Wickedpedia: The ‘iEvo’ Effect in Contemporary Education
Education Journal
Volume 4, Issue 5, September 2015, Pages: 259-262
Received: Sep. 4, 2015; Accepted: Sep. 30, 2015; Published: Oct. 16, 2015
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J. R. Stone, Department of Biology, McMaster University, Hamilton, Canada; SHARCNet, McMaster University, Hamilton, Canada; The Origins Institute, McMaster University, Hamilton, Canada
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Two hundred and seventy one students in a third year undergraduate evolution course were presented with an assignment about a fictitious theory for which information previously had been made accessible online. Among the students, approximately 90% accessed the online information, with more than half failing to demonstrate any appreciation for deception or error. This phenomenon, wherein students electronically access resources and acquire data without criticism or integration, is christened the iEvo effect. Testing after assignment feedback had been provided revealed increased appreciation for the material and Internet use, suggesting that the iEvo effect can be utilised as an online teaching practice.
Evolution, Internet, Learning, Online, Teaching, Wikipedia
To cite this article
J. R. Stone, Wickedpedia: The ‘iEvo’ Effect in Contemporary Education, Education Journal. Vol. 4, No. 5, 2015, pp. 259-262. doi: 10.11648/j.edu.20150405.21
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Xeric-humor led to the term ‘iEvo effect’ being coined in a conversation between the author and R. K. Logan, during a lecture in the course ORIGINS 3F03 Origins of Humanity.
Zestful public reaction to and the fate for the iEvo page are described in Appendix 3; subsequent to the events described herein, the name ‘Ievo’ was adopted by an unrelated Internet company in Canada and later ‘ievo’ was adopted by a biometrics company in England.
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