As I've reflected further over the last couple of days I think I've decided
my thoughts go even one step further. 10+ years in instructional technology,
plus a PhD in the subject, has led me to a very functionalist perspective on
the topic. I can't count the number of times I've heard (or even asked)
questions like, “How can we get more professors to adopt Technology X?”
These questions are asked with an evangelical zeal, quietly assuming that if
professors only saw the light, true conversion would come and we would reach
educational Nirvana!

But educators use tons of technology. Most use word processing, because it
solves real and significant problems for them and their students. Most use
some form of research-support software, because it solves real and
significant problems for them and their students. If they aren't using our
favorite technology (whether it be Facebook or Blackboard), maybe it's
because that technology doesn't solve real and significant problems for them
and their students.

The history of education shows that the significant issues aren't technology
problems. They're people problems. And you can't solve people problems with
technology, no matter how hard you try. So if students aren't learning all
we think they should learn (and assuming we know what they should learn is
also a questionable assumption, but let's go with it for now) using a
technology we don't have to train them on is, at best, rearranging the deck
chairs on the Titanic.

Maybe we need to own up to the conclusion that if professors (or students)
resist a technology, then the technology just isn't useful to them. Maybe it
will be useful someday. And if it is, the technology will still be there to
support them. We don't need to be better marketers of instructional
technology. We need to be better listeners to what issues professors and
students are really struggling with, and help there first . I think we might
be surprised how little the Internet or computers would come up as a
solution if we really approached problems this way.

Doing a quick Google Search shows estimates around 50-90 percent of Freshman have Facebook Profiles.

http://daily.stanford.edu/article/2007/9/18/fre...
http://daily.swarthmore.edu/2008/05/12/facebook/
http://www.sfgate.com/cgi-bin/article.cgi?f=/c/...

That estimate might be high, but even if it's only 50-60 percent, I think that is significant. Especially since Facebook can do a great deal of what can be done in a Blackboard style tool. Discussion, chat, calendar, groups, surveys, quizzes, etc.

Students already know these tools proficiently? Let's not over-generalize.
This morning I was sent some research conducted with incoming college
freshmen in 2006 (2/3 of which were between the ages of 17 and 20). Only 1/3
of these students used social networking websites once a month or more or
more frequently. Only 1/3 read blogs once a month or more frequently. Less
than 20% wrote in their own blog once a month or more frequently.

For the full article please see:
http://www.ascilite.org.au/conferences/singapor...

And yes, I'll be careful to not over-generalize myself. The research was
conducted in Australia, and so we have to question how similar U.S. students
are. But I think a safe conclusion is we can't assume we know our students,
based on demographic information alone. We can't assume our students are
like everyone else. We have to get to know our students, as individuals,
before we can safely recommend tools that will enhance their learning
experience.

And while I may blog and share my innermost thoughts with only those I've invited to my blog, the fact is that I know how to blog, and if I need to set up a separate one to communicate in a class, I can do so.

The idea is not to use these tools because they are 'hip and cool', and all the other kids are doing it. Rather, it is because students already know how to use them proficiently, and technical support for the tool is done by somebody else. It's a freebie for the university.

As far as the proprietary information, this can also be resolved by keeping an area that is open, and one that is behind a password. Something that can be done fairly easily in exisiting tools, I believe. So for example, I want to show my students part of a movie. Under the Teach Act I can digitize that and share it with my students, but only if I restrict it from the public at large. I could place these files in a restricted area, only allowing students to view it, and then the discussion of these files could take place out in the open.

And of course, I think faculty are realizing that with a little effort, in many cases they can use materials that are CC licensed, or in the public domain just as easy as those materials that are copyrighted. So with a bit of work, they wouldn't need to worry about this issue, or at least, not worry about it as much.

Online assessments are interesting and depend on how the tests are taken. A traditional test, where the student has 1 hour to answer questions in a closed book setting, will always need to be proctored. And a traditional LMS would work, but so would other survey and testing tools out there. You would just use whatever proctoring tools are already in place. But, if a faculty member is open to an alternative method of testing/assessment (and the value of using those methods is a whole separate topic! , then it can become even easier. Tests could be given over e-mail, IM, or assessments might be project/group based, so students could turn in the assessment by mail, over YouTube, etc.

This kind of class was actually held at Utah State during the Spring. David Wiley held an 'open' class, and I think he ended up with over 100 people participating, and only 15 or so getting credit.

I can see a day when a faculty member gets an e-mail from the university that is nothing more than the list of student's e-mails who are in his/her class. S/he would then send an e-mail to each student inviting them to their facebook group, and they are off and running. No login issues, no trying to figure out how to do things in an LMS that nobody has used, and no worry about information going away three days after grades are in.

Anyway, thanks for the thoughtful questions and discussion.

What are your thoughts?