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
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