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History and the Computer in Canadian Institutions : An Overview

Pierre Corbeil Social Science Computer Review 2005 23: 181 DOI: 10.1177/0894439304273269 The online version of this article can be found at: http://ssc.sagepub.com/content/23/2/181

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SOCIAL 10.1177/0894439304273269 Corbeil / THE SCIENCE COMPUTER COMPUTER IN CAN REVIEW ADIAN INSTITUTIONS

History and the Computer in Canadian Institutions

An Overview
PIERRE CORBEIL

Canadian universities have embraced the Internet and the web as central tools for management, publicity, and transfer of information. Word processing has become a fully integrated and unobtrusive element of computer technology. Historians and history departments have adopted the Internet and its tools but not necessarily other uses of the computer. Simulations and games are the most notable missing elements. History courses are only marginally present among Internet and distance-education services. Prudence and respect for basic methods are the noteworthy aspects of Canadian historiansuse of the computer; although, pioneers are at work both individually and institutionally.

Keywords:

Internet, simulations, games, tradition, methods, word processing

he history departments of the universities of Canada do not make major use of the computer. I was able to establish this fact extensively if not conclusively by examining the web sites of these history departments and their mother institutions. The apparent paradox sums up the thesis of this article: That is, although such tools as word processors and the Internet have become so common in these institutions as to be unobtrusive, the historians and the universities of Canada are not remarkably innovative or even frequent users of the tools provided by the computer. There are of course individuals and institutions that do explore more thoroughly the possibilities, and within the family of Canadian universities, a gallery of types and phenotypes covers a spectrum from deliberate and planned insertions of the computer to the timid discovery of the Internet. The extremes, interestingly enough, are both in Nova Scotia. The portrait that details this general thesis was constructed by visiting the sites of all the Canadian universities that are accessible through the web site of the Association of Universities and Colleges of Canada (AUCC, 1996). Because some of the members are in fact affiliates of larger universities, 58 sites were visited. Institutions that do not have a web site and possibly refuse to have anything to do with the computer are not included; though if any such exist, they would be worth a separate article. The method was always the same: The site of the history department, or departments if appropriate, of each institution was examined for the information provided, including course outlines or faculty biographies; then, the site was searched for services that offer computer or web support to the faculty or the students; finally, a search using keywords, such as history and computer, simulations, and games, explored the nooks and crannies of the site and the institution that could add particular information. For example, a search of the Memorial University of Newfoundland turned up a site on miniatures war-gaming.

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In many institutions, one or two faculty members had their own web site that included everything from a complete course to personal interests (bananas, in one case). This phenomenon is frequent enough to warrant a generalization: Most departments have a minimal computer or Internet component, but at least one person is an enthusiast. As a further step in my method, I e-mailed these remarkable individuals but received almost no answers. Either being mentioned in Social Science Computer Review is not as glamorous as we might think or, more likely, e-mail is not an effective tool of large volume communication. My messages were no doubt lost in the mass of documents that these professors had to manage daily. This lack of response does color, however, the perspective we have on computer usage in Canadian history departments. In conformity with my mandate, as I understand it, I made no attempt to explore the secondary school systems of the provinces or the Collges dEnseignement Gnral et Professionel in Qubec. These institutions, whose preuniversity courses are roughly equivalent to Grades 11 and 12, would be part of the secondary school system elsewhere in Canada, or for that matter elsewhere in North America. Despite the ambiguity of the word collges, when translated into English, its inclusion would blur the limits of the mandate given to this article.

THE FAMILY PORTRAIT

The institutional web site has become a fixture of the Canadian university. All the members of the AUCC, which includes all the major institutions, have a web site that is a source of information for the general public, a tool of registration and enquiry for prospective students, and an extension of the registrars office for many tasks, such as choice of courses, communication, and grades management. The approach, style, and general orientation of the sites can vary, naturally. The University of Manitoba has a laudatory biography of Izzy Asper, a major benefactor, on its front page. The history departments that also have a web site can vary widely from displaying a list of professors and courses to a battery of links, online courses, and personal pages. The spectrum is, however, loaded toward the minimal. Out of 1,469 courses I was able to identify, 504 had a web component, ranging from a minimal course outline to actual use of the web to learn, experiment, and communicate. At the University of Sherbrooke, two online microprograms (www.usherbrooke.ca) of teacher training in history are actually functional; everything can be done by Internet. At the same level of intense Internet use, the University of Victoria (www.uvic.ca) has an online research simulation called Who Killed William Robinson? This level of use is rare. The more typical Internet presence is the course outline, where the student can obtain basic information on schedules, grading criteria, and other practical details. The reader will be prudent in considering these figures, of course, because courses appear and disappear all the time, and I was not necessarily able to access all of the information. Sometimes, the university or department is reticent, and sometimes, an ordinary Internet error will block access for good. I was not overly persistent with these obstacles. WebCT is used by a dozen institutions, which might suggest a low use of the Internet for course work of any kind, but many institutions have their own system, either because of their size, such as the University of Toronto, or because of a deliberate choice of their own network, such as McGillss Minerva system or Acadia Advantage. The University of Toronto has its own Blue Orb Award for Best Academic Website, an example of the advantages of size. The Pontifical Institute of Medieval Studies (www.pims.ca), affiliated to the Catholic Saint-Michaels College, was the winner in 2001, an example that there is no obvious relation between size or subject matter and interest, or use, of the Internet. In fact, if I was to

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give an award for user friendliness in an institutional web site, it would go to the Collge Dominicain in Ottawa (www.collegedominicain.ca). Although there are no major innovations here for the use of the computer, each course had its site, and each professor had a minisite. Perhaps there is something to being Catholic, after all. As there is no visible link between institutional size and intensity of web use, there seems to be no significant relation between age or specialty among professors and the creation or use of a personal web site. Young professors with small round glasses and gray beards (like me) are just as likely to be found in the personal web sites. Besides medieval studies, religious history; intellectual history, such as Brian McKillops excellent intellectual history site (www.carleton.ca/%7Emckillop/) at Carleton University; urban history; military history; and industrial history are all the subject of a web site. Geography is no indicator either. Steven Muhlbergers outstanding medieval, movie, and democracy web site ( http://www.nipissingu.ca/department/history/muhlberger/ muhlberg.htm) is located at Nipissing University in North Bay, Ontario. Laval University (Qubec) maintains the major Laboratoire Jean-Hamelin and offers several introductory courses on the use of the computer for the study of history (www.ulaval.ca). Sherbrooke, where Internet programs are available at the undergraduate and undergraduate level, is in Qubecs rural eastern townships region. In the spectrum of intensity of use of the Internet, both extremities are in Nova Scotia. Acadia University has a deliberate and sustained effort to make the computer and the Internet central tools of its mission. The University web site (www.acadiau.ca) boasts the following:
In total, Acadia has 7,000 data connections scattered across campus, using more than 120 km of data and voice cable to keep it connected to the worlds resources. A lot has changed since the beginning days of Acadia Advantage. Today, Acadia has a fully-wired classroom environment with more than 7,000 network drops in classrooms, residences, the library, and common roomseven the campus pub. During the last academic year, over 1,000 courses were offered using web technology and over 160,000 tests were written online. Acadia students ran Canadas first online elections and operated Canadas first online campus radio station. Faculty took students into virtual worlds to do marketing, perform music, conduct science experiments and to practice speaking French. (The Acadia Advantage, 2004)

At the other extreme, at the Universit Sainte-Anne (www.usainteanne.ca), an Acadian university dedicated to the education of outlying Acadian communities, site departments are in construction, and the programs page offers a portable document format (PDF) download of the calendar. Clearly, this institution is centered on the community rather than technology. It is perhaps a sign of the omnipresence of the Internet that such an institution considers investing some resources in a web site. A general portrait of Canadian history departments as web users can only be very general. All departments have at least a minimal site, but usage is very diverse. A regular feature is a set of online guides for the student on library resources, plagiarism, or writing papers. Otherwise, the sites can be personal or collective, can represent the enthusiasm of one or two professors, can be designed by a professional, can be integrated into a general institutional plan, or can be left to the initiative of pioneers. The University of Ottawa specifically states that the university does not sponsor, revise or control the personal web sites of professors, administrative personnel or student organizations, nor does it approve them (www.uottawa.ca). This is the closest I can find to a typical policy.

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HISTORIANS USE THE INTERNET

Besides word processors, the usage of which is taken for granted in todays Canadian university, the computer in history means the Internet in history. Department sites give students information on course procedures and provide links to libraries and archival sites. The document sites familiar to U.S. historians are regularly linked to the Canadian historian, which is not at all surprising given the close interconnection between U.S. and Canadian institutions. Canadian professors are not only often graduates of U.S. universities but are often themselves immigrants or commuters from the United States. Canadian archival sources are available through the web, and both the Canadian National Archives and the Archives Nationales du Qubec are moving toward online access to documents. Special institutions and institutes naturally have their web sites housed and supported by universities. The Centre for Military and Strategic Studies (www.stratnet. ucalgary.ca), financed by the Ministry of Defence, is integrated into the University of Calgary (Alberta). The University of Montral, the Universit du Qubec Montral (Qubec State University in Montral), and Laval University have created an integrated bibliographical search site (www.h-h.ca). Despite a widespread use of the Internet as a source of information, Canadian historians are a little skeptical of the web. They are very conscious of the students tendency to turn to the Internet as an infallible source of information. Many professorial sites give guidelines and warnings about the use of the Internet source. Professor Y. A. Bennett (Carleton University military history links, 2004) at Carleton University (www.carleton.ca) warns his students about Internet usage:
Participation through email and the course newsgroup are not intended to replace the in-class discussions. Instead, those mediums exist as an opportunity to engage in our classroom community outside of class hours. You are encouraged to suggest new links for the site and to post questions of historical debate to the newsgroup. Although the library is no longer the sole holder of applicable source material it will remain your major supplier of texts. This means that physical texts will still form the majority of your sources for your assignments. Do not spend too much time on the Web. Often you will be able to find comparable or better sources in the library with less time and frustration.

Professor Linsday Bryan of Memorial University of Newfoundland (www.mun.ca) is even more skeptical:
Opinions vary about Internet sources. My own feeling is that they are highly variable, and you are probably better off keeping their use to an absolute minimum. My experience has been that students tend to find Internet sources that are no better than encyclopedia articles, which are generally unacceptable as sources for university-level papers. Students also can spend long hours searching out sites that are not particularly good, when they might have spent their time much more productively in the library.

Historians are always very conscious of the problem posed by the quality and validity of their sources. They are therefore very prudent and very methodical in the use of Internet material, which is not always very kosher. Perhaps this characteristic, among Canadian historians (this special issue will likely find historians throughout the world sharing this trait), explains the lack of haste with which Canadian history departments have embraced the Internet database and its use and the lack of haste in replacing class discussions with e-mail or blogs.

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As Morin (1999)not the former ministerpoints out in an interview for the Universit de Montral newsletter, the lack of technical and financial support for computer or Internet pioneers, who must play all the roles in any kind of development, further reduces the potential for computer or Internet creation by the historians of Canada.

PIONEERS AND ANOMALIES

The foregoing may be considered as a description of the plain of the Canadian university continent. What mountains and what valleys, what projects of particular interest, and what paradoxes can be visited in Canadian institutions that enlighten historians studying possible uses of the computer? Several projects are the fruit of creative, if not necessarily paradigm-shifting, use of the Internet tool. The Centre for Military and Strategic Studies at the University of Alberta has an important historical section that provides effective entry into documentation for military history. This project demonstrates that the motivation and energy are provided more by the military analysts than by the historians. The Canadian Studies Program at the Collge SaintBoniface, a francophone university in Manitoba, offers a masters degree that can be acquired entirely through Internet course work. A similar program is available at the Universit de Sherbrooke, situated in the city of Sherbrooke in Qubec. These programs make use of e-mail and group discussions to replace face-to-face exchanges. The theses can be, and often are, web sites for which technical support is provided by the institutions. The history department (actually the Humanities Department) of the Universit du Qubec Chicoutimi, a campus of the Qubec state university, maintains a site (http:// www.uqac.uquebec.ca/zone30/Classiques_des_sciences_sociales/ index.html) from which it is possible to download the classics of humanities and the social sciences. This particular site is a significant example of the services possible with the new technologies. The same department is the home of the BALSAC (Bas-du-Fleuve, Lac St-Jean, Saguenay, and Charlevoix, Chibougamou, and Cte-Nord) project (www.uqac.ca/balsac), a massive database of genealogies and family histories that aims to construct a complete database of the population of Qubec since the first settlers in the 17th century. The purpose of the database is not primarily historical research but rather human genetics. Thanks to this database, it is possible to track hereditary diseases in the population of Qubec and act preventively against these diseases. It should be noted that this approach is possible largely because the population is descended from a few thousand identifiable individuals, but the knowledge gained will benefit medical science. This project can be considered applied history, an important but often neglected branch of the science. Acadia University in Nova Scotia is the university in Canada that has made the biggest commitment to becoming a virtual, or web-based, university. I have already quoted the institutions web site boast. Students at Acadia receive a laptop as part of their registration. All the history courses (42 counted) use Acadia Advantage, the universitys equivalent of WebCT, and course work will include preparing a web site, whereas other universities require a term paper. Saint-Thomas University, a small Catholic university in New Brunswick, includes in its strategic plan (Objective 1.7) a commitment to demonstrate leadership in computer competencies within the liberal arts (Strategic research plan, St. Thomas University, 2004). The University of New Brunswick offers courses in conflict studies and military science and provides a site (www.unbf.ca/arts/CCS) for the students; nonstudents can download back issues of the Journal of Conflict Studies. Canada, said Mackenzie King, has too much geography, as some countries have too much history. We would expect Canadian institutions to develop and maintain distance education,

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and we would expect to find massive use of the Internet as a tool of distance education. Although Internet courses are available in several institutions, the geography forced Canadian educators and ministries of education to deploy distance education before the computer or the Internet were available as tools. It is not a paradox, therefore, to find that institutions that center their efforts on distance education are not necessarily the most productive in use of the Internet. Distance universities began 20 or 30 years ago to offer print-based courses that build on individual study supported by access to a tutor for help and evaluation. Television, up to specialized cable channels, is a major tool of delivery, a sensible approach if we consider that almost no one lacks access to a television set. Major institutions in the field of distance education are Athabasca University in Alberta; Simon Fraser University in British Columbia, whose distance enrollments went from 55 in 1975 to 12,000 in 2001; and the Tl-Universit, the distance component of the Universit du Qubec, the Qubec state university. Because the Universit du Qubecs mandate from its creation in 1969 was to increase the number of students from modest and poor family backgrounds, it was innovative in its efforts to provide tools for the working and part-time student, including televised course and telephone tutors. The investment in money, time, and material and student commitment make it difficult for the Universit du Qubec to suddenly adopt the computer and Internet as a major tool. The distance-education pioneers, an important element in the Canadian educational system, are in a position similar to that of the British navy when steam and steel warships began to arm other countries. The investment in formerly formidable weaponry made it difficult for the British to find the resources necessary to compete with the new technologies. In regard to the distance education pioneers, the story of their ability to adapt is being written, and a special issue in 2024 would likely offer a portrait of the progress. History is so far not a major part of present distance education, mostly because the courses offered were of practical and applied nature, such as masters of business administration, at Athabasca. But the institutions are trying to respond to the challenge. The site of the University College of the Cariboo (www.cariboo.bc.ca) affirms that
over the last twenty years computer technology has begun to radically change distance learning. Course designers are using tools like CD-ROM, web sites, streaming audio/video, and computer mediated communication to make courses more interactive and interesting. (Animal Health Technology and Distance Education, 2004)

There is no obvious correlation between the importance of technology and the importance of computers or the Internet in the history department. Ryerson University in Toronto is a major technical institute that created a history department when it became a university. Nine courses, out of 71 counted, offer a distance component, including use of the Internet. Although the department (www.ryerson.ca) proposes some interesting courses, such as History: Innovators, Capitalists and Managers, it is not as remarkable in its use of technology. This could be a deliberate choice, aiming at creating a balance between the technical roots of the university and its humanities branch.

BETWEEN REALITY AND EXPECTATIONS

In 1990, Schick proposed four major fields where the computer would be appropriate for the teacher of history: class work, with authoring tools, study guides, and diagnostics; communications, with word and idea processors and telecommunications; information management, meaning mostly databases; and simulations and games, for experimentation and

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understanding. Corbeil (1999), a few years later, suggested that computers offered to historians two possibilities that were really new extensions of the science, as opposed to better tools for doing the same work: the interrogation of databases in a semiexperimental manner, with statistical tools for example, and simulation games as a study of possibles. Noble (2002) expressed the fear that the massive creation of Internet courses would dehumanize superior education, propose low-quality diplomas on the model of the correspondence education fiasco, and turn universities into intellectual emporia. How does the use of computers as discovered through the web sites of the universities of Canada inform us as to the actuality of the computer and the historian in regard to those suggestions and fears? The word processor, and its attendant tools, has been integrated into the ordinary workings of the class and the term paper. Teachers and students have simply adopted the word processor in place of the typewriter so much so that its presence is unobtrusive and taken for granted. This does not necessarily mean that the computer has changed mental habits but simply that a more efficient tool, for making changes and corrections for instance, has replaced a less efficient one. Almost all the space occupied by the computer in the History Departments of Canada is given over to the Internet and the web. Universities take for granted the use of a web site and offer access to administrative tools as well as documentation through their web sites. Accordingly, History Departments and professors use the web as a convenient and instantaneous means to acquire information and documentation. Both departments and individual web sites include links to databases and online libraries as a major tool. Many universities, such as Toronto, Montral, and New Brunswick, offer online versions of journals (www.utoronto.ca, www.umontreal.ca, and www.unb.ca) often available to the general researcher, although access to course materials is usually limited to students, which is eminently defensible as a policy. Canadian archives, including both the federal and the provincial governments, are working toward online catalogues and even online access to documents. Libraries and databases are by their nature international, and so the links proposed often lead the user to sites in many countries. The sites familiar to U.S. students will be familiar to Canadian students. The use of the Internet, similar to the use of the word processor, seems to be a new tool for familiar tasks, a horseless carriage for the historian and not yet an automobile. Accessing a library through the Internet is handy but does not change the question asked or the method of answering. The historian or student has not changed his perception or his tools. Just as printing merely made books more readily available without basically changing their nature pocket books were invented 400 years after the Gutenberg processthe Internet simply makes accessing information faster and more convenient. Personally, I searched eagerly for examples of use of the simulation and the game. In the 58 sites, I found no evidence of the use of games. The Institute of Conflict Studies in New Brunswick explained that it made use of terrain exercises with maps and referees but no computer games because it wanted to avoid turning the students into armchair generals. The logic here is defensible, but the rejection of the computer games I take as evidence that the possibilities of the computer have not yet been realized. There are many excellent games, of which I will only mention the Talonsoft and HPS Simulations battle games as examples, that allow the player to explore possibilities and what ifs, to determine the importance of variables, and to build comparative models. Games are tools that allow the computer user to think of a new approach to asking questions, and the absence of games means that historians are using the same paradigms as their fathers. To those, such as Noble, who worry that the computer and particularly the Internet will corrupt the class and devalue personal teaching, this conclusion is good news. The Internet

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is, in Canadian institutions, mostly a tool for doing basic historical tasks faster, similar to the word processor and the online registration form. Internet courses are only a major tool in two universities. Some individuals have obviously dabbled in creating Internet courses, but lack of student interest or the lack of fun in the finished product has limited use. I thought I had found an example of an ongoing Internet course at the Universit du Qubec Montral until I checked the site and discovered that all information, including registration, referred to 1998. At the same university, where some course work and material is available through the Internet, students are explicitly warned that class presence remains necessary. Students are also using the computer and the Internet to carry on traditional tasks, such as foxing classes and finding good excuses for late and missing papers. Prudence and discretion are important elements of the Canadian national character, so experimentation and daring are not typical of Canadian historians. Conservative advance is still a Canadian ideal. Challenges to established methods are not the Canadian way.

CONCLUSION
Canadian universities have universally adopted one major tool made possible by the computer: the web site. The institutional web site has become a billboard to attract students, a virtual office for filling out forms and managing registration, the library and often the bookstore, and virtual replacements for the list of topics taped to the office door. It is not surprising that the historians in these universities have used the same tool for a variety of tasks. Their approach to teaching and research, their concept of history, and their daily work has not changed for the most part. In almost each institution, one pioneer or two is struggling to create a new art form, if not a new history, mediated by the new tools. In working on this article, I have been warned by the god of Notfixingtheunbroken that Canadian historians are likely wise in their careful approach. During the past year, I have had to reinstall my operating system several times, I have been plagued with inexplicable blue screens, and I have sent my motherboard for a 3-month vacation to Massachusetts (south of the border, down Massachusetts way . . .). Progress on one front is paid for by supplementary difficulties brought on by the inadequacies of the technology, by social and economic constraints that have nothing to do with the technology itself, and by the hidden costs and glitches of the enormous infrastructure that supplying and maintaining the technology requires. There are no doubt as yet undiscovered possibilities in the computer, and computer games offer many treasures, but perhaps because I am Canadian myself, I think that prudence in the use of the computer by Canadian historians is more likely a sign of wisdom than a sign of underdevelopment.

REFERENCES
The Acadia advantage. (2004). Retrieved September 9, 2004, from www.acadiau.ca/advantage Animal health technology and distance education. (2004). Retrieved January 17, 2004, from http://www. cariboo.bc.ca/schs/AHT/disted/index.html Association of Universities and Colleges of Canada. (1996). Retrieved November 13, 2003, from http://www. aucc.ca/advantage Carleton University military history links. (2004). Retrieved June 26, 2004, from http://www.carleton. ca/%7Ebennett/Common/mhlinks.html Corbeil, P. (1999). A horseless carriage for the historian. History Computer Review, 15(2), 31-44. Morin, C. (1999). Pour une intgration lgre [For a painless integration]. LAutre Forum, 3(3), 1-5. Noble, D. F. (2002). Digital diploma mills. Toronto, Ontario, Canada: Between the Lines. Schick, J. B. M. (1990). Teaching history with a computer. Chicago: Lyceum Books.

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Strategic research plan, St. Thomas University. (2004). Retrieved September 19, 2004, from http://www.stu. ca/research/Research/StrategicResearchPlan.htm

Pierre Corbeil has studied at the University of Toronto, the Sorbonne, and the Universit de Montral. As a teacher of history in various institutions since 1972, he has developed long-running games to be used as the main activity in a course and has carried out research on the effects and functions of play in learning. This interest in gaming extends to computer games, which he has studied intensively. He is presently game and game-review Editor for the journal Simulation & Gaming. He can be reached at p.corbeil@ cgocable.ca.

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