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T. A. Bryer & D. Seigler Figure 2. Simulated Polling Location Virtual classes with the addition of automated pre-scripted communication. Use of virtual worlds does not require synchronous communication. Instead, unique to these worlds, faculty can develop media (such as PowerPoint or embedded video) with which students interact. They can also develop programmed, simulated characters or objects with which students interact as if they were communicating live with another person. Use of these tools enables the same level of creativity as previously discussed, but limits some degree of control and voice for students because they are sole actors interacting with pre-scripted programs. Figure 3 shows a scene from the same class of students observed in Figure 2; this time they are shown interacting with a pre-scripted technology embedded within the virtual world. Figure 3. Automated Pre-Scripted Communicating in Virtual Polling Location 440 Journal of Public Affairs Education
Rationales of Student Empowerment Summary Table 2 lists the three primary categories of tools discussed in this section: CMS, video conferencing, and web-based social media. Based on the previous discussion, we offer a summary of which category of tools is more aligned with the components of student empowerment. These are suggestions based on our reading of research in the use of these tools, as well as our own anecdotal experiences using these tools. Additional research can strengthen the argument advanced. Table 2. Student Empowerment by Tool Grant control of course content to students Create subjectmatter content with each other and with teacher Enable the voice of students Enable choice for students Enable creativity with students Course Management System Tools Based on how the CMS is enabled and used Based on how the CMS is enabled and used Videoconferencing Tools Low Based on how the tool is used Web-Based Social Media Tools High High High Moderate and High High Face-to-Face: Moderate Fully Online: High Based on how the CMS is enabled and used Moderate Moderate and High High High Discussion Empowering students in public affairs education is vital to the mission of developing effective and ethical public servants. Absent empowerment, students may not develop the critical skills and may not encounter ethical dilemmas that will be a part of professional practice. They are less likely in that scenario to emerge as virtuous citizens (Hart, 1984) with theoretically and ethically sound leadership and management skills firmly established. Likewise, absent empowerment, faculty may not be able to fully engage their passions with students (Palmer, 2007; Shor, 1997), potentially leading to disconnected faculty and disengaged students. Emergent technologies present new opportunities for modeling, simulating, and/or re-creating complex environments in which students are likely to find themselves after completion of their studies. Regardless of whether those technologies are used within or as complements to face-to-face, online, or virtual world classes, there are some important pedagogical design principles to consider when thinking about the strategic use of technologies for empowerment. Journal of Public Affairs Education 441
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