enriching scholarship keynote, 2007, university of michigan

Emergent technologies, teaching, and learning: spring 2007

University of Michigan:Enriching

Scholarship

Plan of the talk

1. Social and pedagogical

2. Mobile3. Gaming4. Mixes5. Policy and

fears

(Middlebury waterfall, spring 2006)

Thematics

• Emergence in

time and space

• Pedagogy

(Radio Open Source blog/podcast, 2006)

(“Online Communities”, XKCD, April 2007 )

One Web 2.0 anecdote

One Web 2.0 anecdote

One Web 2.0 anecdote

One Web 2.0 anecdote

One Web 2.0 anecdote

One Web 2.0 anecdote

One problem

How to apprehend emerging technologies?

• Panic/siege mode

• Trust vendors

• Futurism methods

• Networks

One metaphor

Web 2.0 and education is like gaming and education: awareness is challenging

• Huge, financially and quantitatively successful worlds

• Global and rapidly developing• Bad anxieties, policies, and media

coverage• Perceived lack of seriousness

One metaphor

Web 2.0 and education is like gaming and education: intersections are possible

• Take advantage of preexisting projects

• Mod/warp/hack

• DIY

• Literacy: new media

• Influence

I. Web 2.0

The term’s history: Tim O’Reilly, 2005

• Expands “social software”

• Draws on Web history

I. Web 2.0

Microcontent, rather than sites or large documents

(NITLE blog)

I. Web 2.0

Multiply authored microcontent

I. Web 2.0

Open content and/or services and/or standards…

(Pepysblog, 2003-)

I. Web 2.0

…leading to networked conversations

(Pepysblog, 2003-)

I. Web 2.0

Data mashups

(Flickr meets Google Maps)

I. Web 2.0

Perpetual beta (O’Reilly, now history)

I. Web 2.0

AJAX-based projects? Also Flash

I. Web 2.0

O’Reilly: platforms for development

I. Web 2.0

Web 2.0 components, movements• Collaborative writing platforms: the wiki way

I. Web 2.0

Research: wikis are textually productive

-Viégas, Wattenberg, Dave (IBM, 2004)

I. Web 2.0

News-gathering: wikis are socially productive

(OhMyNews! , WikiNews)

I. Web 2.0

Web 2.0 components, movements• collaborative writing platforms: the blogosphere

I. Web 2.0

Addressable content chunks

I. Web 2.0

• Distributed and/or attached conversations

I. Web 2.0

State of the blogosphere

• 70 million blogs tracked by Technorati:

“Technorati is now tracking over 70 million weblogs, and we're seeing about 120,000 new weblogs being created worldwide each day. That's about 1.4 blogs created every second of every day.”

(David Sifry, April 2007)

Chart follows…

I. Web 2.0

I. Web 2.0

State of the blogosphere, more

• 12 people million using three platforms, including LiveJournal: majority women (Anil Dash, MeshForum 2006)

• Diversity: diaries, public intellectuals, carnivals, knitters, moblogs, warblogs home and abroad…

I. Web 2.0

Web 2.0 components, movements: social objects

http://flickr.com/

•Photo sharing:

Flickr

I. Web 2.0

Reach of Flickr• 100 million images, as of Feb 2006• As of October 2006, 4 million Flickr

members (3/4 not in the US)• 1 million photos uploaded each day

(http://www.radioopensource.org/photography-20/

)

I. Web 2.0

Reach of Flickr• 26 million

searchable, shareable images in Flickr (December 2006)

• Metadata is good enough

• Gaming inspiration

(Ben Harris-Roxas, 2006)

I. Web 2.0

What can we learn from this? Ton Zylstra:

“In general you could say that both Flickr and delicious work in a triangle: person, picture/bookmark, and tag(s). Or more abstract a person, an object of sociality, and some descriptor...”

I. Web 2.0

“…In every triangle there always needs to be a person and an object of sociality. The third point of the triangle is free to define[,] as it were.”

-http://www.zylstra.org, 2006

(emphases added)

I. Web 2.0

Folksonomy

User benefit

• Search

• Retrieval

• Self-awareness

http://del.icio.us/

for DoctorNemo

I. Web 2.0

Community surfacing• Ontology

• Concepts • Collaborative research

I. Web 2.0

Tagging museums: the Steve project

• Users tag differently• Curators get it

(Metropolitan Museum of Art, 2004)

I. Web 2.0

Tagging libraries: PennTags

• Coded locally

• Also tags the open web

http://tags.library.upenn.edu/

I. Web 2.0

-Alex Iskold, The Read/Write Web, April 2007

http://www.readwriteweb.com/archives/the_future_of_rss.php

“RSS is basically a filtered push - the user subscribes (pulls in) to channels that he/she likes, and after that content is delivered automatically.”

I. Web 2.0

Social object: the person

• FaceBook

• MySpace

• LinkedIn

• ZoomInfo

• CyWorld

“Less than four years after its launch, 15 million people, or almost a third of the country's population, are members.” (BusinessWeek, September 2005)

I. Web 2.0

Social news:

• Memeorandum, Tailrank, Digg, TechMeme

I. Web 2.0 and rich media

Web 2.0 influences rich media

• Podcasting

I. Web 2.0 and rich media

How old is the term? “… all the ingredients are there for a new boom in amateur radio.

But what to call it? Audioblogging? Podcasting? GuerillaMedia?”

(Ben Hammersley, The Guardian

February 12, 2004)

I. Web 2.0 and rich media

What’s happened since February 2004?

I. Web 2.0 and rich media

What’s happened since “podcasting” in 2001? Neologisms:

• godcasting

• nanocasting

• podfading

• podsafe

• podspamming

• podvertising• porncasting

I. Web 2.0 and rich media

New forms: profcasting

• Bryn Mawr College: Michelle Francl, chemistry

• Duke: Classroom recording

I. Web 2.0 and rich media

Student program podcasting on campus

• War News Radio

(Swarthmore College)

I. Web 2.0 and rich media

Podcasts and research• Public intellectual

– Out of the Past– Engines of Our

Ingenuity – In Our Time– University Channel

(Napoleon 101)

I. Web 2.0 and rich media

Instrumental to pedagogy: enhance other media• Handouts: Allegheny College, Gothcast

I. Web 2.0 and rich media

Enhance other media

Middlebury College, Barbara Ganley

Podcasting with…• Blogging• Digital storytelling• Photography• Study abroad

I. Web 2.0 and rich media

Web 2.0 influences rich media: audio

Freesound archive

•DIY copyright

•Social networking values

(http://freesound.iua.upf.edu/)

I. Web 2.0 and rich media

Web 2.0 influences rich media: video

(Gootube? Suetube?)

I. Web 2.0 and rich media

Videoblogging

(vlog?

vog?)

(Rocketboom, Amanda Congdon)

(already moved on)

(Ask a Ninja)

I. Web 2.0

Teaching with Web 2.0: it’s not all new

- Web 1.0, internet pedagogies

• Hypertext

• Web audience

• Discussion for a

• Collaborative document authoring

• Groupware

I. Web 2.0

Teaching with Web 2.0: it’s not all new

Earlier pedagogies

• Journaling

• Media literacy

I. Web 2.0

Teaching with Web 2.0: CMS involvement

• Moodle modules

I. Web 2.0

Teaching with Web 2.0: Blackboard Beyond

I. Web 2.0

Teaching with Web 2.0: principles

• Distributed

conversation

• Collaborative

writing

• Object-oriented

discussion

http://smarthistory.blogspot.com/

I. Web 2.0

Teaching with Web 2.0: more principles

• Ease of entry

• Personalization

I. Web 2.0

Teaching with Web 2.0: “net.gen”:

“Fully half of all teens and 57 percent of teens who use the Internet could be considered Content Creators, according to a survey by the Pew Internet & American Life Project.”

http://www.pewtrusts.com/pdf/PIP_Teens_1105.pdf

I. Web 2.0

“[S]tudents… write words on paper, yes— but… also compose words and images and create audio files on Web logs (blogs), in word processors, with video editors and Web editors and in e-mail and on presentation software and in instant messaging and on listservs and on bulletin boards—and no doubt in whatever genre will emerge in the next ten minutes.

Note that no one is making anyone do any of this writing.”

Kathleen Blake Yancey, "Made Not Only in Words: Composition in a New Key." CCC 56.2 (2004):297-328.

I. Web 2.0

Wiki pedagogies

• Collective research

• Group writing

• Document editing

• Information literacy

• Discussion

• Knowledge accretion(Romantic Audiences project

Bowdoin College, 2005-present

I. Web 2.0

Social object pedagogies• Prompts• Discussion object• Composition materials

I. Web 2.0

Social object pedagogies

• Annotate details• Remix (“Make it

mine”)

Edugadget

http://www.edugadget.com/2005/05/07/flickr-creative-commons

I. Web 2.0

RSS pedagogies• Shaping Web reading• Pushing student-created content

(mother blog, Feed to Javascript)• Web 2.0 wrangling

(Bloglines)

I. Web 2.0

Podcasts and teaching: profcasting

• Bryn Mawr College: Michelle Francl, chemistry

• Duke: Classroom recording

• Learning objects: Gardner Campbell, University of Richmond

• Duke: Course content dissemination

• Information literacy

I. Web 2.0

Blog problem: privacy• Contrary to class safe space (Gary Kornblith,

Oberlin College)• Culture of too much disclosure• Problem increasing archivally

Some responses• Can block comments and/or readers• Teachable moment: what is privacy in 2007?• Complement other practices

II. Mobile

All of Web 2.0, just more so• Ambient

• Accelerating

• Annotating

http://www.phonebashing.com/

II. Mobile

(Mandatory device slide)

II. Mobile

(Yet another mandatory mobile device slide)

Long., MPH, ksmichel

II. Mobile

(Still another mandatory mobile device slide) Tnkgrl

II. Mobile

(How many mandatory mobile device slides can there be?)

Carl Berger, Wei Su

II. Mobile

(Found on BBC site, June 2005)

American unilateralism

II. Mobile

Pedagogies• Information on

demand• Time usage

changes• Class/world barrier

reduction• Swarming

• Personal intimacy with units

• Spatial mapping • Mobile, multimedia,

social research

II. Mobile

Pedagogies: new forms

John Schott, Carleton College, 2006

II. Mobile

Pedagogies: new forms

University of Umea, 2004

III. Gaming

Why pay attention to this stuff?•Cultural presence (crossing gender and age)•Interface driver (watch NASA)•Content creation ("The French Democracy" (2005))

(World of Warcraft)

III. Gaming

Why pay attention to this stuff?

(Gwen, 2006)

•Changes in information ecology•Object of study•Pedagogical implications (James Paul Gee, Mark Prensky, Henry Jenkins)

III. Gaming

Large issues•8 million players, World of Warcraft; 1 million players, Virtual Magic Kingdom •ViolenceTransmedia storytelling (Henry Jenkins, MIT)"the new golf", Second Life (Joi Ito)

(Rome: Total War)

III. Gaming

Moreover, diversity:•Current events (Kumawar)•Political argument (September 12th, FoodForce)•Religious gaming (Left Behind: Eternal Forces, 2006)•Literary gaming (Kafkamesto, 2006)

(Stacy Road, “The Phone”, 2004)

III. Gaming

(Second Life, 2004-present)

Web 2.0 influences rich media: social gaming and Web 2.0

III. Gaming

(Second Life, 2004-present)

Pedagogy and Second Life1. Virtual reality, continued2. “emotional bandwidth”

IV. Web 2.0 storytelling

Lonelygirl15

• One YouTube

• Another YouTube

• Myspace

• Blogs

• Discussion frenzy

• Media attention(2006-)

IV. Web 2.0 storytelling

Alternate reality games

• Permeability of game boundary (space and time)

• Focus on distributed, collaborative cognition

• Increased ephemerality

(Perplex City, 2003-2006)

IV. Web 2.0 storytelling

ARG pedagogy?

• Creation for constructivism

• Information literacy

• Object of study

(Nine Inch Nails game, ongoing)

IV. Web 2.0 storytelling

Political ARG?

(World Without Oil, May 2007)

IV. Web 2.0 storytelling

Flickr and storytelling

• Tell a story in 5 frames group

“Gender Miscommunication”(Nightingai1e, 2006)

IV. Web 2.0 storytelling

IV. Web 2.0 storytelling

IV. Web 2.0 storytelling

IV. Web 2.0 storytelling

“Gender Miscommunication” (Nightingai1e, 2006)

IV. Web 2.0 storytelling

Flickr and storytelling

• In the Tell a story in 5 frames group, 'Alone With The Sand'

(moliere1331, 2005)

One provocation

(Valdis Krebs, 2004

)

A second provocation

C.S. Mott Children's Hospital National Poll on Children’s Health, May 2007

The persistence of fears

Keeping up

National Institute for Technology and

Liberal Education http://nitle.org

NITLE blog http://b2e.nitle.org