviet Empire.
Prior to the “Nixon Shock” was the 1944 Bretton Woods System enacted in the aftermath of the global economic upheaval of the Great Depression and World War II which cost an estimated 150 million lives world-wide.
Most important to know about these “once in a lifetime” global economic upheavals are that even if the ones in the past are forgotten about by the masses they are most certainly not by the elites who use their knowledge of the past in an attempt to control what the future will be.
To the “new” global economic system that was planned to replace the current one once it was destroyed is no secret as these elites have been planning this transition for decades and named it the New International Economic Order (NIEO). However, since NIEO was first proposed in the 1970’s the nations of the world were unable to agree on how to implement it thus leading to the chaos we have today.
Interesting to note is that the ancient Jewish-Christian text called the Old Testament (or Torah) provided to humanity the only proven method to avoid the 30-50 cycle of repeated economic collapses and as stated in The Book of Deuteronomy chapter 15 verse 1, “At the end of every seventh year you must cancel the debts of everyone who owes you money.”
This biblical precept was codified in the United States upon its founding and enabled any American to have his debts absolved every seven years through a process known as bankruptcy, but which over the past 50 years has been corrupted from its original intent to keep these people from becoming “debt slaves” and has, instead, been portrayed to these idiots as being morally wrong by their political, banking and corporate overlords.
Because the United States has become a nation of idiots instead of freemen they are, likewise, completely blind to the monstrosity of the country they are helping to create wherein from the time they are born, to the time they are told to die, these people will live in an Orwellian World devoid of any meaning and subject to the most brutal methods of control ever designed by an elite class to control the masses.
From their President Obama now having the power to assassinate any citizen he so chooses, and the CIA warned could now be allowed to kill journalists, and the FBI about to deploy a nationwide facial recognition system in order to track those citizens with no ties to terror groups but who are warned pose a “serious national security threat,” and the US Department of Homeland Security beginning testing of their “Pre-Crime Detection System” designed to jail those who have not committed a crime, but maybe will, one can, indeed, see the words George Orwell wrote in his seminal work 1984 coming alive into today’s America:
“There was of course no way of knowing whether you were being watched at any given moment. How often, or on what system, the Thought Police plugged in on any individual wire was guesswork. It was even conceivable that they watched everybody all the time.”
And though the Russian Ministry of Foreign Affairs is warning its citizens about traveling to the United States perhaps the ones who should heed it the most are the people living there.
End of article, (unedited 2011).
Background - The author
Military & Defense Experience
I am a 31 year veteran in the United States Armed Services. During my service to this great country, (its citizens) I served in the venue of the United States Army. It offered me involuntary service in 1969 just about the time I was to graduate from Wichita State University.
Over the next three years I served during the Vietnam War as a private until I reached the rank of Staff Sergeant. In 1972 I applied for and received a direct commission due to my scholastic studies and achievements while at Wichita State.
To this day I question the judgment of the United States Army for having offered me entry into the commissioned officer ranks. That being said, I conducted my actions and attentions sufficiently within the ranks to have been offered some of the most prestigious defense and military training money can buy. In fact, these schools are so widely reputed as defense and military training institutes, personnel from numerous countries actively request and compete for space in them so as to send their "best" personnel for training.
All in all, I completed educational programs at the following institutes and academy's: the Non-commissioned officer leadership academy; Commissioned Office Advanced School; senior military leadership Command and Staff academy; senior Army Logistic Executive Development College; the defense acquisition and procurement college; and, the defense program management college, both under the U.S. Department of Defense Acquisition University.
After years of training and preparation for conflict in a combat theater I was fortunate enough to be recalled to active duty in 2009 for service in Kuwait, Iraq and Afghanistan. During this time I received three combat service line-of-duty awards (service connected injuries) ultimately to be returned after approximately two years of service as a wounded soldier via a C-130 theater emergency medical flight. After several hours I was delivered to the Landstuhl Combat Hospital in Germany. Immediately at arrival, I received continued intensive care and treatment. The medical services in Landstuhl were as good or better than I have ever received in California. The attendant care at Landstuhl was provided by German, U.S. civilians, and Combine U.S. Force (services) personnel and professionals.
Civilian Education & Experience
I have been fortunate to receive three degrees from excellent U.S. universities with focused studies in the following areas: Art History with a Studio minor, Journalism & Advertising (printed and digital media), Political & Social Behavior, Geology, Architecture, Engineering with concentration in Environmental Sciences, and an advanced degree in Architecture. During the course of these studies I worked to pay my way through school and supported a family with the help and support of my devoted wife and life time partner of over thirty-two years.
Ultimately my collective learning and life experiences generated a number of different expressions of self-identity. Some of these experiences served to reduce my emotional intelligence, while others served to replenish and advance it.
To date, I have completed over twenty-five years of professional practice as an Architect, Engineer, Commercial Real Estate Developer, Franchise Developer, Acquisitions, Program Manager, and Business Executive. In many of these functional areas I served organizations in a senior leadership roles, as part of the executive staff or in the capacity of Regional Director or Chief Executive Officer. In each case as responsible for corporate leadership, strategy, planning, execution, with full financial and accounting responsibility and reporting to the Board of Directors and shareholders. In each association I advised and was at times directly charged with the responsibility of representing senior executive management in the completion of significant corporation mission requirements. Over a period of about twenty years I held such positions of responsibility and ultimately earning the trust and confidence of fifteen fortunate 500 companies.
Currently, I remain retired from the U.S. Army enjoying opportunities to advise and coach federal agency and senior level corporate executives in 360 degree performance assessments, engaging in extended research programs, findings development, determinations, providing guidance in strategy development, operations performance assessments, communications and control optimization, global organizational performance & profit assessments, entry and exit acquisition strategy planning, program execution, in addition to other special project assignments as directed.
Special Studies
I have been researching western leadership for the past eight to ten years. Essentially, the focus of my studies has been on the United States government and various defense agency activities in both the U.S. and within theaters of war as previously referenced.
In conjunction, I have formalized my study of the leadership dynamic by emerging myself into two academic domains. This learning exposure has greatly assisted me in my quest to better understand the nature of leadership within the context of organizational behavior and related constraints.
Current Focus
Recently, a colleague offered information pertaining to a social-political movement in class. The information provided stirred my level of interest and focus on what would appear to be a global phenomena started by grass root activists in over twelve countries using digital PDAs and cellphones to organize, share information, strategize, plan and executive marches on their governments with the effect in some cases of over-turning their governmental regimes.
I was aware of these occurrences in foreign counties. However, a seminal event occurred when similar social-political incidents crossed over into the U.S. Up until then I was only passively concerned with these grass root demonstrations. The turning point or catalyst that elevated attention to this movement was the March on Wall Street incident that occurred here in the United States. The good news is that in most cases these social demonstrations have been so well organized the price for social and governmental change has largely been peaceful not involving mass (if any) loss of life. In my view, it was only a matter of time before the pressure of global economies created a "blow-back" event (using a CIA term) to the United States with such force that the effect on our united republic would significantly impact and force change within the U.S. In short, the potential for change is becoming more evident as adjustment in the U.S. social-political sea state is currently underway.
What does the change in sea state look like? Just yesterday a colleague informed me the "virtural and projected" activist movement referenced in the article below has now expanding to a scale of over eleven-hundred demonstrations scheduled to occur in cities across the U.S. All are being planned with a "high degree of care and attention to civil law" so as to ensure peaceful and orderly protests against the ruling elite in the United States.
I offer the article below in support of others researching and/or studying associated social-political or organizational behavioral theory as they continue to develop their understanding of Leadership Dilemmas In Modern Times. I am republishing the article for information only. The ideas and facts expressed are not necessarily those of this author. The information is being presented for investigation and research consideration.
Article - Extracted from The European Union Times (Oct,2011)
For the first time in nearly four-decades the Russian Ministry of Foreign Affairs has issued a “dire” travel alert for top officials, scientists and military officers travelling to the United States over fears the Obama regime is preparing to instigate a revolution for the purpose of their being able to hold on to power and complete the enslavement of the American people.
According to this report the “Occupy Wall Street” protests that began in New York City nearly a month ago have now spread to at least 25 other US cities and show no sign of abating any time soon.
The Ministry further warns that these protests in New York City began at a private park named Zuccotti which is owned by a company that received nearly $200 million from the Obama regime and brings into question just who is exactly financing this “peoples revolt,” which looks from the outside very similar to a class warfare-type action that began both the French and Russian revolutions.
Though Obama last week commented positively about these growing protests this Ministry report warns that one should not forget that he has received more money from Wall Street bankers than any other American politician over the past 20 years, including former President George W. Bush.
The “real reason” for the Obama’s regime backing of these protests, the Ministry warns, is their knowing that the entire Global Economic System is nearing an historic crash, and that IMF advisor Robert Shapiro warned last week was perhaps just 2-3 weeks away.
To fully comprehend the grave situation facing us today the Governor of the Bank of England, Sir Mervyn King, warned that our world is facing the worst financial crisis in history, and with the United States facing crushing numbers of jobless workers, along with the worst housing bust since the Great Depression, the American people are not being told how dire their situation is.
And to exactly how dire the situation is for these Americans one need only know that as of 1 January 2011 their Baby Boom Generation began to hit their retirement age that will see more than 10,000 of them being put onto the US government retirement and government medical roles every single day for the next 19 years at a cost even the whole world’s economy could not pay for.
In order to keep the United States from total outright collapse Obama has added more debt to America then all US Presidents combined from George Washington through George H.W. Bush to the crushing level of $4 billion a day being added onto the backs of the already debt crushed American people.
And so debt crushed have these American people become that fully 48.5% of them live in a household that receives some form of government benefits, one-third of them would not be able to pay their rent or mortgage payment if they lost their job, and half of them live on $505 or less per week.
Unlike their ancestors who lived through similar great global economic and social upheavals the American people of today have no idea that what is now occurring happens on “regular as clockwork” schedule of every 30-40 years, and has throughout all of recorded human history.
The last time a great global economic upheaval occurred was in 1971 when the US went off the gold standard (called the Nixon Shock) which plunged the United States and its Western allies into an over decade long period of stagnation that only ended after President Ronald Reagan began the largest peacetime buildup of military forces in all history and which nearly led to World War III with the then Soviet Empire.
Prior to the “Nixon Shock” was the 1944 Bretton Woods System enacted in the aftermath of the global economic upheaval of the Great Depression and World War II which cost an estimated 150 million lives world-wide.
Most important to know about these “once in a lifetime” global economic upheavals are that even if the ones in the past are forgotten about by the masses they are most certainly not by the elites who use their knowledge of the past in an attempt to control what the future will be.
To the “new” global economic system that was planned to replace the current one once it was destroyed is no secret as these elites have been planning this transition for decades and named it the New International Economic Order (NIEO). However, since NIEO was first proposed in the 1970’s the nations of the world were unable to agree on how to implement it thus leading to the chaos we have today.
Interesting to note is that the ancient Jewish-Christian text called the Old Testament (or Torah) provided to humanity the only proven method to avoid the 30-50 cycle of repeated economic collapses and as stated in The Book of Deuteronomy chapter 15 verse 1, “At the end of every seventh year you must cancel the debts of everyone who owes you money.”
This biblical precept was codified in the United States upon its founding and enabled any American to have his debts absolved every seven years through a process known as bankruptcy, but which over the past 50 years has been corrupted from its original intent to keep these people from becoming “debt slaves” and has, instead, been portrayed to these idiots as being morally wrong by their political, banking and corporate overlords.
Because the United States has become a nation of idiots instead of freemen they are, likewise, completely blind to the monstrosity of the country they are helping to create wherein from the time they are born, to the time they are told to die, these people will live in an Orwellian World devoid of any meaning and subject to the most brutal methods of control ever designed by an elite class to control the masses.
From their President Obama now having the power to assassinate any citizen he so chooses, and the CIA warned could now be allowed to kill journalists, and the FBI about to deploy a nationwide facial recognition system in order to track those citizens with no ties to terror groups but who are warned pose a “serious national security threat,” and the US Department of Homeland Security beginning testing of their “Pre-Crime Detection System” designed to jail those who have not committed a crime, but maybe will, one can, indeed, see the words George Orwell wrote in his seminal work 1984 coming alive into today’s America:
“There was of course no way of knowing whether you were being watched at any given moment. How often, or on what system, the Thought Police plugged in on any individual wire was guesswork. It was even conceivable that they watched everybody all the time.”
And though the Russian Ministry of Foreign Affairs is warning its citizens about traveling to the United States perhaps the ones who should heed it the most are the people living there.
End of article, (unedited 2011).
Wednesday, October 12, 2011
The Effect of Learning on Identity
Patrick D. Huff
Dr. Kathleen Plinske
EDOL 755.20
Pepperdine University
Abstract
This missive addresses the questions posed by Dr. Plinske in Forum-6 pertaining to Chapter 3 of James Paul Gee’s book, What Video Games Have To Teach Us About Learning and Literacy, published by Palgrave Macmillan, 2007. Dr. Plinske indicates that in Gee's Chapter 3 he emphasizes how all learning is about forming a new identity. Specifically, Dr. Plinske’s questions are, “Do you think that your identity has been changed at all thus far in the EDOL program? If so, how? If not, why do you think that is?” Specifically then in the context of Gee’s observations on learning he suggests that there are essentially twelve basic learning principles that apply as related to interfacing with and “being drawn” into a “committed” learning experience in the context of interactive video games that perhaps may have an effect on ones identity. The twelve basic learning principles he cites are: 1) Active Critical, 2) Design Principle, 3) Semiotic Principle, 4) Semiotic Domain, 5) Meta-level Thinking, 6) Psychosocial Moratorium Principle, 7) Committed Learning Principle, 8) Identity Principle, 9) Self-knowledge Principle, 10) Amplification of Input Principle, 11) Achievement Principle, 12) Practice Principle, 13) Ongoing Learning Principle, 14) Regime of Competence Principle. In Gee’s Chapter 3 he focuses on principles 6 through 14 as referenced above. By placing Dr. Plinske’s questions in context with Gee’s Principles this paper reflects on perhaps how our E-learning studies, directed internet exposures and readings embedded within the Educational Doctorate Of Leadership Program have affected or changed our identity’s; and if so, how? This missive cites numerous affects or impacts on my identity as a result of these learning exposures and elaborates on why within the context of Gee’s Principles in Chapter 3.
Introduction
Prior to becoming emerged in Dr. Plinske’s E-Learning course I felt reasonably certain I was operating comfortably within my “regime of competency” as a senior level executive and consultant in the fields of architecture, engineering and business management. Global changes in the areas of social, political, economic, legal, inter-cultural and technology turned that identity upside down. The causation of this incident was rapid and unmitigated change in my associated semiotic domains. These changes came in the form of ever increasing amounts of information that effected values and outcomes in each of the areas referenced that had served me in the past.
What I needed was a rebuilding program embedded within a low risk environment. I felt just such a environment could be found within the learning center of a university. Well, I was right! However, what I was about to experience was totally unexpected. Each time I attended a class the professor turned my identity “apple cart” upside down! In this case, the apple cart was the identity I believed I was totally comfortable with and proud of.
The Problem
Aside from my general identity crisis, I discovered in the context of Dr. Plinske’s E-learning course, I did not appreciate just how “out of touch” with digital media technologies I had become. This came to me as somewhat of a surprise. I was fully employed in the course of my professional work and operating in accord with my client’s needs and requirements performing with excellent and profitable results; at least in the view of my clients.
In my line of work, not unlike many others, the true mark of success is valued by receiving a commissioned appointment, accomplishing it in such a fashion as then to be recommended for another. Perhaps a true sign of success came from being acknowledged for your competency and ability to perform in a professional venue after being continuously commissioned (employed) for a minimum of let’s say five to seven years.
Having accomplished this mark and beyond in my professional practice I felt I was highly competent. Well, maybe not! Somehow, in a quite unexpected fashion, yes, Dr. Plinske shamed me into a self-admission that somewhere along the way my “ongoing learning principle” had in fact become derailed.
Exploring the Importance of the Problem
Although I do not believe this lapse of competence came as the result of a “psychological moratorium principle” related to work place learning opportunities I do believe a contributing factor to my lapse in the digital “semiotic domain” came from the fact that those work places I was exposed to did not openly endorse risk taking (at less in most instances). In fact, the undertaking of low levels of risk in light of relatively low potential consequences was discouraged in favor of continuity, normative or predictable outcomes.
This perhaps may be truer pertaining to the practice of architecture, engineering and large business, but then, I think a lot of executives may fall into this operational trap after the first two to three years of continuous (successful) commissioned assignments. Post this initial period of employment one becomes subject to and perhaps falls into a comfortable or relaxed mode of operation. Once established in this mode, one focuses on other forms of enjoyable pursuits. For example, enjoying family and other pleasures in life, e.g. ”the beach, and just hanging out”. After all, they have climbed to the top of their profession. What could possibly go wrong?
The problem is human knowledge is doubling roughly every twenty-five years. One can no longer allow human comforts and the absence of focus to negatively affect a continued learning process, or what Gee calls the “ongoing learning principle”. By not exposing yourself to self reassessment and yes “to risk” you are entering troubled waters.
What is the risk? The risk is thinking your current “real-world” identity is going to serve you well in the next epoch of your life. As you move forward developing a virtual and projective identity you may find yourself stumbling into a sizable rabbit hole with no ladder out.
Relevant Scholarship
Gee and Dr. Plinske expose new and innovative thinking pertaining to how one should continue on a “committed learning” quest for knowledge and discovery in order to stay relevant and serve our community. Barring removing the barriers to “self-knowledge” we tend to continue to build comfort barriers around ourselves. We accept our identities as we alone see them. Unfortunately, identities in these fast moving times are suspect to significant challenges in both a virtual (digital) environment as well as those that become a reflection of what we represent in projective domains.
Time to Re-assess and Evolve
It’s simple in concept but under the surface where “the devil is in the details”, what Gee and Dr. Plinske propose in a subtle way is for one to engage in a process of active reassessment and redesign of identity possibly at the metalevel of our semiotic domains. In fact, I believe they are venture partners in offering us a psychosocial moratorium, “yes” a reset button with relatively low risk allowing us the opportunity to explore and reinvent our identity.
Simply stated, I believe pushing the reset button as Gee and Dr. Plinske suggest will assist me in a low risk environment to reset and adapt to a new and natural identity. By virtue of a committed learning process I believe this awakening will serve to raise my awareness sufficiently enough that in the days ahead relapses to the evolution of my identity will be limited and manageable.
Discussion
The Central Questions
Dr. Plinske’s indicates that in Gee's Chapter 3 he emphasizes how all learning is about forming a new identity. Specifically she asks, “Do you think your identity has been changed thus far in the EDOL program?”
After examining what I have been exposed to since the beginning of this journey I would suggest from “day one” my identity has been challenged and under the “influence of change”. The challenge has been one of defining “who I am” and who my “Board of Directors” are. That considered I have moved on in an attempt to get to the bottom of what my needs are and what motivates me.
How did this happen to me?
The process of self-definition, assessment, re-assessment and redefinition started as we commenced with identifying personal trait inventories and emotional intelligence surveys. This experience was causational to me removing my comfort barriers and accepting a reconstruction of my identity.
Why did this happen to me?
In a well planned and semiotic way, all of the coursework and learning endeavors have served to enforce each other. In fact, I would suggest all the cohorts in the program have joined a semiotic “affinity group”. Perhaps the university’s semiotic (learning) domain is changing all of the cohorts identities, for certain it is changing mine.
What remains is to continue removing chips and reshaping those figurative granite shapes we arrived in by removing undefining portions of the rock as we continue along. In the end, our learning path will leave us in a more perfect shape, character and identity. This collaborative semiotic domain coupled with committed learning with a psychosocial moratorium has initiated a journey, one that is redefining who I am and who I shall become.
Dr. Kathleen Plinske
EDOL 755.20
Pepperdine University
Abstract
This missive addresses the questions posed by Dr. Plinske in Forum-6 pertaining to Chapter 3 of James Paul Gee’s book, What Video Games Have To Teach Us About Learning and Literacy, published by Palgrave Macmillan, 2007. Dr. Plinske indicates that in Gee's Chapter 3 he emphasizes how all learning is about forming a new identity. Specifically, Dr. Plinske’s questions are, “Do you think that your identity has been changed at all thus far in the EDOL program? If so, how? If not, why do you think that is?” Specifically then in the context of Gee’s observations on learning he suggests that there are essentially twelve basic learning principles that apply as related to interfacing with and “being drawn” into a “committed” learning experience in the context of interactive video games that perhaps may have an effect on ones identity. The twelve basic learning principles he cites are: 1) Active Critical, 2) Design Principle, 3) Semiotic Principle, 4) Semiotic Domain, 5) Meta-level Thinking, 6) Psychosocial Moratorium Principle, 7) Committed Learning Principle, 8) Identity Principle, 9) Self-knowledge Principle, 10) Amplification of Input Principle, 11) Achievement Principle, 12) Practice Principle, 13) Ongoing Learning Principle, 14) Regime of Competence Principle. In Gee’s Chapter 3 he focuses on principles 6 through 14 as referenced above. By placing Dr. Plinske’s questions in context with Gee’s Principles this paper reflects on perhaps how our E-learning studies, directed internet exposures and readings embedded within the Educational Doctorate Of Leadership Program have affected or changed our identity’s; and if so, how? This missive cites numerous affects or impacts on my identity as a result of these learning exposures and elaborates on why within the context of Gee’s Principles in Chapter 3.
Introduction
Prior to becoming emerged in Dr. Plinske’s E-Learning course I felt reasonably certain I was operating comfortably within my “regime of competency” as a senior level executive and consultant in the fields of architecture, engineering and business management. Global changes in the areas of social, political, economic, legal, inter-cultural and technology turned that identity upside down. The causation of this incident was rapid and unmitigated change in my associated semiotic domains. These changes came in the form of ever increasing amounts of information that effected values and outcomes in each of the areas referenced that had served me in the past.
What I needed was a rebuilding program embedded within a low risk environment. I felt just such a environment could be found within the learning center of a university. Well, I was right! However, what I was about to experience was totally unexpected. Each time I attended a class the professor turned my identity “apple cart” upside down! In this case, the apple cart was the identity I believed I was totally comfortable with and proud of.
The Problem
Aside from my general identity crisis, I discovered in the context of Dr. Plinske’s E-learning course, I did not appreciate just how “out of touch” with digital media technologies I had become. This came to me as somewhat of a surprise. I was fully employed in the course of my professional work and operating in accord with my client’s needs and requirements performing with excellent and profitable results; at least in the view of my clients.
In my line of work, not unlike many others, the true mark of success is valued by receiving a commissioned appointment, accomplishing it in such a fashion as then to be recommended for another. Perhaps a true sign of success came from being acknowledged for your competency and ability to perform in a professional venue after being continuously commissioned (employed) for a minimum of let’s say five to seven years.
Having accomplished this mark and beyond in my professional practice I felt I was highly competent. Well, maybe not! Somehow, in a quite unexpected fashion, yes, Dr. Plinske shamed me into a self-admission that somewhere along the way my “ongoing learning principle” had in fact become derailed.
Exploring the Importance of the Problem
Although I do not believe this lapse of competence came as the result of a “psychological moratorium principle” related to work place learning opportunities I do believe a contributing factor to my lapse in the digital “semiotic domain” came from the fact that those work places I was exposed to did not openly endorse risk taking (at less in most instances). In fact, the undertaking of low levels of risk in light of relatively low potential consequences was discouraged in favor of continuity, normative or predictable outcomes.
This perhaps may be truer pertaining to the practice of architecture, engineering and large business, but then, I think a lot of executives may fall into this operational trap after the first two to three years of continuous (successful) commissioned assignments. Post this initial period of employment one becomes subject to and perhaps falls into a comfortable or relaxed mode of operation. Once established in this mode, one focuses on other forms of enjoyable pursuits. For example, enjoying family and other pleasures in life, e.g. ”the beach, and just hanging out”. After all, they have climbed to the top of their profession. What could possibly go wrong?
The problem is human knowledge is doubling roughly every twenty-five years. One can no longer allow human comforts and the absence of focus to negatively affect a continued learning process, or what Gee calls the “ongoing learning principle”. By not exposing yourself to self reassessment and yes “to risk” you are entering troubled waters.
What is the risk? The risk is thinking your current “real-world” identity is going to serve you well in the next epoch of your life. As you move forward developing a virtual and projective identity you may find yourself stumbling into a sizable rabbit hole with no ladder out.
Relevant Scholarship
Gee and Dr. Plinske expose new and innovative thinking pertaining to how one should continue on a “committed learning” quest for knowledge and discovery in order to stay relevant and serve our community. Barring removing the barriers to “self-knowledge” we tend to continue to build comfort barriers around ourselves. We accept our identities as we alone see them. Unfortunately, identities in these fast moving times are suspect to significant challenges in both a virtual (digital) environment as well as those that become a reflection of what we represent in projective domains.
Time to Re-assess and Evolve
It’s simple in concept but under the surface where “the devil is in the details”, what Gee and Dr. Plinske propose in a subtle way is for one to engage in a process of active reassessment and redesign of identity possibly at the metalevel of our semiotic domains. In fact, I believe they are venture partners in offering us a psychosocial moratorium, “yes” a reset button with relatively low risk allowing us the opportunity to explore and reinvent our identity.
Simply stated, I believe pushing the reset button as Gee and Dr. Plinske suggest will assist me in a low risk environment to reset and adapt to a new and natural identity. By virtue of a committed learning process I believe this awakening will serve to raise my awareness sufficiently enough that in the days ahead relapses to the evolution of my identity will be limited and manageable.
Discussion
The Central Questions
Dr. Plinske’s indicates that in Gee's Chapter 3 he emphasizes how all learning is about forming a new identity. Specifically she asks, “Do you think your identity has been changed thus far in the EDOL program?”
After examining what I have been exposed to since the beginning of this journey I would suggest from “day one” my identity has been challenged and under the “influence of change”. The challenge has been one of defining “who I am” and who my “Board of Directors” are. That considered I have moved on in an attempt to get to the bottom of what my needs are and what motivates me.
How did this happen to me?
The process of self-definition, assessment, re-assessment and redefinition started as we commenced with identifying personal trait inventories and emotional intelligence surveys. This experience was causational to me removing my comfort barriers and accepting a reconstruction of my identity.
Why did this happen to me?
In a well planned and semiotic way, all of the coursework and learning endeavors have served to enforce each other. In fact, I would suggest all the cohorts in the program have joined a semiotic “affinity group”. Perhaps the university’s semiotic (learning) domain is changing all of the cohorts identities, for certain it is changing mine.
What remains is to continue removing chips and reshaping those figurative granite shapes we arrived in by removing undefining portions of the rock as we continue along. In the end, our learning path will leave us in a more perfect shape, character and identity. This collaborative semiotic domain coupled with committed learning with a psychosocial moratorium has initiated a journey, one that is redefining who I am and who I shall become.
Wednesday, October 5, 2011
EDOL 755.20 - 2nd Blog Post - YouTube - Publish and Prosper
YOUTUBE - Publish and Prosper
Introduction
This paper explores the application and use of YouTube. The exploration is limited to those questions posed by Dr. Kathleen Plinske. The questions are summarized as follows:
1. What is YouTube?
2. What applications or uses does YouTube serve?
3. What can be concluded about personal or business uses of YouTube?
4. Dr. Plinske’s caution related to the use and access of internet webcast postings?
The responses are framed in the context of central assumption(s) or problem statement(s).
Abstract
YouTube was created as the brainchild of three former PayPal employees for the purpose of uploading and sharing personal videos. (Hopkins, November 29) The venture-funded technology startup launched its first public video beta test from its headquarters above a restaurant in San Mateo, California, roughly in 2005 after activation of the domain name www.youtube.com by its founders Chad Hurley, Steve Chen and Jawed Karim. Roughly two years later the site was experiencing over 65,000 video uploads every day and attracting approximately 100 million views per day. According to data published in May 2010 by comScore, a marketing research company, YouTube’s online market share within the United States was roughly 43 percent. Of the content uploaded over 75 percent was delivered to the website from sources outside of the United States. (Richmond, 2011) (Schmidt) Alexa, another company performing internet research ranked YouTube as the third most visited website on the internet behind Google and Facebook in 2010. YouTube is largely consistent with similar public forum video web applications in the semiotic domain of internet webcast content and related broad-area electronic distribution. YouTube was launched with the purpose in mind of offering the public an internet website so as to enable them to upload, view and share video. Consistent with this intent it was the venture’s goal to offer the general public a quick and user-friendly way to upload video’s of virtually anything a developer/producer wished to share. Key to the goal was to allow a user to create, produce, edit and publish a video that offered the viewer an improved content delivery that was easily digestible. Shortly, after the launch of a video clip by one of YouTube’s founders described as “…a trip to the zoo”, the webcast site found its way to a multitude of private and public users to include adaptations to this web-medium by traditional public broadcast, commercial marketing & advertising corporations, acclaimed media artist, and producers. Today, private and commercial webcasters use the YouTube community for everything from; offering views of friend and family events, delivering educational information, offering private and commercial promotions & product advertising; to the publication of commentary, general information and video news journals for profit and nonprofits alike. Yes, I said for profit. According to research conducted by TubeMogul, a national marketing firm, 51.1 percent of the webcasters using YouTube surveyed in 2009 made money from their creations. In fact, some earned more than $100,000 annually from their videos. (Jarhoe, 2009) Sounds good doesn’t it! Beware, involving yourself in the creation and publication of such webcasts can and does have unintended consequences.
The Problem Statement
Transmitting a video or webcast for private or public consumption can and does have significant effects on those participating in such activities. In many cases, the benefits and or liabilities resulting from broadcasted webcasts have been largely underestimated by those involved. It seems that with such videos and webcasts the law of unintended consequences is in play. YouTube webcasts have brought such unexpected levels of attention to certain individuals as to be causational for them receiving recognition for their individual talent. This has occurred to such an extent that they have subsequently received professional acclaim, prizes, and long-term employment contracts ultimately offering them gateways to realize their dreams. However in other cases YouTube webcasts have resulted in devastating consequences of an opposite nature. YouTube webcasts have been created and broadcast in authorized and unauthorized public distribution globally which have resulted in compromising personal integrity, trust relationships, and ending professional careers (both private and public).
Ongoing global debate continues on the subject of webcast company responsibility pertaining to content, e.g. corruption or modification to original content, abusive or indecent language, privacy violations, to include corporate and governmental attempts to censor webcasts.
A restatement of the problem then is as follows; what circumstances justify using a webcast application (such as YouTube) and; what is the assessed risk versus reward as determined by experts in the field (marketing analyst, communication engineers and scientists) and associated executive officers of webcast company’s such as Eric Schmidt, the executive chairman of Google and trustee for Carnegie Mellon and Princeton University’s. (Schmidt)
Of course, as with any internet media broadcast or webcast system applications available YouTube has embedded within it security features allowing the webcaster to limit or restrict external access or viewing of content.
Prior to the creation and broadcast of a YouTube webcast it is advised to identify a clear purpose for the project or subject of the webcast. Absent this purpose, the creation of content for wide-area distribution generates little if any public interest and may not yield the intended results desired by the content developer. So, this paper will cover some of the purposes YouTube content can be created for and provide a sampling of the affects webcast publications can bear on those involved in such activities.
Assumptions
Initial assumptions pertaining to YouTube are the following: 1) It is easy to access and use; 2) It offers a venue for the creation, editing and publishing of un-censored or industry controlled video information by the general public and commercial main stream media broadcasters; 3) Such publications are distributed across global governmental borders; 4) Due to the ease of creating video media clips, ability to publish original material, or modify original content, open source security, controls and possible censorship issues are at the forefront of those concerns related to the future of webcast service providers and the use of YouTube.
Assumption Specific to Institutional Education Users
Research data related to institutional education webcast users or applications will not be considered as these institutions target (access and user participants) captured in coursework, research, information requirements, and shared learning (group) practices.
Assumption Specific to Private or Commercial Users
As for private or commercial enterprise access and user statistics, the above suggested research data will be obtained for each user group evaluated as pertaining to the value of webcast applications, innovations, and subsequent use assessments.
Key Definitions and Terms – What is YouTube?
In the context of this paper and in accordance with the limiting stipulations it is appropriate to start with some generally accepted definitions and synonyms that are used, e.g. YouTube and webcast. The selected definitions and terms are the following:
1. YouTube: “..is a video-sharing website... on which users can upload, share and view videos.” (Wikipedia, 2009)
2. Webcast: “…also known as webcasting, the broadcasting of news, entertainment, etc., using the internet, specifically the world wide web…video.” (Wikipedia, 2009)
3. YouTube Channel: “You need a YouTube channel, or profile page, to upload your videos to the web site. This is the place where viewers can see your videos and can post comments. Establishing a channel requires opening a YouTube account by filling out an online form. You can customize your channel with the Channel Design link and Channel Settings. If you meet the criteria in terms of audience size…the quality of your video within the YouTube Partner Program…can open a brand channel. This enables you to display a banner image across your page, to set up a feature video to play when someone visits your page and to receive a portion of the advertising revenue that your videos generate.” (Jarhoe, 2009)
4. Digital Millennium Copyright Act: “…At the time of uploading a video, YouTube users are shown a screen with the message "Do not upload any TV shows, music videos, music concerts or advertisements without permission, unless they consist entirely of content that you created yourself". (Marsden, 2009) Despite this advice, there are still many unauthorized clips of copyrighted material on YouTube. YouTube does not view videos before they are posted online, and it is left to copyright holders to issue a takedown notice pursuant to the terms of the Digital Millennium Copyright Act.” (Wikipedia, 2009)
5. Content Accessibility: “…One of the key features of YouTube is the ability of users to view its videos on web pages outside the site. Each YouTube video is accompanied by a piece of HTML, which can be used to embed it on a page outside the YouTube website. This functionality is often used to embed YouTube videos in social networking pages and blogs. Embedding, as well as ranking and commenting, can be disabled by the video owner. YouTube does not usually offer a download link for its videos, and intends for them to be viewed through its website interface.”(YouTube 2009) YouTube does not usually offer a download link for its videos, and intends for them to be viewed through its website interface. A small number of videos, such as the weekly addresses by President Barack Obama, can be downloaded as MP4 files. Numerous third-party web sites, applications and browser plug-ins allow users to download YouTube videos. In February 2009, YouTube announced a test service, allowing some partners to offer video downloads for free or for a fee paid through Google Checkout. (Wikipedia, 2009)
What Applications or Uses Does YouTube Serve?
Marketing and advertising applications or productions have been core to the use of YouTube, however, the web service still provides a unique and “at times” profitable venue for posting home movies for the “average man in the street”.
Studies and testimonials from webcast users indicate similar ways in which individuals, educators, and professional advertising company’s create and use video clips to communicate, share information and build trusted video-social networks among peers, families and companies.
What varies is the degree of sophistication and attention to content scripting, focus, technical equipment used, and production methods. Interestingly enough the level of production capability and technical arts applied in the production of such video clips has little to do with the number of viewer hits content receive. In fact, in some cases content produced using a video cell phone have generated extraordinarily high numbers of viewers to include producing handsome profits for the cell phone producer/owner of the posted video.
Education/Personal Applications or Uses
Webcasting and other types of digital social networks are similar in there uses and potential applications. Webcast sites are much like blogs, which are essentially text and fixed photo frame use applications. Webcast service site offer a combination of media mixes and potential feedback. Services such as YouTube have the following applications and uses in common with blogs.
1) YouTube provides a central place to store and provide video content and information. YouTube is used as a tool for networking and sharing news, upcoming events or tips with other proferrional/peers. Commonly, teachers use webcasts to disperse information to students and to keep parents or friends abreast of what is happening in the classroom. (Adultlearn)
2) A place to share professional and personal interests. Express your interests to other professionals. Over time a webcast can develop a viewership, especially among peers and friends. Viewers will regularly comment on your thoughts and provide feedback. Often this feedback is viewed as valuable information that can be used to assist you in your understanding and appreciation of your thoughts pertaining to what you have published. This can be fun and an effective way to test and share your ideas with professional peers all over the world.
3) A classroom management tool, video diary or event management tool. Educators commonly use webcasts to publish class assignments. They often use links to other webcasters to enhance the student’s understanding and or knowledge of the concepts and topics covered in the classroom. (Adultlearn)
4) A webcast is a great tool in keeping parents informed. Webcasting is a way of catching parent’s attention and keeping them informed about what is occurring in the classroom. Educators and individuals should use caution when posting information about others however. It’s always a good idea to ask and receive permission from parents or family members before posting videos on a commercial website. For educators, videos of classroom projects and of the class working together help parents feel they are sharing in their child’s daily activities.
5) Increasing communications by encouraging webcasting. Educators use webcasts to encourage informal student socialization or sharing thoughts pertaining to class assignments or simply activities at school. Webcasting provides students a forum to express their thoughts and practice their computer and video production skills to include improving their communication and presentation talents. (Adultlearn)
Business/Personal Applications or Uses
1) Viewing customer and competing business marketing videos. Viewing customer video clips is considered by marketers to be valued information and communications about their companies, customers and competitors. Webcasts offer viewers the ability to hear video opinions about their industry and your firm. The community of webcasters represents a valuable opportunity to find out what others think of your products, services and business.
2) Webcasting offers customers a feedback forum. Video clips offer companies the ability to engage with customers rather than just transmit one-way information with no feedback. Companies that use webcasting show a passion for their work and generate passion from others and spread information about products or services.
3) Video clips can serve to open dialogue and build trust relationships. Companies with regular webcasts can earn trust by communicating with customers. Corporate webcasts provide visibility and a forum for sharing expertise. They also defray some of the costs of visibility campaigns and establish the host companies as thought leaders. (Wright, 2005) Similarly, families can use webcasts to share events and keep other members of the family informed by sharing activities and gatherings of the family to those not able to attend.
4) Webcasting offers an engaging marketing vehicle. Traditional marketing often means sending press releases and receiving low response rates. This kind of “transmission” advertising generates little if any engagement or feedback. Webcasting is about engaging and having a conversation, creating interest and capturing customers. (Wright, 2005)
5) Webcasting can augment existing marketing strategies. Webcasts can become an integral part of your marketing strategy, but they can’t replace it. Webcasting successful customer responses or posting video content on a company’s or on some webcasters sites can generate strong interest in a company. (Wright, 2005)
6) Tracking negative Feedback. When corporate webcasters encounter an angry feedback they should try to understand it. Smart webcasters value viewers and their feedback. (Wright, 2005)
What can be concluded about personal or business uses of a YouTube webcast?
Individuals and businesses seek ideas that can lead to career advancement, increased interest, marketing exposure and yes “profit” from their webcast postings. Webcasting provides an excellent venue offering a wide range of access to the general public and commercial enterprise for uploading video information. In the case of individuals, webcasts can be created and produced for very low costs. In the case of major commercial marketing and advertising company’s, venues can support a very high quality media production that is quite acceptable to the viewer when compared to traditional media publication systems.
The bottom line; webcast service providers like YouTube are continuing to grow in level of production sophistication while at the same time continuing to allow full and open access, and video upload capabilities to the general public in ways that continue to empower the growth of webcasting and YouTube. In this writer’s opinion YouTube and similar webcast service providers will continue to expand and support the video publishing needs and requests of both commercial and general public users to their mutual benefit for several years to come.
A concern does present itself as a current and future consideration. That is one of content management, controls and of possible censorship in order to protect the rights of others resulting from the misuse or abuse of malicious video content.
Exploring the Problem
Dr. Plinske’s cautions regarding the use of the internet and webcasts.
Once you research and implement a webcast startup posting to a website do not share it without thoroughly reviewing and editing it prior to opening it to public view. This lets you get the hang of webcasting, learning and understanding the service software tools and unique features. Video production features such as “trackback” and URL linking are challenging to new users and may take time to learn to apply and resolve problems before going live not unlike blogs. (Wright, 2005)
Before an individual or business engages in the development and launch of a webcast they should be aware of the different types of personalities a webcast can attract. This is especially important for those choosing to open their publication for access to the general public. Of course, most webcast applications offer the producer of a video several options dealing with security and accessing options pertaining to a targeted interest group or peers. That being said, research and be aware of potential viewers your video production may attach and the resulting implied and un-implied consequences of your launch.
Conclusion – To Webcast or not to Webcast…
This author admits his initial impression of webcasting and those associated with it are different now from before I was given this assignment by Dr. Plinske. At first, it was my impression not unlike bloggers, webcasters were likely to be young people slightly older than bloggers between the ages of fourteen and their late thirties.
In addition, it was my thinking that the primary motivation for users was based on narcissistic personality traits and obsessive compulsive disorders. I suppose the real shock in researching this paper came from learning about the “profitability” of producing and publishing video and webcasts. That being said I would not quit my day job for a profitable career in webcasting. At least not just yet. Thanks to Dr. Plinske however another chick is out of its shell as I am confronted with a new awareness and social networking challenge.
With little understanding of the number of webcasts being produced and viewed daily combine with the number of users currently involved in this enterprise it appears the creation of a webcast site within the YouTube Community lies in my future. After working on this project and completing selected readings and reviews of readily available research on the subject I have found that webcasts can and do serve a real-life purpose and place in our personal, educational and business lives.
Studying information available on the subject showed me webcasting has numerous potential applications across all borders. Most significant to me, is the understanding that they offer a formal and informal method of sharing ideas, innovative concepts, educational information and a means of informing friends, peers and colleagues about activities and events they can benefit from in much the same way as blogs.
Webcasting offers business executives expanded personal and corporate growth potential due to the current and ever-increasing level of views such videos are experiencing. Investing in webcasting is justified considering the opportunity cost and potential benefit to both the individual and a company.
Again, I am reminded of the wisdom of a computer professor at Wichita State University forty years ago. He said, “Students of this new and innovative… information system must be aware of the necessity to filter out needless data in favor of focusing only on content that matters…otherwise you will be overwhelmed with worthless data & information…junk-in is equal to junk-out”. That being said, be sure to have a focused audience in mind when you start producing your video. See ya on YouTube!
References:
Adultlearn. (2011, September). Education. Retrieved from http://www.adultlearn.com/blogs-education.html
Hopkins, J. (Novermber 29, 2008). Surprise! There's a third YouTube co-founder. USA Today.
Jarhoe, G. (2009). YouTube and Video Marketing. Sybex.
Marsden, R. (2009, August 12). Why did my YouTube account get closed down? The Independent (London).
Richmond, S. (2011, May 26). YouTube users uploading two days of video every minute. Daily Telegraph.
Schmidt, E. (2010, May). Princeton Colloquium on Public & Int'l Affairs. Retrieved from http://www.youtube.com/watch?v=9nXmDxf7D_g#t=14m52s
Schmidt, E. (2010, May). Keynote address at Carnegie Mellon commencement. Retrieved from http://www.cmu.edu/news/archive/2009/April/april13_commencement.shtml
Wikipedia. (2009). YouTube and Video Marketing. Sybex. Retrieved from http://en.wikipedia.org/wiki/YouTube
Wright, J. (2005). Blog marketing (p. 366). New York, New York: Mc Graw-McGraw-Hill.
YouTube. (2009, January). Sharing YouTube videos". Retrieved from http://www.YouTube.com
YouTube. (2009, January). Terms of use. Retrieved from http://www.YouTube.com
YouTube. (2009, January). Sharing YouTube videos". Retrieved from http://www.YouTube.com
Introduction
This paper explores the application and use of YouTube. The exploration is limited to those questions posed by Dr. Kathleen Plinske. The questions are summarized as follows:
1. What is YouTube?
2. What applications or uses does YouTube serve?
3. What can be concluded about personal or business uses of YouTube?
4. Dr. Plinske’s caution related to the use and access of internet webcast postings?
The responses are framed in the context of central assumption(s) or problem statement(s).
Abstract
YouTube was created as the brainchild of three former PayPal employees for the purpose of uploading and sharing personal videos. (Hopkins, November 29) The venture-funded technology startup launched its first public video beta test from its headquarters above a restaurant in San Mateo, California, roughly in 2005 after activation of the domain name www.youtube.com by its founders Chad Hurley, Steve Chen and Jawed Karim. Roughly two years later the site was experiencing over 65,000 video uploads every day and attracting approximately 100 million views per day. According to data published in May 2010 by comScore, a marketing research company, YouTube’s online market share within the United States was roughly 43 percent. Of the content uploaded over 75 percent was delivered to the website from sources outside of the United States. (Richmond, 2011) (Schmidt) Alexa, another company performing internet research ranked YouTube as the third most visited website on the internet behind Google and Facebook in 2010. YouTube is largely consistent with similar public forum video web applications in the semiotic domain of internet webcast content and related broad-area electronic distribution. YouTube was launched with the purpose in mind of offering the public an internet website so as to enable them to upload, view and share video. Consistent with this intent it was the venture’s goal to offer the general public a quick and user-friendly way to upload video’s of virtually anything a developer/producer wished to share. Key to the goal was to allow a user to create, produce, edit and publish a video that offered the viewer an improved content delivery that was easily digestible. Shortly, after the launch of a video clip by one of YouTube’s founders described as “…a trip to the zoo”, the webcast site found its way to a multitude of private and public users to include adaptations to this web-medium by traditional public broadcast, commercial marketing & advertising corporations, acclaimed media artist, and producers. Today, private and commercial webcasters use the YouTube community for everything from; offering views of friend and family events, delivering educational information, offering private and commercial promotions & product advertising; to the publication of commentary, general information and video news journals for profit and nonprofits alike. Yes, I said for profit. According to research conducted by TubeMogul, a national marketing firm, 51.1 percent of the webcasters using YouTube surveyed in 2009 made money from their creations. In fact, some earned more than $100,000 annually from their videos. (Jarhoe, 2009) Sounds good doesn’t it! Beware, involving yourself in the creation and publication of such webcasts can and does have unintended consequences.
The Problem Statement
Transmitting a video or webcast for private or public consumption can and does have significant effects on those participating in such activities. In many cases, the benefits and or liabilities resulting from broadcasted webcasts have been largely underestimated by those involved. It seems that with such videos and webcasts the law of unintended consequences is in play. YouTube webcasts have brought such unexpected levels of attention to certain individuals as to be causational for them receiving recognition for their individual talent. This has occurred to such an extent that they have subsequently received professional acclaim, prizes, and long-term employment contracts ultimately offering them gateways to realize their dreams. However in other cases YouTube webcasts have resulted in devastating consequences of an opposite nature. YouTube webcasts have been created and broadcast in authorized and unauthorized public distribution globally which have resulted in compromising personal integrity, trust relationships, and ending professional careers (both private and public).
Ongoing global debate continues on the subject of webcast company responsibility pertaining to content, e.g. corruption or modification to original content, abusive or indecent language, privacy violations, to include corporate and governmental attempts to censor webcasts.
A restatement of the problem then is as follows; what circumstances justify using a webcast application (such as YouTube) and; what is the assessed risk versus reward as determined by experts in the field (marketing analyst, communication engineers and scientists) and associated executive officers of webcast company’s such as Eric Schmidt, the executive chairman of Google and trustee for Carnegie Mellon and Princeton University’s. (Schmidt)
Of course, as with any internet media broadcast or webcast system applications available YouTube has embedded within it security features allowing the webcaster to limit or restrict external access or viewing of content.
Prior to the creation and broadcast of a YouTube webcast it is advised to identify a clear purpose for the project or subject of the webcast. Absent this purpose, the creation of content for wide-area distribution generates little if any public interest and may not yield the intended results desired by the content developer. So, this paper will cover some of the purposes YouTube content can be created for and provide a sampling of the affects webcast publications can bear on those involved in such activities.
Assumptions
Initial assumptions pertaining to YouTube are the following: 1) It is easy to access and use; 2) It offers a venue for the creation, editing and publishing of un-censored or industry controlled video information by the general public and commercial main stream media broadcasters; 3) Such publications are distributed across global governmental borders; 4) Due to the ease of creating video media clips, ability to publish original material, or modify original content, open source security, controls and possible censorship issues are at the forefront of those concerns related to the future of webcast service providers and the use of YouTube.
Assumption Specific to Institutional Education Users
Research data related to institutional education webcast users or applications will not be considered as these institutions target (access and user participants) captured in coursework, research, information requirements, and shared learning (group) practices.
Assumption Specific to Private or Commercial Users
As for private or commercial enterprise access and user statistics, the above suggested research data will be obtained for each user group evaluated as pertaining to the value of webcast applications, innovations, and subsequent use assessments.
Key Definitions and Terms – What is YouTube?
In the context of this paper and in accordance with the limiting stipulations it is appropriate to start with some generally accepted definitions and synonyms that are used, e.g. YouTube and webcast. The selected definitions and terms are the following:
1. YouTube: “..is a video-sharing website... on which users can upload, share and view videos.” (Wikipedia, 2009)
2. Webcast: “…also known as webcasting, the broadcasting of news, entertainment, etc., using the internet, specifically the world wide web…video.” (Wikipedia, 2009)
3. YouTube Channel: “You need a YouTube channel, or profile page, to upload your videos to the web site. This is the place where viewers can see your videos and can post comments. Establishing a channel requires opening a YouTube account by filling out an online form. You can customize your channel with the Channel Design link and Channel Settings. If you meet the criteria in terms of audience size…the quality of your video within the YouTube Partner Program…can open a brand channel. This enables you to display a banner image across your page, to set up a feature video to play when someone visits your page and to receive a portion of the advertising revenue that your videos generate.” (Jarhoe, 2009)
4. Digital Millennium Copyright Act: “…At the time of uploading a video, YouTube users are shown a screen with the message "Do not upload any TV shows, music videos, music concerts or advertisements without permission, unless they consist entirely of content that you created yourself". (Marsden, 2009) Despite this advice, there are still many unauthorized clips of copyrighted material on YouTube. YouTube does not view videos before they are posted online, and it is left to copyright holders to issue a takedown notice pursuant to the terms of the Digital Millennium Copyright Act.” (Wikipedia, 2009)
5. Content Accessibility: “…One of the key features of YouTube is the ability of users to view its videos on web pages outside the site. Each YouTube video is accompanied by a piece of HTML, which can be used to embed it on a page outside the YouTube website. This functionality is often used to embed YouTube videos in social networking pages and blogs. Embedding, as well as ranking and commenting, can be disabled by the video owner. YouTube does not usually offer a download link for its videos, and intends for them to be viewed through its website interface.”(YouTube 2009) YouTube does not usually offer a download link for its videos, and intends for them to be viewed through its website interface. A small number of videos, such as the weekly addresses by President Barack Obama, can be downloaded as MP4 files. Numerous third-party web sites, applications and browser plug-ins allow users to download YouTube videos. In February 2009, YouTube announced a test service, allowing some partners to offer video downloads for free or for a fee paid through Google Checkout. (Wikipedia, 2009)
What Applications or Uses Does YouTube Serve?
Marketing and advertising applications or productions have been core to the use of YouTube, however, the web service still provides a unique and “at times” profitable venue for posting home movies for the “average man in the street”.
Studies and testimonials from webcast users indicate similar ways in which individuals, educators, and professional advertising company’s create and use video clips to communicate, share information and build trusted video-social networks among peers, families and companies.
What varies is the degree of sophistication and attention to content scripting, focus, technical equipment used, and production methods. Interestingly enough the level of production capability and technical arts applied in the production of such video clips has little to do with the number of viewer hits content receive. In fact, in some cases content produced using a video cell phone have generated extraordinarily high numbers of viewers to include producing handsome profits for the cell phone producer/owner of the posted video.
Education/Personal Applications or Uses
Webcasting and other types of digital social networks are similar in there uses and potential applications. Webcast sites are much like blogs, which are essentially text and fixed photo frame use applications. Webcast service site offer a combination of media mixes and potential feedback. Services such as YouTube have the following applications and uses in common with blogs.
1) YouTube provides a central place to store and provide video content and information. YouTube is used as a tool for networking and sharing news, upcoming events or tips with other proferrional/peers. Commonly, teachers use webcasts to disperse information to students and to keep parents or friends abreast of what is happening in the classroom. (Adultlearn)
2) A place to share professional and personal interests. Express your interests to other professionals. Over time a webcast can develop a viewership, especially among peers and friends. Viewers will regularly comment on your thoughts and provide feedback. Often this feedback is viewed as valuable information that can be used to assist you in your understanding and appreciation of your thoughts pertaining to what you have published. This can be fun and an effective way to test and share your ideas with professional peers all over the world.
3) A classroom management tool, video diary or event management tool. Educators commonly use webcasts to publish class assignments. They often use links to other webcasters to enhance the student’s understanding and or knowledge of the concepts and topics covered in the classroom. (Adultlearn)
4) A webcast is a great tool in keeping parents informed. Webcasting is a way of catching parent’s attention and keeping them informed about what is occurring in the classroom. Educators and individuals should use caution when posting information about others however. It’s always a good idea to ask and receive permission from parents or family members before posting videos on a commercial website. For educators, videos of classroom projects and of the class working together help parents feel they are sharing in their child’s daily activities.
5) Increasing communications by encouraging webcasting. Educators use webcasts to encourage informal student socialization or sharing thoughts pertaining to class assignments or simply activities at school. Webcasting provides students a forum to express their thoughts and practice their computer and video production skills to include improving their communication and presentation talents. (Adultlearn)
Business/Personal Applications or Uses
1) Viewing customer and competing business marketing videos. Viewing customer video clips is considered by marketers to be valued information and communications about their companies, customers and competitors. Webcasts offer viewers the ability to hear video opinions about their industry and your firm. The community of webcasters represents a valuable opportunity to find out what others think of your products, services and business.
2) Webcasting offers customers a feedback forum. Video clips offer companies the ability to engage with customers rather than just transmit one-way information with no feedback. Companies that use webcasting show a passion for their work and generate passion from others and spread information about products or services.
3) Video clips can serve to open dialogue and build trust relationships. Companies with regular webcasts can earn trust by communicating with customers. Corporate webcasts provide visibility and a forum for sharing expertise. They also defray some of the costs of visibility campaigns and establish the host companies as thought leaders. (Wright, 2005) Similarly, families can use webcasts to share events and keep other members of the family informed by sharing activities and gatherings of the family to those not able to attend.
4) Webcasting offers an engaging marketing vehicle. Traditional marketing often means sending press releases and receiving low response rates. This kind of “transmission” advertising generates little if any engagement or feedback. Webcasting is about engaging and having a conversation, creating interest and capturing customers. (Wright, 2005)
5) Webcasting can augment existing marketing strategies. Webcasts can become an integral part of your marketing strategy, but they can’t replace it. Webcasting successful customer responses or posting video content on a company’s or on some webcasters sites can generate strong interest in a company. (Wright, 2005)
6) Tracking negative Feedback. When corporate webcasters encounter an angry feedback they should try to understand it. Smart webcasters value viewers and their feedback. (Wright, 2005)
What can be concluded about personal or business uses of a YouTube webcast?
Individuals and businesses seek ideas that can lead to career advancement, increased interest, marketing exposure and yes “profit” from their webcast postings. Webcasting provides an excellent venue offering a wide range of access to the general public and commercial enterprise for uploading video information. In the case of individuals, webcasts can be created and produced for very low costs. In the case of major commercial marketing and advertising company’s, venues can support a very high quality media production that is quite acceptable to the viewer when compared to traditional media publication systems.
The bottom line; webcast service providers like YouTube are continuing to grow in level of production sophistication while at the same time continuing to allow full and open access, and video upload capabilities to the general public in ways that continue to empower the growth of webcasting and YouTube. In this writer’s opinion YouTube and similar webcast service providers will continue to expand and support the video publishing needs and requests of both commercial and general public users to their mutual benefit for several years to come.
A concern does present itself as a current and future consideration. That is one of content management, controls and of possible censorship in order to protect the rights of others resulting from the misuse or abuse of malicious video content.
Exploring the Problem
Dr. Plinske’s cautions regarding the use of the internet and webcasts.
Once you research and implement a webcast startup posting to a website do not share it without thoroughly reviewing and editing it prior to opening it to public view. This lets you get the hang of webcasting, learning and understanding the service software tools and unique features. Video production features such as “trackback” and URL linking are challenging to new users and may take time to learn to apply and resolve problems before going live not unlike blogs. (Wright, 2005)
Before an individual or business engages in the development and launch of a webcast they should be aware of the different types of personalities a webcast can attract. This is especially important for those choosing to open their publication for access to the general public. Of course, most webcast applications offer the producer of a video several options dealing with security and accessing options pertaining to a targeted interest group or peers. That being said, research and be aware of potential viewers your video production may attach and the resulting implied and un-implied consequences of your launch.
Conclusion – To Webcast or not to Webcast…
This author admits his initial impression of webcasting and those associated with it are different now from before I was given this assignment by Dr. Plinske. At first, it was my impression not unlike bloggers, webcasters were likely to be young people slightly older than bloggers between the ages of fourteen and their late thirties.
In addition, it was my thinking that the primary motivation for users was based on narcissistic personality traits and obsessive compulsive disorders. I suppose the real shock in researching this paper came from learning about the “profitability” of producing and publishing video and webcasts. That being said I would not quit my day job for a profitable career in webcasting. At least not just yet. Thanks to Dr. Plinske however another chick is out of its shell as I am confronted with a new awareness and social networking challenge.
With little understanding of the number of webcasts being produced and viewed daily combine with the number of users currently involved in this enterprise it appears the creation of a webcast site within the YouTube Community lies in my future. After working on this project and completing selected readings and reviews of readily available research on the subject I have found that webcasts can and do serve a real-life purpose and place in our personal, educational and business lives.
Studying information available on the subject showed me webcasting has numerous potential applications across all borders. Most significant to me, is the understanding that they offer a formal and informal method of sharing ideas, innovative concepts, educational information and a means of informing friends, peers and colleagues about activities and events they can benefit from in much the same way as blogs.
Webcasting offers business executives expanded personal and corporate growth potential due to the current and ever-increasing level of views such videos are experiencing. Investing in webcasting is justified considering the opportunity cost and potential benefit to both the individual and a company.
Again, I am reminded of the wisdom of a computer professor at Wichita State University forty years ago. He said, “Students of this new and innovative… information system must be aware of the necessity to filter out needless data in favor of focusing only on content that matters…otherwise you will be overwhelmed with worthless data & information…junk-in is equal to junk-out”. That being said, be sure to have a focused audience in mind when you start producing your video. See ya on YouTube!
References:
Adultlearn. (2011, September). Education. Retrieved from http://www.adultlearn.com/blogs-education.html
Hopkins, J. (Novermber 29, 2008). Surprise! There's a third YouTube co-founder. USA Today.
Jarhoe, G. (2009). YouTube and Video Marketing. Sybex.
Marsden, R. (2009, August 12). Why did my YouTube account get closed down? The Independent (London).
Richmond, S. (2011, May 26). YouTube users uploading two days of video every minute. Daily Telegraph.
Schmidt, E. (2010, May). Princeton Colloquium on Public & Int'l Affairs. Retrieved from http://www.youtube.com/watch?v=9nXmDxf7D_g#t=14m52s
Schmidt, E. (2010, May). Keynote address at Carnegie Mellon commencement. Retrieved from http://www.cmu.edu/news/archive/2009/April/april13_commencement.shtml
Wikipedia. (2009). YouTube and Video Marketing. Sybex. Retrieved from http://en.wikipedia.org/wiki/YouTube
Wright, J. (2005). Blog marketing (p. 366). New York, New York: Mc Graw-McGraw-Hill.
YouTube. (2009, January). Sharing YouTube videos". Retrieved from http://www.YouTube.com
YouTube. (2009, January). Terms of use. Retrieved from http://www.YouTube.com
YouTube. (2009, January). Sharing YouTube videos". Retrieved from http://www.YouTube.com
Thursday, September 29, 2011
TRUSTING A LEADER? - THE EFFECTS ON AN ORGANIZATION
Leadership – “Trust” A General Discussion
How Trust Engenders a Leader
Patrick D. Huff
Pepperdine University
EDOL 714.20
Dr. June Schmieder-Ramirez, PhD
September 18, 2011
Table of Contents
Table of Contents 2
List of Tables 3
Abstract 4
CHAPTER 1 6
Introduction 6
Leadership – “Trust” A General Discussion 6
CHAPTER 2 7
The Problem Statement 7
Definition of Terms and Relative Assumptions 7
Emerson’s Thoughts on Trust 7
Key Definitions and Terms 8
CHAPTER 3 10
Conveyance of Trust to Organizational Leadership 10
The Purpose of Trust 10
CHAPTER 4 11
Exploring the Problem 11
How does the issue of trust relate to organizational behavior? 11
CHAPTER 5 13
How Trust is Engendered as a Leader - Conclusion 13
Table 1: U.S. Army (TRADOC): Core Values 13
CHAPTER 6 15
Conclusion 15
References 16
Appendix 20
Table 2: EDOL 714.20 Rubric: Trust Paper 20
Table 3: EDOL 714.20 Rubric: Engaged Learning 21
Other Questions of Interest Pertaining to the Influence of Trust on Organizational Behavior. 22
List of Tables
Table 1: U.S. Army (TRADOC): Core Values 13
Table 2: EDOL 714.20 Rubric: Trust Paper…………………………………………………… ..29
Table 3: EDOL 714.20 Rubric: Engaged Learning………………………………………………30
Abstract
The purpose of this paper is to review individual trust and its relationship and effect on leadership; and subsequently the effect of trust on leadership and organizational behavior (OB).
The project was assigned by Dr. June Schmieder-Ramirez, PhD for the students in EDOL 714.20 to complete in accordance with Forum 3. Per Dr. Schmieder-Ramirez’s guidance, (17 September 2011; 4:55PM) the paper is not required to utilize outside material, however, she did not indicate that students would not be allowed to exercise creativity and innovation as pertaining to the use and incorporation of outside reference materials and unique presentation methods in support of their work (paper & presentation).
The total length of the paper is not to exceed six pages. In conjunction with the paper Dr. Schmieder-Ramirez has included the requirement of a six page PowerPoint document and related oral presentation to the class. The paper will be assessed (as all will) using the rubrics in the Sakai section of the Student Services Support Window within the Pepperdine University Website. The Sakai section can be located under the Resource section within the EDOL class tabs. Dr. Schmieder-Ramirez suggests the rubric on the leadership “Trust” paper should be reviewed by all students as it forms for the guide for those measurements she intends to use in her review and evaluation of all student work in this course. The Leadership -“Trust” A General Discussion paper shall address the following criteria: 1. Purpose of trust as you see it; What is its purpose according to your opinion? 2. Is the body of the paper clear and supportive of your premise? 3. Is the context of the paper clear? Have you included the necessary context to the discussion of trust in your opinion? 4. How does the issue of trust relate to organizational behavior? This is described in the rubric. 5. What is the conclusion? This is described in the rubric.
In conjunction with the discussion of each of the above criteria, the paper shall additional focus on a central problem statement.
Finally, the Discussion section of this paper will cover “How do I engender trust as a leader in an organization”.
Each activity assigned is given a rubric and the rubric is contained in the Resource section of the Sakai. Dr. Schmieder-Ramirez suggests each student meet with Ms. Gina Meister, the Pepperdine University, WLA, Writing Support Director on the fifth floor of the building for any assistance needed in writing this paper.
CHAPTER 1
Introduction
Leadership – “Trust” A General Discussion
This paper discusses the effect of trust in relationship and effect on leadership and subsequently organizational behavior. Imposed on the discussion are certain limitations and controls. These include limits and controls on method, use of outside research and information sources, to include limits of discussion to generally only those questions posed for inquiry and response by Dr. Schmieder-Ramirez.
Specific questions this paper is intended to explore and address are summarized as follows:
1. What is the purpose of trust as you see it?
2. How does the issue of trust relate to organizational behavior?
3. What can be concluded about the relationship between trust, leadership and organizational behavior?
Responses to the above questions are to be framed in the context of a central assumption or problem statement.
CHAPTER 2
The Problem Statement
Absent the development and sustainment of a sufficient level of trust in a relationship between an individual and a leader (or leadership) of a group or organization, the individual’s interest in participating in the support of such a group or organization will be low, yielding relatively little or no output, productivity or positive social interaction.
Definition of Terms and Relative Assumptions
An initial assumption pertaining to human trust is the nature and basis for those conditions that enable individuals to develop trust.
Research information sited in this paper support that human trust originates from a complicated mixture of internal biological functions, preceptors or neuroscience dynamics and external experiences or learned social drivers. Once the perception of trust is formed and developed internally humans commence in a process of continued development to externalize and transfer trust to relationships to other individuals. Ultimately, an individual develops an understanding of trust internally that is acceptable and sufficient to allow a transfer of trust to others. This transfer of trust to others varies as to a level of trust in others that is unique to each individual. The amount of trust that is conveyed to another individual, group or organization include conditions that are situationally unique to each trust conveyance.
Emerson’s Thoughts on Trust
Ralph Waldo Emerson suggested that prior understanding “trust” as related to leadership it is appropriate to first understand the order and relationship of internal (self-trust) as a precedent to placing or developing trust externally or in a other individual (leader) as an actor in a leadership role.
Emerson states that “…self-trust is the first secret of success…and for cause, or with some task strictly appointed you in your constitution, and so long as you work at that you are well and successful.” Emerson also observed a relationship between trust and mankind stating, “Trust men and they will be true to you; treat them greatly, and they will show themselves great…” (Ralph Waldo Emerson, 1841)
Summarized, Emerson is suggesting that once an individual has defined and developed an internal self-trust then it is possible to infer transfer of a certain level of trust to others.
Key Definitions and Terms
In the context of this paper and in accordance with the limiting stipulations it is appropriate to start with a few generally accepted definitions of terms and synonyms that are used in connection with this discussion, e.g. leadership, leader, and trust.
The definition of leadership is: “…the position or function of a leader, a person who guides or directs a group: He managed to maintain his leadership of the party despite heavy opposition. Synonyms: administration, management, directorship, control, governorship, stewardship, hegemony, ability to lead: Synonyms: authoritativeness, influence, command, effectiveness; sway, clout; an act or instance of leading; guidance; direction: They prospered under his strong leadership. The leaders of a group: The union leadership agreed to arbitrate.” (Dictionary.com, personal communication, 1815–25; leader + -ship)
Next the generally accepted definition of leader is: “…a person or thing that leads. A guiding or directing head, as of an army, movement, or political group. (Music) A conductor or director, as of an orchestra, band, or chorus. The player at the head of the first violins in an orchestra, the principal cornetist in a band, or the principal soprano in a chorus, to whom any incidental solos are usually assigned. (Journalism) A featured article of trade, especially one offered at a low price to attract customers. (Dictionary.com, 1250–1300; Middle English leader)
Additionally, the generally accepted definition of trust is: “…reliance on the integrity, strength, ability, surety, etc., of a person or thing; confidence; a confident expectation of something; hope; confidence in the certainty of future payment for property or goods received; credit: to sell merchandise on trust; a person on whom or a thing on which one relies: God is my trust. The condition of one to whom something has been entrusted. (Dictionary.com, 1175-1225)
As an expansion to the above definition of trust can also be defined as the following: “confidence in and reliance on good qualities, especially fairness, truth, honor, or ability; the position of somebody who is expected by others to behave responsibly or honorably; hopeful reliance on what will happen in the future; responsibility for taking good care of somebody or something; U.S. something entrusted to somebody to be responsible for; accepted responsibilities as a sacred trust; to place confidence in somebody or in somebody's good qualities, especially fairness, truth, honor, or ability. (Encarta Dictionary: English (North America), 2011)
CHAPTER 3
Conveyance of Trust to Organizational Leadership
Studies pertaining to trust conveyance to organizational leadership sited in this paper pertain to individuals, small groups or effective teams. Teams or groups this paper focuses on are those formed for the purpose of competing in professional level athletic sports.
The Purpose of Trust
Trust when viewed in the framework of leadership in organizational behavior is pivotal to the overall functionality and effectiveness of team performance in athletic sports. Research into this subject had indicated a positive correlation between members of effective teams and the level of trust each team member has for the other. Teams displaying a high level of trust between each player also exhibit a positive corollary of trust conveyance to their leaders or team captains and coaches (managers). (Dirks, 2000, pp. 1004-1012) (Williams, 2001, pp. 377-396)
Interpersonal trust among team members facilities cooperation, reduces the need to monitor each others’ behavior, and bonds members around the belief that others on the team won’t take advantage of them. Team members are most likely to take risks and expose vulnerabilities when they believe they can trust others on their team…It allows a team to accept and commit to its leader’s goals and decisions. (Robbins & Judge, 2011, p. p320)
Although this paper did not research similar trust based associations or effects in other groups (generally those outside of professional sports) the preliminary assumption taken from Dirks and Williams study is that it is probable that all groups or organizational interactions will demonstrate similar trust conveyances with similar outcomes or affects.
CHAPTER 4
Exploring the Problem
How does the issue of trust relate to organizational behavior?
The influence of trust on organizational behavior has been the subject of focused study by a number of researchers. In could be concluded that the corollary between trust, leadership and organizational behavior have been studied since the beginning of social groups, if not at the time human beings commenced to form groups of teams to hunt and collect food. For certain, historical archives indicate the study of trust in relationships goes back to the creation of social defense forces or armies.
Recently, two researchers have added to this body of work through additional contributions to corollaries between individual personality traits (characteristics), leadership and organizational behavior. These researchers confirmed a positive corollary between (individual) trust and behavioral patterns that underpin leadership and organization behavior. Robbins & Judge’s The Big Five Personality Model as defined by the following Big Five factors:
1. Extraversion. The extraversion dimension captures our comfort level with relationships. Extraverts tend to be gregarious, assertive, and sociable. Introverts tend to be reserved, timid, and quiet.
2. Agreeableness. The agreeableness dimension refers to an individual’s propensity to defer to others. Highly agreeable people are cooperative, warm, and trusting. People who score low on agreeableness are cold, disagreeable, and antagonistic.
3. Conscientiousness. The conscientiousness dimension is a measure of reliability. A highly conscientious person is responsive, organized, dependable, and persistent. Those who score low on this dimension are easily distracted, dis-organized, and unreliable.
4. Emotional stability. The emotional stability dimension often labeled by its converse, neuroticism taps a person’s ability to withstand stress. People with positive emotional stability tend to be calm, self-confident, and secure. Those with high negative scores tend to be nervous, anxious, depressed, and insecure.
5. Openness to experience. The openness to experience dimension addresses range of interests and fascination with novelty. Extremely open people are creative, curious, and artistically sensitive. Those at the other end of the openness category are conventional and find comfort in the familiar.
People who score high on emotional stability are happier that those who score low. Of the Big Five traits, emotional stability is most strongly related to life satisfaction, job satisfaction, and low stress levels. (Robbins & Judge, 2011, p. p138)
The lack of trust developed between individuals would clearly undermine any one if not all of Robbins & Judge’s Big Five factors of leadership.
CHAPTER 5
How Trust is Engendered as a Leader - Conclusion
I have attempted to incorporate the core values I learned and developed as a member of the United States Army into my life. Since being drafted into military service in roughly 1969 I was introduced in basic training to what the Army called its service member core values. These values are listed in the following table.
Table 1: U.S. Army (TRADOC): Core Values
Key Concept Characteristics
1. Loyalty Bear true faith and allegiance to the US Constitution, the US Army, your unit, and other soldiers.
2. Duty Fulfill your obligations.
3. Respect Treat people as they should be treated.
4. Selfless Service Put the welfare of the nation, the US Army, and your subordinates before your own.
5. Honor Live up to US Army values.
6. Integrity Do what's right, legally and morally
7. Personal Courage Face fear, danger, or adversity (physical or moral)
(TRADOC, 2011) http://www.army.com/info/what-to-memorize
In researching the meanings of selected key concepts used in the U.S. Army’s Core Values, the terms loyalty, duty, honor, trustworthiness and integrity are commonly associated with “trust” as synonyms. (Dictionary, Encarta, and Engish (North Amercia), 2011)
These core values have a certain level of meaning to each individual when he/she is first introduced to them. However, the significance and priority of the values increase over a service members years of service and subsequent involvement in (or exposure to) complicated and harsh circumstances the average service member is confronted with during his tenure with the armed forces. This is especially true when he/she is exposed to enemy combatants in a theater of war.
During my professional career as a lieutenant colonel in U.S. Army I found on two occasions my core values were put to a test. The first was when I accepted the Command of a battalion and the second was when I was subject to a common unified organizational struggle to prevail in a theater of war.
In both cases, I was confronted with the reality that I needed to either fully accept into my life a set of core values or be compromised forever. The thought of being comprised was unacceptable to me when viewed against the trust and confidence the U.S. Army Command had placed on me and my training in my assignment to the post of Commander. On the other hand, I fully realized the overwhelming commitment or obligation involved in “living the core values”. After a few weeks of deliberation and discussion with my family, peers and mentors I elected to throw myself into living the core values and upholding them in my thoughts and everything it do and believe in.
After that day, I took those values which I believe embody the concept and practice of trust based relationships into my daily life and state of mind as I continue to join with other individuals in the service of others for a common good. That service includes the incorporation of these ethos in any role I assume within an organization and its leadership.
CHAPTER 6
Conclusion
Trust could be considered the glue that binds relationships between individuals together. This glue acts in such a way that individuals chose to act as one in support of each other (as with a common purpose). When learned and conveyed to another individual or to an organizations leadership it carries with it strong implications to the relationship. Implications include the individual conveying trust and those that are in receipt of it. This includes individuals receiving trust in roles associated with leadership; whether informal, as in casual family relationships; or formal, as in professional sports teams (as referenced) groups and large organizations.
This focus of interest and study has been going on since the beginning of social order. When groups were formed to hunt, gather food and form a defense for small family tribes trust was a critical part of what bound individuals together to act and perform as a single unit. As humans continue to evolve and develop, and their social networks & semiotic domains become ever more complex and diverse, trust will continue to be an essential common ingredient in the mixture of human learning and socialization that will keep the human social engine running in a productive and uniform way. Absent the critical component of trust, the human endeavor will be lost to a single focus and effort, the power of any social network, leadership, and organizational behavior will wane.
References
Dictionary, Encarta, and Engish (North Amercia). (2011, September). Definitions of loyalty [Online forum comment]. Encarta Dictionary.com
Dictionary.com. (1175-1225; (noun) Middle English < Old Norse traust trust (cognate with German Trost comfort); (v.) Middle English trusten < Old Norse treysta, derivative of traust). Definition of trust [Web log post].
Dictionary.com. (1250–1300; Middle English leder ( e ). See lead1 , -er). Definition of a leader [Web log post]. Retrieved from http://dictionary.reference.com/browse/leader
Dirks, K.T. (2000). Trusr in Leadership and Team Performance: Evidence from NCAA Basketball (pp. 1004-1012). Pepperdine University Library: Journal of Applied Psychology.
Encarta Dictionary:English (North America). (2011, September). Definition of trust [Online forum comment]. Encarta Dictionary.com
Leadership. (n.d.). Retrieved from http://dictionary.reference.com/browse/leader
Ralph Waldo Emerson. (n.d.). Leadership. Retrieved from http://dictionary.quotes.com/browse/trust
Raplh Waldo Emerson. (1841). Dictionay.com [Web log post]. Retrieved from http://quotes.dictionary.com/Trust_men_and_they_will_be_true_to
Robbins, S. P., & Judge, T. A. (2011). Organizational Behavior (p. p320). Pepperdine University Library: Prentice Hall.
Schmieder-Ramirez, June. (2011, September 17). Forum #3 9/22 Trust Paper & PowerPoint Presentation [Online forum comment]. ED https://courses.pepperdine.edu/xsl-portal/site/edol714.20_2116/page/c7b23bc5-f560-4cbd-b913-1d4503f9b4a6
Schmieder-Ramirez, June. (2011, September 17). Forum #3 9/22 Trust Paper & PowerPoint Presentation [Online forum comment]. ED https://courses.pepperdine.edu/xsl-portal/site/edol714.20_2116/page/c7b23bc5-f560-4cbd-b913-1d4503f9b4a6
TRADOC, U.S. Army. (2011, September). U.S. Army Core Values [Online forum comment]. Retrieved from http://www.army.com/info/what-to-memorize
Williams, M. (2001). In Whom We Trust Development (pp. 377-396). Pepperdine University Library: Academy of Management Review.
How Trust Engenders a Leader
Patrick D. Huff
Pepperdine University
EDOL 714.20
Dr. June Schmieder-Ramirez, PhD
September 18, 2011
Table of Contents
Table of Contents 2
List of Tables 3
Abstract 4
CHAPTER 1 6
Introduction 6
Leadership – “Trust” A General Discussion 6
CHAPTER 2 7
The Problem Statement 7
Definition of Terms and Relative Assumptions 7
Emerson’s Thoughts on Trust 7
Key Definitions and Terms 8
CHAPTER 3 10
Conveyance of Trust to Organizational Leadership 10
The Purpose of Trust 10
CHAPTER 4 11
Exploring the Problem 11
How does the issue of trust relate to organizational behavior? 11
CHAPTER 5 13
How Trust is Engendered as a Leader - Conclusion 13
Table 1: U.S. Army (TRADOC): Core Values 13
CHAPTER 6 15
Conclusion 15
References 16
Appendix 20
Table 2: EDOL 714.20 Rubric: Trust Paper 20
Table 3: EDOL 714.20 Rubric: Engaged Learning 21
Other Questions of Interest Pertaining to the Influence of Trust on Organizational Behavior. 22
List of Tables
Table 1: U.S. Army (TRADOC): Core Values 13
Table 2: EDOL 714.20 Rubric: Trust Paper…………………………………………………… ..29
Table 3: EDOL 714.20 Rubric: Engaged Learning………………………………………………30
Abstract
The purpose of this paper is to review individual trust and its relationship and effect on leadership; and subsequently the effect of trust on leadership and organizational behavior (OB).
The project was assigned by Dr. June Schmieder-Ramirez, PhD for the students in EDOL 714.20 to complete in accordance with Forum 3. Per Dr. Schmieder-Ramirez’s guidance, (17 September 2011; 4:55PM) the paper is not required to utilize outside material, however, she did not indicate that students would not be allowed to exercise creativity and innovation as pertaining to the use and incorporation of outside reference materials and unique presentation methods in support of their work (paper & presentation).
The total length of the paper is not to exceed six pages. In conjunction with the paper Dr. Schmieder-Ramirez has included the requirement of a six page PowerPoint document and related oral presentation to the class. The paper will be assessed (as all will) using the rubrics in the Sakai section of the Student Services Support Window within the Pepperdine University Website. The Sakai section can be located under the Resource section within the EDOL class tabs. Dr. Schmieder-Ramirez suggests the rubric on the leadership “Trust” paper should be reviewed by all students as it forms for the guide for those measurements she intends to use in her review and evaluation of all student work in this course. The Leadership -“Trust” A General Discussion paper shall address the following criteria: 1. Purpose of trust as you see it; What is its purpose according to your opinion? 2. Is the body of the paper clear and supportive of your premise? 3. Is the context of the paper clear? Have you included the necessary context to the discussion of trust in your opinion? 4. How does the issue of trust relate to organizational behavior? This is described in the rubric. 5. What is the conclusion? This is described in the rubric.
In conjunction with the discussion of each of the above criteria, the paper shall additional focus on a central problem statement.
Finally, the Discussion section of this paper will cover “How do I engender trust as a leader in an organization”.
Each activity assigned is given a rubric and the rubric is contained in the Resource section of the Sakai. Dr. Schmieder-Ramirez suggests each student meet with Ms. Gina Meister, the Pepperdine University, WLA, Writing Support Director on the fifth floor of the building for any assistance needed in writing this paper.
CHAPTER 1
Introduction
Leadership – “Trust” A General Discussion
This paper discusses the effect of trust in relationship and effect on leadership and subsequently organizational behavior. Imposed on the discussion are certain limitations and controls. These include limits and controls on method, use of outside research and information sources, to include limits of discussion to generally only those questions posed for inquiry and response by Dr. Schmieder-Ramirez.
Specific questions this paper is intended to explore and address are summarized as follows:
1. What is the purpose of trust as you see it?
2. How does the issue of trust relate to organizational behavior?
3. What can be concluded about the relationship between trust, leadership and organizational behavior?
Responses to the above questions are to be framed in the context of a central assumption or problem statement.
CHAPTER 2
The Problem Statement
Absent the development and sustainment of a sufficient level of trust in a relationship between an individual and a leader (or leadership) of a group or organization, the individual’s interest in participating in the support of such a group or organization will be low, yielding relatively little or no output, productivity or positive social interaction.
Definition of Terms and Relative Assumptions
An initial assumption pertaining to human trust is the nature and basis for those conditions that enable individuals to develop trust.
Research information sited in this paper support that human trust originates from a complicated mixture of internal biological functions, preceptors or neuroscience dynamics and external experiences or learned social drivers. Once the perception of trust is formed and developed internally humans commence in a process of continued development to externalize and transfer trust to relationships to other individuals. Ultimately, an individual develops an understanding of trust internally that is acceptable and sufficient to allow a transfer of trust to others. This transfer of trust to others varies as to a level of trust in others that is unique to each individual. The amount of trust that is conveyed to another individual, group or organization include conditions that are situationally unique to each trust conveyance.
Emerson’s Thoughts on Trust
Ralph Waldo Emerson suggested that prior understanding “trust” as related to leadership it is appropriate to first understand the order and relationship of internal (self-trust) as a precedent to placing or developing trust externally or in a other individual (leader) as an actor in a leadership role.
Emerson states that “…self-trust is the first secret of success…and for cause, or with some task strictly appointed you in your constitution, and so long as you work at that you are well and successful.” Emerson also observed a relationship between trust and mankind stating, “Trust men and they will be true to you; treat them greatly, and they will show themselves great…” (Ralph Waldo Emerson, 1841)
Summarized, Emerson is suggesting that once an individual has defined and developed an internal self-trust then it is possible to infer transfer of a certain level of trust to others.
Key Definitions and Terms
In the context of this paper and in accordance with the limiting stipulations it is appropriate to start with a few generally accepted definitions of terms and synonyms that are used in connection with this discussion, e.g. leadership, leader, and trust.
The definition of leadership is: “…the position or function of a leader, a person who guides or directs a group: He managed to maintain his leadership of the party despite heavy opposition. Synonyms: administration, management, directorship, control, governorship, stewardship, hegemony, ability to lead: Synonyms: authoritativeness, influence, command, effectiveness; sway, clout; an act or instance of leading; guidance; direction: They prospered under his strong leadership. The leaders of a group: The union leadership agreed to arbitrate.” (Dictionary.com, personal communication, 1815–25; leader + -ship)
Next the generally accepted definition of leader is: “…a person or thing that leads. A guiding or directing head, as of an army, movement, or political group. (Music) A conductor or director, as of an orchestra, band, or chorus. The player at the head of the first violins in an orchestra, the principal cornetist in a band, or the principal soprano in a chorus, to whom any incidental solos are usually assigned. (Journalism) A featured article of trade, especially one offered at a low price to attract customers. (Dictionary.com, 1250–1300; Middle English leader)
Additionally, the generally accepted definition of trust is: “…reliance on the integrity, strength, ability, surety, etc., of a person or thing; confidence; a confident expectation of something; hope; confidence in the certainty of future payment for property or goods received; credit: to sell merchandise on trust; a person on whom or a thing on which one relies: God is my trust. The condition of one to whom something has been entrusted. (Dictionary.com, 1175-1225)
As an expansion to the above definition of trust can also be defined as the following: “confidence in and reliance on good qualities, especially fairness, truth, honor, or ability; the position of somebody who is expected by others to behave responsibly or honorably; hopeful reliance on what will happen in the future; responsibility for taking good care of somebody or something; U.S. something entrusted to somebody to be responsible for; accepted responsibilities as a sacred trust; to place confidence in somebody or in somebody's good qualities, especially fairness, truth, honor, or ability. (Encarta Dictionary: English (North America), 2011)
CHAPTER 3
Conveyance of Trust to Organizational Leadership
Studies pertaining to trust conveyance to organizational leadership sited in this paper pertain to individuals, small groups or effective teams. Teams or groups this paper focuses on are those formed for the purpose of competing in professional level athletic sports.
The Purpose of Trust
Trust when viewed in the framework of leadership in organizational behavior is pivotal to the overall functionality and effectiveness of team performance in athletic sports. Research into this subject had indicated a positive correlation between members of effective teams and the level of trust each team member has for the other. Teams displaying a high level of trust between each player also exhibit a positive corollary of trust conveyance to their leaders or team captains and coaches (managers). (Dirks, 2000, pp. 1004-1012) (Williams, 2001, pp. 377-396)
Interpersonal trust among team members facilities cooperation, reduces the need to monitor each others’ behavior, and bonds members around the belief that others on the team won’t take advantage of them. Team members are most likely to take risks and expose vulnerabilities when they believe they can trust others on their team…It allows a team to accept and commit to its leader’s goals and decisions. (Robbins & Judge, 2011, p. p320)
Although this paper did not research similar trust based associations or effects in other groups (generally those outside of professional sports) the preliminary assumption taken from Dirks and Williams study is that it is probable that all groups or organizational interactions will demonstrate similar trust conveyances with similar outcomes or affects.
CHAPTER 4
Exploring the Problem
How does the issue of trust relate to organizational behavior?
The influence of trust on organizational behavior has been the subject of focused study by a number of researchers. In could be concluded that the corollary between trust, leadership and organizational behavior have been studied since the beginning of social groups, if not at the time human beings commenced to form groups of teams to hunt and collect food. For certain, historical archives indicate the study of trust in relationships goes back to the creation of social defense forces or armies.
Recently, two researchers have added to this body of work through additional contributions to corollaries between individual personality traits (characteristics), leadership and organizational behavior. These researchers confirmed a positive corollary between (individual) trust and behavioral patterns that underpin leadership and organization behavior. Robbins & Judge’s The Big Five Personality Model as defined by the following Big Five factors:
1. Extraversion. The extraversion dimension captures our comfort level with relationships. Extraverts tend to be gregarious, assertive, and sociable. Introverts tend to be reserved, timid, and quiet.
2. Agreeableness. The agreeableness dimension refers to an individual’s propensity to defer to others. Highly agreeable people are cooperative, warm, and trusting. People who score low on agreeableness are cold, disagreeable, and antagonistic.
3. Conscientiousness. The conscientiousness dimension is a measure of reliability. A highly conscientious person is responsive, organized, dependable, and persistent. Those who score low on this dimension are easily distracted, dis-organized, and unreliable.
4. Emotional stability. The emotional stability dimension often labeled by its converse, neuroticism taps a person’s ability to withstand stress. People with positive emotional stability tend to be calm, self-confident, and secure. Those with high negative scores tend to be nervous, anxious, depressed, and insecure.
5. Openness to experience. The openness to experience dimension addresses range of interests and fascination with novelty. Extremely open people are creative, curious, and artistically sensitive. Those at the other end of the openness category are conventional and find comfort in the familiar.
People who score high on emotional stability are happier that those who score low. Of the Big Five traits, emotional stability is most strongly related to life satisfaction, job satisfaction, and low stress levels. (Robbins & Judge, 2011, p. p138)
The lack of trust developed between individuals would clearly undermine any one if not all of Robbins & Judge’s Big Five factors of leadership.
CHAPTER 5
How Trust is Engendered as a Leader - Conclusion
I have attempted to incorporate the core values I learned and developed as a member of the United States Army into my life. Since being drafted into military service in roughly 1969 I was introduced in basic training to what the Army called its service member core values. These values are listed in the following table.
Table 1: U.S. Army (TRADOC): Core Values
Key Concept Characteristics
1. Loyalty Bear true faith and allegiance to the US Constitution, the US Army, your unit, and other soldiers.
2. Duty Fulfill your obligations.
3. Respect Treat people as they should be treated.
4. Selfless Service Put the welfare of the nation, the US Army, and your subordinates before your own.
5. Honor Live up to US Army values.
6. Integrity Do what's right, legally and morally
7. Personal Courage Face fear, danger, or adversity (physical or moral)
(TRADOC, 2011) http://www.army.com/info/what-to-memorize
In researching the meanings of selected key concepts used in the U.S. Army’s Core Values, the terms loyalty, duty, honor, trustworthiness and integrity are commonly associated with “trust” as synonyms. (Dictionary, Encarta, and Engish (North Amercia), 2011)
These core values have a certain level of meaning to each individual when he/she is first introduced to them. However, the significance and priority of the values increase over a service members years of service and subsequent involvement in (or exposure to) complicated and harsh circumstances the average service member is confronted with during his tenure with the armed forces. This is especially true when he/she is exposed to enemy combatants in a theater of war.
During my professional career as a lieutenant colonel in U.S. Army I found on two occasions my core values were put to a test. The first was when I accepted the Command of a battalion and the second was when I was subject to a common unified organizational struggle to prevail in a theater of war.
In both cases, I was confronted with the reality that I needed to either fully accept into my life a set of core values or be compromised forever. The thought of being comprised was unacceptable to me when viewed against the trust and confidence the U.S. Army Command had placed on me and my training in my assignment to the post of Commander. On the other hand, I fully realized the overwhelming commitment or obligation involved in “living the core values”. After a few weeks of deliberation and discussion with my family, peers and mentors I elected to throw myself into living the core values and upholding them in my thoughts and everything it do and believe in.
After that day, I took those values which I believe embody the concept and practice of trust based relationships into my daily life and state of mind as I continue to join with other individuals in the service of others for a common good. That service includes the incorporation of these ethos in any role I assume within an organization and its leadership.
CHAPTER 6
Conclusion
Trust could be considered the glue that binds relationships between individuals together. This glue acts in such a way that individuals chose to act as one in support of each other (as with a common purpose). When learned and conveyed to another individual or to an organizations leadership it carries with it strong implications to the relationship. Implications include the individual conveying trust and those that are in receipt of it. This includes individuals receiving trust in roles associated with leadership; whether informal, as in casual family relationships; or formal, as in professional sports teams (as referenced) groups and large organizations.
This focus of interest and study has been going on since the beginning of social order. When groups were formed to hunt, gather food and form a defense for small family tribes trust was a critical part of what bound individuals together to act and perform as a single unit. As humans continue to evolve and develop, and their social networks & semiotic domains become ever more complex and diverse, trust will continue to be an essential common ingredient in the mixture of human learning and socialization that will keep the human social engine running in a productive and uniform way. Absent the critical component of trust, the human endeavor will be lost to a single focus and effort, the power of any social network, leadership, and organizational behavior will wane.
References
Dictionary, Encarta, and Engish (North Amercia). (2011, September). Definitions of loyalty [Online forum comment]. Encarta Dictionary.com
Dictionary.com. (1175-1225; (noun) Middle English < Old Norse traust trust (cognate with German Trost comfort); (v.) Middle English trusten < Old Norse treysta, derivative of traust). Definition of trust [Web log post].
Dictionary.com. (1250–1300; Middle English leder ( e ). See lead1 , -er). Definition of a leader [Web log post]. Retrieved from http://dictionary.reference.com/browse/leader
Dirks, K.T. (2000). Trusr in Leadership and Team Performance: Evidence from NCAA Basketball (pp. 1004-1012). Pepperdine University Library: Journal of Applied Psychology.
Encarta Dictionary:English (North America). (2011, September). Definition of trust [Online forum comment]. Encarta Dictionary.com
Leadership. (n.d.). Retrieved from http://dictionary.reference.com/browse/leader
Ralph Waldo Emerson. (n.d.). Leadership. Retrieved from http://dictionary.quotes.com/browse/trust
Raplh Waldo Emerson. (1841). Dictionay.com [Web log post]. Retrieved from http://quotes.dictionary.com/Trust_men_and_they_will_be_true_to
Robbins, S. P., & Judge, T. A. (2011). Organizational Behavior (p. p320). Pepperdine University Library: Prentice Hall.
Schmieder-Ramirez, June. (2011, September 17). Forum #3 9/22 Trust Paper & PowerPoint Presentation [Online forum comment]. ED https://courses.pepperdine.edu/xsl-portal/site/edol714.20_2116/page/c7b23bc5-f560-4cbd-b913-1d4503f9b4a6
Schmieder-Ramirez, June. (2011, September 17). Forum #3 9/22 Trust Paper & PowerPoint Presentation [Online forum comment]. ED https://courses.pepperdine.edu/xsl-portal/site/edol714.20_2116/page/c7b23bc5-f560-4cbd-b913-1d4503f9b4a6
TRADOC, U.S. Army. (2011, September). U.S. Army Core Values [Online forum comment]. Retrieved from http://www.army.com/info/what-to-memorize
Williams, M. (2001). In Whom We Trust Development (pp. 377-396). Pepperdine University Library: Academy of Management Review.
Wednesday, September 28, 2011
CAUTION WIKIPEDIA AHEAD - QUESTION YOUR SOURCES!
Selecting the Right Resource for the Right Purpose!
By: Patrick D. Huff
Pepperdine University
EDOL 755.20
For: Dr. Kathleen Plinske, PhD
September 27, 2011
Table of Contents
Table of Contents 2
Abstract 3
Selecting the Right Resource for the Right Purpose! 5
Introduction 5
1) Wikipedia – A Reference Authority? 5
2) Exploring the Importance of the Problem 5
3) Relevant scholarship pertaining to Wikipedia’s credibility 6
4) Terms and Definitions 7
5) A simple hypotheses – Wikipedia’s Credibility 8
Method 10
Ancillary analyses 10
Wikipedia External Searches -Use Growth Rate 10
Table 1 - (Wikipedia Search Rates)(March 2007) 10
Discussion 11
1) Is Wikipedia a blessing or a curse? 11
2) How can a resource with thousands of authors possibly be accurate? 12
3) How can a resource with thousands of authors possibly be wrong? 13
Conclusion 14
References 15
Abstract
Since the launch of Wikipedia in January 2001 by Jimmy Wales and Larry Sanger this “quick” reference online encyclopedia has rocked established educational scholars and encyclopedia publishers. Every since educators and scholars have been asking the following: 1.) Is Wikipedia a blessing or a curse? How can a resource with thousands of authors possibly be accurate? On the other hand, how can a resource with thousands of authors possibly be wrong? The topic dealing with Wikipedia as a “reference authority” and its accuracy or lack thereof arises largely due to Wikipedia’s practice of incorporating large numbers of traditional educational (scholastically acceptable) contributors into its publication while at the same time integrating a mix of publications from a host of non-conventional (scholastically questionable) contributors. The bottom line; can Wikipedia as an information source be trusted. The subject of Wikipedia as a credible collection of knowledge when compared to tried and true traditional publications such as Encyclopedia Britannica with highly researched and scientifically reviewed and approved information brings into close scrutiny any source of knowledge (scientific, historical or otherwise) that is not the subject to the same level of scrutiny by scholars, scientists, and accepted subject matter experts widely recognized within the semiotic domain of literate scholarship, e.g. professional, scientific, scholastic and academic societies. The possible effects of such publications on the established scholastic community could serve to challenge knowledge provided by acclaimed scholars and academicians. In fact, such experts could be proved as being wrong. Being proved wrong by a follow academic peer is one thing, but being proved wrong by someone with no scholastic credentials, institutional education, or approved scholastic standing would be an outrage. Wikipedia’s access or educational information forum by virtue of being open to contributions for “common people” to submit information poses the basis of an educational revolution of the people; the magnitude of which has not occurred since the “Age of Enlightenment” over three hundred years ago (weblog, September 2011). Finally, this paper touches on the effects imposed by a (polyarchy or plutocratic) social-academic elite over that of a (democratic) “open social-academic forum” created and propagated by common people as literary entrepreneurs.
Selecting the Right Resource for the Right Purpose!
Introduction
1) Wikipedia – A Reference Authority?
The question posed by Dr. Plinske in an abstract form could be restated as a focus on Wikipedia, as a “reference authority”. At the core of Dr. Plinske’s question is the degree Wikipedia should be considered an accurate source of information considering the diversity and varied qualifications of its contributors. This paper will attempt to address this query with an additional focus on the following: 1.) Is Wikipedia as an electronic media information source that can be trusted; and 2.) Why would a wide source of contributors to an “online virtual encyclopedia” be cause for an inquiry into Wikipedia’s credibility?
2) Exploring the Importance of the Problem
Globally educators and business leaders continually conduct research and collect information necessary to enhance and advance their knowledge and professional careers. As such, sources of research information used must prove to be reliable and trusted. An expanded synonym for reliability and trust is credibility. Without being able to fully rely on a publication’s credibility and resources; researchers, educators, scientists and credentialed business professionals citing information in their works in support of findings and determinations are placing their reputations (if not careers) at risk. Does this prospect raise a specter of fear among scholars and professionals? Although the sourcing, citation and application of highly credible information is critical to a professional standing, it should not represent or induce fear into the review and consideration of possible information or sources considered for inclusion into research. In fact, such sources have provided outsider observations, information, concepts or theories that have proven to broaden an understanding or approach to new discoveries. Information sources like Wikipedia should be considered and scrutinized in same manner as any other sources by subjecting each to a series of scientific investigation, experimentation, testing, and re-proofing protocols commonly undertaken by any trained professional and credentialed practitioner.
3) Relevant scholarship pertaining to Wikipedia’s credibility
Since Wikipedia’s launch into the global web log (internet) commonly referred to as the “blogosphere”, numerous scholars have served to contribute a considerable amount of their professional energies on the subject of Wikipedia’s creditability or lack thereof as an information source. Scholars closely associated with institutional learning are concern Wikipedia is essentially not a credible source of information. Scholars suggest Wikipedia does not properly vet its publications through approved academicians or scholars in the same way traditional publications do. Traditional encyclopedias are vetted and released through traditional channels of academic and scholarly reviews. Wikipedia has been described as “a flawed and irresponsible research tool” (Seigenthaler, 2008, p. 4).
While completing the research for this paper it became clear Dr. Plinske’s questions pertaining to Wikipedia’s creditability are the subject of considerable controversy (if not an on-going basis of a feud) between established academic traditionalists in education (to include scholastic researchers) and those non-traditionalist desiring to open scholastic research and publications to anyone having a passion and expertise for any given subject. At the core of this dispute is the issue of how information is reviewed and approved by scholars for subsequent publication and consumption (use in research) by research scholars and subsequently incorporated into the established educational system for use in the classroom of accredited educational institutions. Danah Boyd, a doctorial student in the School of Information at the University of California, Berkeley and a fellow at the Harvard University Berkman Center for Internet & Society at the Harvard Law School suggests in his article, Many 2 Many-a group weblog on social software, (Boyd 2005), any research completed on the subject of Wikipedia’s creditability should begin with a clear and concise set of terms and definitions. In accordance with the disciplines this writer practices in the fields of geo-science, engineering and architecture, I would agree.
Research and the development of controlled experimentation, findings and determinations is a scientific process of vetting reoccurring truths that can be trusted and considered credible. As a mature professional practitioner in these fields I would never place my reputation at risk due to unsubstantiated information or material facts being introduced into my findings and determinations. Let’s look at some of the key terms and definitions used in this paper so as to better ensure we are focused on the issue.
4) Terms and Definitions
Protocol in the research and study of any subject drives the introduction and concise description of key terms and definitions used in a project. Considering the semiotic domain and literacy of those outside of that set of highly literate and experienced internet users (scholars) or researchers, the following will serve to define and establish a less complex scope & boundary of this inquiry into the credibility of Wikipedia. Among the key terms used in this inquiry are the following:
1. Wikipedia, “…is a free, web-based, collaborative, multilingual encyclopedia project supported by the non-profit Wikimedia Foundation. Its 19.7 million articles (over 3.7 million in English) have been written collaboratively by volunteers around the world. Almost all of its articles can be edited by anyone with access to the site, (Post, 2011) and it has about 90,000 regularly active contributors. (Yahoo.com)As of July 2011, there are editions of Wikipedia in 282 languages. It has become the largest and most popular general reference work on the Internet, (Yahoo.com) (Tancer) ranking seventh globally among all websites on Alexa and having 365 million readers.It is estimated that Wikipedia receives 2.7 billion monthly page views from the United States alone. See attached Table 1(Wikipedia Search Rates, March 2007)
Wikipedia was launched in January 2001 by Jimmy Wales and Larry Sanger. Sanger coined the name Wikipedia, which is a portmanteau (a case or bag used to carry possessions) of wiki (a technology for creating collaborative websites, from the Hawaiian word wiki, meaning "quick")”.
2. Encyclopedia, “(a book or set of books containing articles on various topics,usually in alphabetical arrangement, covering all branches of knowledge or, less commonly, all aspects of one subject…)”
3. Scholastic or Scientific Academic Process, “Wikipedia's departure from the expert-driven style of encyclopedia building and the large presence of un-academic content has often been noted. Some have noted the importance of Wikipedia not only as an encyclopedic reference but also as a frequently updated news resource because of how quickly articles about recent events appear” (Dee, 2007) (Lih). “Students have been assigned to write Wikipedia articles as an exercise in clearly and succinctly explaining difficult concepts to an uninitiated audience” (Witzlab, 2009, p. 83).
4. Creditability, “Although the policies of Wikipedia strongly espouse verifiability and a neutral point of view, critics of Wikipedia accuse it of systemic bias and inconsistencies (including undue weight given to popular culture), and because it favors consensus over credentials in its editorial processes. Its reliability and accuracy are also targeted. Other criticisms center on its susceptibility to vandalism and the addition of spurious or unverified information; though some scholarly work suggests that vandalism is generally short-lived” (Priedhorsky, Lam, Terveen, & Riedl, 2007). “A 2005 investigation in Nature showed that the science articles they compared came close to the level of accuracy of Encyclopedia Britannica and had a similar rate of "serious errors" (Giles, 2005).
The selected definitions cited above are refined so as to focus on the topic of this paper. They may be subject to criticism due to the fact that, yes, they were taken from Wikipedia. Wikipedia’s citations do however demonstrate a balanced posting of supportive and unsupportive contributors. That being said, this writer encourages researchers utilize accepted scientific and investigative journalism protocols and procedures prior accepting any definition or information that may be subjected to review and scrutiny by peers or scholars.
5) A simple hypotheses – Wikipedia’s Credibility
After reading the above definition of Wikipedia and the publications of numerous researchers on the subject of Wikipedia’s credibility, this researcher is struck by the level of controversy Wikipedia’s practices have stirred up within the established academic community.
Having used Wikipedia for about nine years in the practice of private and public business pursuits, this is the first time this writer has viewed the full description of the term; who created it, who contributes to it and what certain intellectuals are taking issue with. It appears academics abhor Wikipedia for the following reasons: 1.) The “free and open contributor” rights to publish information which is presented in an encyclopedic format that is non-conforming to established scholastic practices in the establishment of what is presumed by the reader to be properly vetted (or proven) knowledge, and; 2.) The fact this un-vetted source is being cited by students in academic research and incorporated into work being submitted in traditional educational institute work.
Looking for a moment beyond education, consider the validity of sourced information used in a professional business practice, e.g. finance, accounting, legal, engineering, politics or science. It is essentially the obligation of each certified/licensed professional to ensure his/her resources are in accordance with vetted resources prior to incorporating them into his/her work. In many cases certified/licensed practices lend to the development of information, findings and determinations that are fully vetted, tested and re-proofed by adjacent underwriting agencies (or research institutions) prior to such material being cited or incorporated into a professional’s work. Certainly, in the practice of the law, medical, engineering and architecture, absent a practitioner’s measured and scientific method of approach to his/her work such practices could lead to a level of error as to be causation for loss of credentialing/certification or licensure.
When viewing the dispute pertaining to the use of Wikipedia as a credible source of information in a traditional academic forum this writer is compelled to believe any scholar completing research on any subject would exercise a similar amount of caution together with a system of informational cross-checks prior to incorporating any information into his/her research, findings and determinations. Not doing so could be considered unprofessional and poor practice.
Therefore, a working hypothesis is the following: As long as scholastic academicians continue to caution individuals (students) to always cross-check and review the quality of cited sources of information used in their work, and place a high level of emphasis on engaging in a “scientific process” the credibility of Wikipedia is of little or no concern.
Method
This study was conducted by performing research on the topic as published by a number of subject matter experts (including scholars) in the areas of traditional education, educational reform, social media, and others working in the area of academics, to include methods and practices in scholastic research publication certification processes. Research pertaining to this paper did not include designed scientific study, surveys or interviews with any experts. Research and publications cited in support of this paper were collected primarily from the internet, course textbooks & assigned readings, and from information provided by Dr. Plinske.
Ancillary analyses
Wikipedia External Searches -Use Growth Rate
Notes to Table 1: 1.) This week's Science of Search column is live on the TIME.com website. I'm sure this will touch a nerve with some, but in the article I decided to talk about a trend that we've noticed in the Hitwise Research group, that search term data and traffic patterns indicated that a good portion of visits to Wikipedia were coming from school-aged children most likely researching homework and school projects.
Here's a chart that didn't make it into the column. The growth rate for Wikipedia.org over the last two years was over 680%. The blue line represents U.S. visits to Wikipedia.org, the red line shows the % of visits that Wikipedia received from Google. As of last week, Wikipedia.org was the #1 external domain visited from the Google main search page (after images.google.com). (Weblog 2007)
Table 1 - (Wikipedia Search Rates)(March 2007)
Discussion
Dr. Plinske’s questions pertaining to inquiries into Wikipedia are cause for deeper and more penetrating inquiries into fundamental theories of institutionalized (government controlled) education and traditional scholastic systems. Her question stirs us to consider alternatives and innovation in education. In this case, the alternative of education and knowledge being created and published for all to participate in as a “democratic process” with free and open access versus traditional institutionalized education.
1) Is Wikipedia a blessing or a curse?
Case studies completed by traditional educational theorists indicate open public knowledge forums such as Wikipedia are precipitous to the down fall and decay of highly structured and organized methods of established institutional education and social-academic scholarship. If they are right, then over time the effect on those participating in open and unstructured (unaccredited) educational forums will stand to be discredited and embarrassed by those supporting institutionalized scholastic or academic societies (the intellectual elite). To continue down this institutional path will perpetuate the power of scholastic elitist over the wisdom of many (Kittur, Pendleton, & Suh, 2007).
In the view of this writer, such traditions impose unnecessary restrictions on the introduction of new and evolving concepts or theories. Such limitations placed on free association collaboration and knowledge sharing would be counter to the current growth and contributions to global learning and the advance of human intelligence and collective literacy. Bill Gates in 1999 suggested the internet in the “Information Age” is largely responsible for human knowledge doubling roughly every twenty-five years. After researching various scholars it would appear there is a consensus in favor Wikipedia viewing it as a blessing.
2) How can a resource with thousands of authors possibly be accurate?
The question of Wikipedia’s authors or contributors being inaccurate or outright wrong is a strong possibility and in accord with many scholastic watchdogs representing established and highly reputed publications. In fact, the publication of a non-traditionally proofed scholastic encyclopedia has raised such ire in the academic community that scholars are continually testing, re-proofing and contributing notices and “articles of correction” to Wikipedia. This practice serves Wikipedia’s interest in globally vetting the information it publishes in the full and open eye of its scholastic critics. In many cases these are the same critics that attempt to reduce or limit the use of Wikipedia as a citation source in academic or scholastic works. In addition, the numbers of students and researchers scanning and citing Wikipedia is significantly on the upswing (See Table 1).
Over time as student’s review and provide researched and traditionally vetted feedback to Wikipedia the weblog will continue to improve. This phenomenon only serves to continually increase Wikipedia’s credibility. That being said, Wikipedia still contains errors. As Danah Boyd indicates in his scholastic work on this subject, he deeply respects the level of academic work and scholarship that go into the creation of a dictionary or an encyclopedia, however, he points out that many of these traditional sources contain errors as well. He suggests (students) and academic scholars using Wikipedia should view it for what it is and nothing more. In his view Wikipedia’s contributor information should always be questioned and cross-checked against other sources before “acceptance” of the information. He additionally indicates that Wikipedia offers a diversity of insight many traditional sources don’t. The bottom line; his views make good sense. His augments support the use of Wikipedia as a place to possibly “start” ones research inquiries, but not a place to “end it”.
3) How can a resource with thousands of authors possibly be wrong?
The answer to this question is in part embedded in the research findings pertaining to the accuracy of Wikipedia’s contributors. As referenced in the prior paragraph Wikipedia can and is often inaccurate or wrong due the large number of contributors that are submitting information for publication that has not been run through the rigors of an academic, scholarly review and an acceptance process. As a result, at times information presented in Wikipedia is not accurate. Why beg the question? It is generally known that Wikipedia is competing for academic and scholastic market share against established traditional encyclopedic publishers such as Britannica. All this needs to be placed in proper perspective. As Oedipa suggests in a review on the subject of information cited “…Google, Wikipedia, (and) Britannica, …is a trade-off between coverage and reliability. Google will give you five answers for everything, one of which will eventually turn out to be right. Wikipedia will give you one answer that is more or less serviceable. Britannica will give you either nothing or one answer that is gospel”. (Corante,2005, p. p1)
Conclusion
For this writer the real question comes down how and for what purpose can Wikipedia serve as a useful tool in academic and scholastic research? The answer to this question lies in what the needs or intended use of the information is for the end-user. If a researcher is intending to cite information within the context of a scholastic article for publication it may not be well advised without thorough scrutiny considering the work will be subjected to the rigorous review of senior academicians and society scholars. However, if the researcher needs a place to kick-start his/her neuro-synapses on any particular aspect of his/her study then going to Wikipedia will definitely get that biological nervous system rolling. Again, just be sure to remind yourself not to “end” your research quoting Wikipedia without cross-checking it!
References
Boyd, D. (2005, April). Many 2 many: A group weblog on social software. Retrieved from http://many.corante.com/archives/2005/01/04/academia_and_wikipedia.php
Dee, J. (2007, December). All the news that's fit to print out. The New York Times.
Gates, B. (1999). Business @ the speed of thought. New York: Prentice Hall.
Giles, J. (2005, December). Internet encyclopedias go head to head. doi:10.1038/438900a
Grossman, L. (2006, December). Time's person of the year: you. Time.
Kittur, C., Pendleton, & Suh, M. (2007). Power of the few vs. Wisdom of the crowd. Wikipedia, Wiki, collaborative knowledge systems.
Lih, A. (2007). Wikipedia as participatory journalism: reliable resource. 5th International Symposium on Online Journalism.
Oedipa. (2005). A review of many 2 many (p. p1). Retrieved from http://many.corante.com
Post, H. (2011, September). Wikipedia's Jimmy Wales Speaks Out. Retrieved from http://www.huffingtonpost.co.uk/2011/08/29/wikipedias-jimmy-wales-sp_n_941239.html
Priedhorsky, C., Lam, P., Terveen, & Riedl. (2007). Creating, destroying and restoring value in Wikipedia. Association for Computing Machinery.
Seigenthaler, J. (2008, December). A false Wikipedia biography. USA Today, p. B.
Tancer, B. (2011, December). Look who's using wikipedia. Retrieved from http://weblogs.hitwise.com/bill-tancer/2007/03/wikipedia_search_and_school_ho.html
Weblog, A. (2007, March). Wikipedia, search and school homework. Retrieved from http://weblogs.hitwise.com/bill-tancer/2007/03/wikipedia_search_and_school_ho.html
Weblog, W. (2011, September). Age of reason, age of enlightenment cultural movement. Retrieved from http://en.wikipedia.org/wiki/Age_of_Enlightenment
Wikipedia. (2011, September). Definitions. Retrieved from http://en.wiktionary.org/wiki/Wikipedia
Witzlab, N. (2009). Engaging with the world: students of comparative law. Legal Education Review, 83-98.
Yahoo.com. (2011, May). Five-year Traffic Statistics for Wikipedia.org. Alexa Internet
Yahoo.com. (2011, May). Wikipedia says it's losing contributors. Retrieved from http:// search.yahoo.com /404 handler?src=news&fr=404_ news&ref=http%3A%2F%2Fen.wikepedia.org/%2 Fwiki%2F Wikipedia&url=http%3
By: Patrick D. Huff
Pepperdine University
EDOL 755.20
For: Dr. Kathleen Plinske, PhD
September 27, 2011
Table of Contents
Table of Contents 2
Abstract 3
Selecting the Right Resource for the Right Purpose! 5
Introduction 5
1) Wikipedia – A Reference Authority? 5
2) Exploring the Importance of the Problem 5
3) Relevant scholarship pertaining to Wikipedia’s credibility 6
4) Terms and Definitions 7
5) A simple hypotheses – Wikipedia’s Credibility 8
Method 10
Ancillary analyses 10
Wikipedia External Searches -Use Growth Rate 10
Table 1 - (Wikipedia Search Rates)(March 2007) 10
Discussion 11
1) Is Wikipedia a blessing or a curse? 11
2) How can a resource with thousands of authors possibly be accurate? 12
3) How can a resource with thousands of authors possibly be wrong? 13
Conclusion 14
References 15
Abstract
Since the launch of Wikipedia in January 2001 by Jimmy Wales and Larry Sanger this “quick” reference online encyclopedia has rocked established educational scholars and encyclopedia publishers. Every since educators and scholars have been asking the following: 1.) Is Wikipedia a blessing or a curse? How can a resource with thousands of authors possibly be accurate? On the other hand, how can a resource with thousands of authors possibly be wrong? The topic dealing with Wikipedia as a “reference authority” and its accuracy or lack thereof arises largely due to Wikipedia’s practice of incorporating large numbers of traditional educational (scholastically acceptable) contributors into its publication while at the same time integrating a mix of publications from a host of non-conventional (scholastically questionable) contributors. The bottom line; can Wikipedia as an information source be trusted. The subject of Wikipedia as a credible collection of knowledge when compared to tried and true traditional publications such as Encyclopedia Britannica with highly researched and scientifically reviewed and approved information brings into close scrutiny any source of knowledge (scientific, historical or otherwise) that is not the subject to the same level of scrutiny by scholars, scientists, and accepted subject matter experts widely recognized within the semiotic domain of literate scholarship, e.g. professional, scientific, scholastic and academic societies. The possible effects of such publications on the established scholastic community could serve to challenge knowledge provided by acclaimed scholars and academicians. In fact, such experts could be proved as being wrong. Being proved wrong by a follow academic peer is one thing, but being proved wrong by someone with no scholastic credentials, institutional education, or approved scholastic standing would be an outrage. Wikipedia’s access or educational information forum by virtue of being open to contributions for “common people” to submit information poses the basis of an educational revolution of the people; the magnitude of which has not occurred since the “Age of Enlightenment” over three hundred years ago (weblog, September 2011). Finally, this paper touches on the effects imposed by a (polyarchy or plutocratic) social-academic elite over that of a (democratic) “open social-academic forum” created and propagated by common people as literary entrepreneurs.
Selecting the Right Resource for the Right Purpose!
Introduction
1) Wikipedia – A Reference Authority?
The question posed by Dr. Plinske in an abstract form could be restated as a focus on Wikipedia, as a “reference authority”. At the core of Dr. Plinske’s question is the degree Wikipedia should be considered an accurate source of information considering the diversity and varied qualifications of its contributors. This paper will attempt to address this query with an additional focus on the following: 1.) Is Wikipedia as an electronic media information source that can be trusted; and 2.) Why would a wide source of contributors to an “online virtual encyclopedia” be cause for an inquiry into Wikipedia’s credibility?
2) Exploring the Importance of the Problem
Globally educators and business leaders continually conduct research and collect information necessary to enhance and advance their knowledge and professional careers. As such, sources of research information used must prove to be reliable and trusted. An expanded synonym for reliability and trust is credibility. Without being able to fully rely on a publication’s credibility and resources; researchers, educators, scientists and credentialed business professionals citing information in their works in support of findings and determinations are placing their reputations (if not careers) at risk. Does this prospect raise a specter of fear among scholars and professionals? Although the sourcing, citation and application of highly credible information is critical to a professional standing, it should not represent or induce fear into the review and consideration of possible information or sources considered for inclusion into research. In fact, such sources have provided outsider observations, information, concepts or theories that have proven to broaden an understanding or approach to new discoveries. Information sources like Wikipedia should be considered and scrutinized in same manner as any other sources by subjecting each to a series of scientific investigation, experimentation, testing, and re-proofing protocols commonly undertaken by any trained professional and credentialed practitioner.
3) Relevant scholarship pertaining to Wikipedia’s credibility
Since Wikipedia’s launch into the global web log (internet) commonly referred to as the “blogosphere”, numerous scholars have served to contribute a considerable amount of their professional energies on the subject of Wikipedia’s creditability or lack thereof as an information source. Scholars closely associated with institutional learning are concern Wikipedia is essentially not a credible source of information. Scholars suggest Wikipedia does not properly vet its publications through approved academicians or scholars in the same way traditional publications do. Traditional encyclopedias are vetted and released through traditional channels of academic and scholarly reviews. Wikipedia has been described as “a flawed and irresponsible research tool” (Seigenthaler, 2008, p. 4).
While completing the research for this paper it became clear Dr. Plinske’s questions pertaining to Wikipedia’s creditability are the subject of considerable controversy (if not an on-going basis of a feud) between established academic traditionalists in education (to include scholastic researchers) and those non-traditionalist desiring to open scholastic research and publications to anyone having a passion and expertise for any given subject. At the core of this dispute is the issue of how information is reviewed and approved by scholars for subsequent publication and consumption (use in research) by research scholars and subsequently incorporated into the established educational system for use in the classroom of accredited educational institutions. Danah Boyd, a doctorial student in the School of Information at the University of California, Berkeley and a fellow at the Harvard University Berkman Center for Internet & Society at the Harvard Law School suggests in his article, Many 2 Many-a group weblog on social software, (Boyd 2005), any research completed on the subject of Wikipedia’s creditability should begin with a clear and concise set of terms and definitions. In accordance with the disciplines this writer practices in the fields of geo-science, engineering and architecture, I would agree.
Research and the development of controlled experimentation, findings and determinations is a scientific process of vetting reoccurring truths that can be trusted and considered credible. As a mature professional practitioner in these fields I would never place my reputation at risk due to unsubstantiated information or material facts being introduced into my findings and determinations. Let’s look at some of the key terms and definitions used in this paper so as to better ensure we are focused on the issue.
4) Terms and Definitions
Protocol in the research and study of any subject drives the introduction and concise description of key terms and definitions used in a project. Considering the semiotic domain and literacy of those outside of that set of highly literate and experienced internet users (scholars) or researchers, the following will serve to define and establish a less complex scope & boundary of this inquiry into the credibility of Wikipedia. Among the key terms used in this inquiry are the following:
1. Wikipedia, “…is a free, web-based, collaborative, multilingual encyclopedia project supported by the non-profit Wikimedia Foundation. Its 19.7 million articles (over 3.7 million in English) have been written collaboratively by volunteers around the world. Almost all of its articles can be edited by anyone with access to the site, (Post, 2011) and it has about 90,000 regularly active contributors. (Yahoo.com)As of July 2011, there are editions of Wikipedia in 282 languages. It has become the largest and most popular general reference work on the Internet, (Yahoo.com) (Tancer) ranking seventh globally among all websites on Alexa and having 365 million readers.It is estimated that Wikipedia receives 2.7 billion monthly page views from the United States alone. See attached Table 1(Wikipedia Search Rates, March 2007)
Wikipedia was launched in January 2001 by Jimmy Wales and Larry Sanger. Sanger coined the name Wikipedia, which is a portmanteau (a case or bag used to carry possessions) of wiki (a technology for creating collaborative websites, from the Hawaiian word wiki, meaning "quick")”.
2. Encyclopedia, “(a book or set of books containing articles on various topics,usually in alphabetical arrangement, covering all branches of knowledge or, less commonly, all aspects of one subject…)”
3. Scholastic or Scientific Academic Process, “Wikipedia's departure from the expert-driven style of encyclopedia building and the large presence of un-academic content has often been noted. Some have noted the importance of Wikipedia not only as an encyclopedic reference but also as a frequently updated news resource because of how quickly articles about recent events appear” (Dee, 2007) (Lih). “Students have been assigned to write Wikipedia articles as an exercise in clearly and succinctly explaining difficult concepts to an uninitiated audience” (Witzlab, 2009, p. 83).
4. Creditability, “Although the policies of Wikipedia strongly espouse verifiability and a neutral point of view, critics of Wikipedia accuse it of systemic bias and inconsistencies (including undue weight given to popular culture), and because it favors consensus over credentials in its editorial processes. Its reliability and accuracy are also targeted. Other criticisms center on its susceptibility to vandalism and the addition of spurious or unverified information; though some scholarly work suggests that vandalism is generally short-lived” (Priedhorsky, Lam, Terveen, & Riedl, 2007). “A 2005 investigation in Nature showed that the science articles they compared came close to the level of accuracy of Encyclopedia Britannica and had a similar rate of "serious errors" (Giles, 2005).
The selected definitions cited above are refined so as to focus on the topic of this paper. They may be subject to criticism due to the fact that, yes, they were taken from Wikipedia. Wikipedia’s citations do however demonstrate a balanced posting of supportive and unsupportive contributors. That being said, this writer encourages researchers utilize accepted scientific and investigative journalism protocols and procedures prior accepting any definition or information that may be subjected to review and scrutiny by peers or scholars.
5) A simple hypotheses – Wikipedia’s Credibility
After reading the above definition of Wikipedia and the publications of numerous researchers on the subject of Wikipedia’s credibility, this researcher is struck by the level of controversy Wikipedia’s practices have stirred up within the established academic community.
Having used Wikipedia for about nine years in the practice of private and public business pursuits, this is the first time this writer has viewed the full description of the term; who created it, who contributes to it and what certain intellectuals are taking issue with. It appears academics abhor Wikipedia for the following reasons: 1.) The “free and open contributor” rights to publish information which is presented in an encyclopedic format that is non-conforming to established scholastic practices in the establishment of what is presumed by the reader to be properly vetted (or proven) knowledge, and; 2.) The fact this un-vetted source is being cited by students in academic research and incorporated into work being submitted in traditional educational institute work.
Looking for a moment beyond education, consider the validity of sourced information used in a professional business practice, e.g. finance, accounting, legal, engineering, politics or science. It is essentially the obligation of each certified/licensed professional to ensure his/her resources are in accordance with vetted resources prior to incorporating them into his/her work. In many cases certified/licensed practices lend to the development of information, findings and determinations that are fully vetted, tested and re-proofed by adjacent underwriting agencies (or research institutions) prior to such material being cited or incorporated into a professional’s work. Certainly, in the practice of the law, medical, engineering and architecture, absent a practitioner’s measured and scientific method of approach to his/her work such practices could lead to a level of error as to be causation for loss of credentialing/certification or licensure.
When viewing the dispute pertaining to the use of Wikipedia as a credible source of information in a traditional academic forum this writer is compelled to believe any scholar completing research on any subject would exercise a similar amount of caution together with a system of informational cross-checks prior to incorporating any information into his/her research, findings and determinations. Not doing so could be considered unprofessional and poor practice.
Therefore, a working hypothesis is the following: As long as scholastic academicians continue to caution individuals (students) to always cross-check and review the quality of cited sources of information used in their work, and place a high level of emphasis on engaging in a “scientific process” the credibility of Wikipedia is of little or no concern.
Method
This study was conducted by performing research on the topic as published by a number of subject matter experts (including scholars) in the areas of traditional education, educational reform, social media, and others working in the area of academics, to include methods and practices in scholastic research publication certification processes. Research pertaining to this paper did not include designed scientific study, surveys or interviews with any experts. Research and publications cited in support of this paper were collected primarily from the internet, course textbooks & assigned readings, and from information provided by Dr. Plinske.
Ancillary analyses
Wikipedia External Searches -Use Growth Rate
Notes to Table 1: 1.) This week's Science of Search column is live on the TIME.com website. I'm sure this will touch a nerve with some, but in the article I decided to talk about a trend that we've noticed in the Hitwise Research group, that search term data and traffic patterns indicated that a good portion of visits to Wikipedia were coming from school-aged children most likely researching homework and school projects.
Here's a chart that didn't make it into the column. The growth rate for Wikipedia.org over the last two years was over 680%. The blue line represents U.S. visits to Wikipedia.org, the red line shows the % of visits that Wikipedia received from Google. As of last week, Wikipedia.org was the #1 external domain visited from the Google main search page (after images.google.com). (Weblog 2007)
Table 1 - (Wikipedia Search Rates)(March 2007)
Discussion
Dr. Plinske’s questions pertaining to inquiries into Wikipedia are cause for deeper and more penetrating inquiries into fundamental theories of institutionalized (government controlled) education and traditional scholastic systems. Her question stirs us to consider alternatives and innovation in education. In this case, the alternative of education and knowledge being created and published for all to participate in as a “democratic process” with free and open access versus traditional institutionalized education.
1) Is Wikipedia a blessing or a curse?
Case studies completed by traditional educational theorists indicate open public knowledge forums such as Wikipedia are precipitous to the down fall and decay of highly structured and organized methods of established institutional education and social-academic scholarship. If they are right, then over time the effect on those participating in open and unstructured (unaccredited) educational forums will stand to be discredited and embarrassed by those supporting institutionalized scholastic or academic societies (the intellectual elite). To continue down this institutional path will perpetuate the power of scholastic elitist over the wisdom of many (Kittur, Pendleton, & Suh, 2007).
In the view of this writer, such traditions impose unnecessary restrictions on the introduction of new and evolving concepts or theories. Such limitations placed on free association collaboration and knowledge sharing would be counter to the current growth and contributions to global learning and the advance of human intelligence and collective literacy. Bill Gates in 1999 suggested the internet in the “Information Age” is largely responsible for human knowledge doubling roughly every twenty-five years. After researching various scholars it would appear there is a consensus in favor Wikipedia viewing it as a blessing.
2) How can a resource with thousands of authors possibly be accurate?
The question of Wikipedia’s authors or contributors being inaccurate or outright wrong is a strong possibility and in accord with many scholastic watchdogs representing established and highly reputed publications. In fact, the publication of a non-traditionally proofed scholastic encyclopedia has raised such ire in the academic community that scholars are continually testing, re-proofing and contributing notices and “articles of correction” to Wikipedia. This practice serves Wikipedia’s interest in globally vetting the information it publishes in the full and open eye of its scholastic critics. In many cases these are the same critics that attempt to reduce or limit the use of Wikipedia as a citation source in academic or scholastic works. In addition, the numbers of students and researchers scanning and citing Wikipedia is significantly on the upswing (See Table 1).
Over time as student’s review and provide researched and traditionally vetted feedback to Wikipedia the weblog will continue to improve. This phenomenon only serves to continually increase Wikipedia’s credibility. That being said, Wikipedia still contains errors. As Danah Boyd indicates in his scholastic work on this subject, he deeply respects the level of academic work and scholarship that go into the creation of a dictionary or an encyclopedia, however, he points out that many of these traditional sources contain errors as well. He suggests (students) and academic scholars using Wikipedia should view it for what it is and nothing more. In his view Wikipedia’s contributor information should always be questioned and cross-checked against other sources before “acceptance” of the information. He additionally indicates that Wikipedia offers a diversity of insight many traditional sources don’t. The bottom line; his views make good sense. His augments support the use of Wikipedia as a place to possibly “start” ones research inquiries, but not a place to “end it”.
3) How can a resource with thousands of authors possibly be wrong?
The answer to this question is in part embedded in the research findings pertaining to the accuracy of Wikipedia’s contributors. As referenced in the prior paragraph Wikipedia can and is often inaccurate or wrong due the large number of contributors that are submitting information for publication that has not been run through the rigors of an academic, scholarly review and an acceptance process. As a result, at times information presented in Wikipedia is not accurate. Why beg the question? It is generally known that Wikipedia is competing for academic and scholastic market share against established traditional encyclopedic publishers such as Britannica. All this needs to be placed in proper perspective. As Oedipa suggests in a review on the subject of information cited “…Google, Wikipedia, (and) Britannica, …is a trade-off between coverage and reliability. Google will give you five answers for everything, one of which will eventually turn out to be right. Wikipedia will give you one answer that is more or less serviceable. Britannica will give you either nothing or one answer that is gospel”. (Corante,2005, p. p1)
Conclusion
For this writer the real question comes down how and for what purpose can Wikipedia serve as a useful tool in academic and scholastic research? The answer to this question lies in what the needs or intended use of the information is for the end-user. If a researcher is intending to cite information within the context of a scholastic article for publication it may not be well advised without thorough scrutiny considering the work will be subjected to the rigorous review of senior academicians and society scholars. However, if the researcher needs a place to kick-start his/her neuro-synapses on any particular aspect of his/her study then going to Wikipedia will definitely get that biological nervous system rolling. Again, just be sure to remind yourself not to “end” your research quoting Wikipedia without cross-checking it!
References
Boyd, D. (2005, April). Many 2 many: A group weblog on social software. Retrieved from http://many.corante.com/archives/2005/01/04/academia_and_wikipedia.php
Dee, J. (2007, December). All the news that's fit to print out. The New York Times.
Gates, B. (1999). Business @ the speed of thought. New York: Prentice Hall.
Giles, J. (2005, December). Internet encyclopedias go head to head. doi:10.1038/438900a
Grossman, L. (2006, December). Time's person of the year: you. Time.
Kittur, C., Pendleton, & Suh, M. (2007). Power of the few vs. Wisdom of the crowd. Wikipedia, Wiki, collaborative knowledge systems.
Lih, A. (2007). Wikipedia as participatory journalism: reliable resource. 5th International Symposium on Online Journalism.
Oedipa. (2005). A review of many 2 many (p. p1). Retrieved from http://many.corante.com
Post, H. (2011, September). Wikipedia's Jimmy Wales Speaks Out. Retrieved from http://www.huffingtonpost.co.uk/2011/08/29/wikipedias-jimmy-wales-sp_n_941239.html
Priedhorsky, C., Lam, P., Terveen, & Riedl. (2007). Creating, destroying and restoring value in Wikipedia. Association for Computing Machinery.
Seigenthaler, J. (2008, December). A false Wikipedia biography. USA Today, p. B.
Tancer, B. (2011, December). Look who's using wikipedia. Retrieved from http://weblogs.hitwise.com/bill-tancer/2007/03/wikipedia_search_and_school_ho.html
Weblog, A. (2007, March). Wikipedia, search and school homework. Retrieved from http://weblogs.hitwise.com/bill-tancer/2007/03/wikipedia_search_and_school_ho.html
Weblog, W. (2011, September). Age of reason, age of enlightenment cultural movement. Retrieved from http://en.wikipedia.org/wiki/Age_of_Enlightenment
Wikipedia. (2011, September). Definitions. Retrieved from http://en.wiktionary.org/wiki/Wikipedia
Witzlab, N. (2009). Engaging with the world: students of comparative law. Legal Education Review, 83-98.
Yahoo.com. (2011, May). Five-year Traffic Statistics for Wikipedia.org. Alexa Internet
Yahoo.com. (2011, May). Wikipedia says it's losing contributors. Retrieved from http:// search.yahoo.com /404 handler?src=news&fr=404_ news&ref=http%3A%2F%2Fen.wikepedia.org/%2 Fwiki%2F Wikipedia&url=http%3
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