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Emerging Technologies for teaching and learning: NITLE Instructional Technologists, Depauw

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Keynote to NITLE campus instructional technologists. Depauw, 2008. Topics: web 2.0, 3.0, and gaming.

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    1. Slide 1: Emerging technologies for teaching and learning A survey for summer 2008
    2. Slide 2: Plan of the talk 1. Pieces of Web 2.0 2. Web 1 and 3 3. Gaming the world 4. The fear, the net (Vermont trees and sky, winter 2008)
    3. Slide 3: Memes • Pedagogy • Shadow IT • Storytelling • Giants (Middlebury bridge, January 2006)
    4. Slide 4: One problem: How does academia tend to apprehend emerging technologies?
    5. Slide 5: How does academia tend to apprehend emerging technologies? • Panic/siege mode • Vendors • Futurism methods • Networks, online and off- • Informal curricula http://saturn.jpl.nasa.gov/
    6. Slide 6: Five responses • Take advantage of preexisting projects and services • DIY • Literacy: new media • See influence • Curriculum
    7. Slide 7: I. Web 2.0 (Web 2.0 Bullshit Generator, http://emptybottle.org/bullshit/)
    8. Slide 8: “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)
    9. Slide 9: (Flickr blog, March 2008)
    10. Slide 10: Will YouTube kill the podcasting star? (eMarketer, February 2008; Via Podcasting News)
    11. Slide 11: (Le Monde, January 14 2008)
    12. Slide 12: (March 2008 http://wikimediafoundation.org/wiki/Press_releases/10M_articles)
    13. Slide 13: Social objects of all sorts (Kenyan crisis-Google Maps mashup, Ushahidi http://www.ushahidi.com/ 2008)
    14. Slide 14: • A new economic system? • Yale University Press, 2006
    15. Slide 15: For academia, this can seem a bit overwhelming (“Online Communities”, XKCD, April 2007 )…
    16. Slide 16: But stop worrying about the creepy treehouse (“Online Communities”, XKCD, April 2007 ) Already out of date
    17. Slide 17: Extrapolating principles: Ton Zylstra on the social object: “In general you could say that both Flickr and del.icio.us work in a triangle: person, picture/ bookmark, and tag(s). Or more abstract a person, an object of sociality, and some descriptor...” -http://www.zylstra.org, 2006 (emphases added) (Zylstra in Second Life, 2007)
    18. Slide 18: Web 2.0 pedagogies Teaching with Web 2.0: it’s not all new - Web 1.0, internet pedagogies • Hypertext • Web audience • Discussion fora • Collaborative document authoring • Groupware
    19. Slide 19: Teaching with Web 2.0: it’s not all new Earlier pedagogies • Journaling • Media literacy
    20. Slide 20: Teaching with Web 2.0: principles Distributed conversation Collaborative writing Object- oriented discussion Connectivism http://smarthistory.blogspot.com/ (G. Siemens,
    21. Slide 21: Wiki pedagogies • Collective research • Group writing • Document editing • Information literacy • Discussion • Knowledge accretion (MicrobeWiki, Kenyon College; Romantic Audiences, Bowdoin College)
    22. Slide 22: Social object pedagogies • Prompts • Discussion object • Composition materials
    23. Slide 23: Remix pedagogy Or social media into narratives Example: \"Farm to Food\", Eli the Bearded (2008) • Library of Congress collections
    24. Slide 24: Social photo stories
    25. Slide 25: Social photo stories
    26. Slide 26: Social photo stories Flickr, Tell A Story in Five Frames group ( http://www.flickr.com/groups/visualstory/) Example: \"Food to Farm\", Eli the Bearded (2008)
    27. Slide 27: Social photo stories Example: \"Food to Farm\", Eli the Bearded (2008)
    28. Slide 28: Social photo stories Pedagogies: • Remix • Archive work • Social presentation • Visual literacy (http://www.flickr.com/photos/library_of_congress/ )
    29. Slide 29: RSS pedagogies • Shaping Web reading • Pushing student-created • Web 2.0 wrangling content (mother blog, Feed to Javascript) (Bloglines)
    30. Slide 30: Social organization of information, pedagogies of folksonomy • Search • Retrieval • Self-awareness http://del.icio.us/ for DoctorNemo
    31. Slide 31: Community surfacing • Collaborative research • Ontology
    32. Slide 32: 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
    33. Slide 33: “[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. Emphasis added.
    34. Slide 34: 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
    35. Slide 35: Podcasts and research • Public intellectual – Out of the Past – Engines of Our Ingenuity – In Our Time – University Channel – The Missing Link
    36. Slide 36: Student program podcasting on campus • War News Radio (Swarthmore College) •PEPI courses (University of British Columbia, department of Land and Food Resources)
    37. Slide 37: Media to enhance other media • Podcast + pdfs: Allegheny College, Gothcast
    38. Slide 38: Academic open archives for social media Freesound archive •DIY copyright •Social networking values •University of Pompeu Fabra (Barcelona) (http://freesound.iua.upf.edu/)
    39. Slide 39: New forms of scholarly communication CommentPress implementation, Institute for the Future of the Books McKenzie Wark, Eugene Lang College
    40. Slide 40: Still more bookblogging Siva Vaidhyanathan, University of Virginia
    41. Slide 41: Combining Web 2.0 forms • Podcasting • Blogging • Digital storytelling • Web-based photography • YouTube • Video mashups Middlebury College, Jason Mittell and Barbara Ganley • Blend teaching with research • BG now involved in rural community media
    42. Slide 42: II. Webs 1.0 and 3.0
    43. Slide 43: II. Web 1.0 Google Sites
    44. Slide 44: II. Web 1.0 Google Knol
    45. Slide 45: II. Web 3.0? • The Semantic Web • Sir Tim Berners-Lee's projectbefore Congress Ultimately, Reuters' news is the raw material for analysis and application by investors and downstream news organizations. Adding metadata to make that job of analysis easier for those building additional value on top of your product is a really interesting way to view the publishing opportunity. If you don't think of what you produce as the \"final product\" but rather as a step in an information pipeline, what do you do differently to add value for downstream consumers? In Reuters' case, Devin thinks you add hooks to make your information more programmable.
    46. Slide 46: II. Web 3.0? “Ultimately, Reuters' news is the raw material for analysis and application by investors and downstream news organizations. Adding metadata to make that job of analysis easier for those building additional value on top of your product is a really interesting way to view the publishing opportunity. If you don't think of what you produce as the \"final product\" but rather as a step in an information pipeline, what do you do differently to add value for downstream consumers? In Reuters' case, Devin thinks you add hooks to make your information more programmable.” Tim O’Reilly, February 2008 http://radar.oreilly.com/archives/2008/02/reuters-ceo-sees-semantic-web.html
    47. Slide 47: ClearForest Gnosis
    48. Slide 48: http://sws.clearforest.com/
    49. Slide 49: II. Web 3.0? • Web 3D Second Life; Sony, Home
    50. Slide 50: II. Web 3.0? Android: Crunchnet iPhone: swruler9284
    51. Slide 51: II. Web 3.0? The Social Graph, as Sir Tim sees it “I called this graph the Semantic Web, but maybe it should have been Giant Global Graph! Any worse than WWWW? ;-)... So, if only we could express these relationships, such as my social graph, in a way that is above the level of documents, then we would get re-use. That's just what the graph does for us. We have the technology -- it is Semantic Web technology, starting with RDF OWL and SPARQL. Not magic bullets, but the tools which allow us to break free of the document layer. If a social network site uses a common format for expressing that I know Dan Brickley, then any other site or program (when access is allowed) can use that information to give me a better service. Un-manacled to specific documents.” CSAIL post, November 2007 http://dig.csail.mit.edu/breadcrumbs/node/215
    52. Slide 52: II. Web 3.0? • Synthesis: Google's CEO's vision [Eric Schmidt]: Web 3.0 would ultimately be seen as applications that are pieced together [and that share] a number of characteristics: the applications are relatively small; the data is in the cloud; the applications can run on any device - PC or mobile phone; the applications are very fast and they're very customizable; and furthermore the applications are distributed essentially virally, literally by social networks, by email. You won't go to the store and purchase them. ... That's a very different application model than we've ever seen in computing... Transcribed by Nicholas Carr, August 2007 http://www.roughtype.com/archives/2007/08/what_is_web_30.php
    53. Slide 53: Criticism Deal with 2.0, already “Gartner analysts are avoiding the temptation to give a new label to the latest technologies such as virtual worlds and the semantic Web, saying they’re not providing the same kind of fundamental change as blogs, wikis and social networking tools. “It’s not going to be another era like Web 2.0,” Phifer said. “However, there will be some very interesting innovative things coming out. If you’re in love with numbering schemes, maybe it’s Web 2.1.”” November 2007, http://www.networkworld.com/news/2007/092107-gartner-web-20.html
    54. Slide 54: III. Gaming Long history of gaming Digital • Predigital • Spacewar – Chess, go, Senet, • Zork to IF boom mancala, (1980s) backgammon, dice, cards • 1990s rebirth – Kriegspiel – Cold War games
    55. Slide 55: Gaming in 2008 Physical platforms PC • Console • CD, DVD • Cell phone • Browser • PSP • Downloadable • Extended forms (DDR) • New forms: Wii …And these can be combined
    56. Slide 56: Size: huge – (WoW: 10 million subscribers, January 2008) Player range: genders, classes, nations Interface, device driver Eve Online, from site
    57. Slide 57: Growing content diversity • Current events (Kumawar) • Political argument (September 12th, FoodForce) • Religious gaming (Left Behind: Eternal Forces, 2006) • Literary gaming (Kafkamesto, 2006) (BBC Climate Challenge; Ayiti: both 2007-present)
    58. Slide 58: Offshoot: machinima • Tools – Counterstrike, Halo – Second Life – The Movies • Art movement – Machinima Academy of Arts and Sciences ( http://www.machinima.org/) (Koulamata, “The French Democracy”, 2006)
    59. Slide 59: Virtual worlds: the MUD, Adventure (1970s-present) (LambdaMOO, 1990-present)
    60. Slide 60: Antecedents, predigital: Theater of Memory (from Philippe Codognet, http://webia.lip6.fr/~codognet/)
    61. Slide 61: Avatar spaces -Activeworlds -Atmospheres -There (Activeworlds, 1995-present; image via www.virtualworldlets.net)
    62. Slide 62: 2d-3d worlds -Habbo Hotel -Runescape -Cyworld -VMK (Club Penguin, 2005-present)
    63. Slide 63: Google Earth -Keyhole DB -2d: KML -3d: Sketchup -reach -Geotagging photos: videos Mirror worlds
    64. Slide 64: Augmented Reality -mobile devices game players general use tools -science fiction explores (Vernor Vinge, Rainbows End) “Human Pacman,” Adrian David Cheok, circa 2005
    65. Slide 65: Interactive Fiction Speaking of text adventures: • 1980s boom: Infocom • Ongoing art form • Nick Montfort, Twisty Little Passages (“Dead Cities”, from Lovecraft Commonplace Book project 2007 http://www.illuminatedlantern.com/if/games/lovecraft/)
    66. Slide 66: Interactive Fiction Speaking of text adventures: • Inform 7, free IF editor (Richard Liston, Ursinus College, classroom example 2008)
    67. Slide 67: IF: established long enough to be used for political satire…
    68. Slide 68: Defective Yeti, January 2006 http://www.defectiveyeti.com/archives/001561.html
    69. Slide 69: Political ARGs (ex: World Without Oil, May 2007) ()
    70. Slide 70: Gaming and education “Video games… situate meaning in a multimodal space through embodied experiences to solve problems and reflect on the intricacies of the design of imagined worlds and the design of both real and imagined social relationships and identities in the modern world.”
    71. Slide 71: 21-century boom • James Paul Gee • John Seely Brown (author of preceding • Mia Consalvo quote) • Constance • Marc Presnsky Steinkuehler • Henry Jenkins • Kurt Squire
    72. Slide 72: Multimedia literacies • Gee: multimodal principle • Selfe et al: multimodal literacy • Bogost: procedural rhetoric Dean for American game (2004) Archived at http://www.deanforamericagame.com/play.html
    73. Slide 73: Multimedia literacies “…within games, there are in fact multitudes of literacy practices – games are full of text, she asserted, to say nothing of the entirely text-based fandom communities online that take place in forums, blogs and social networks.” Constance Steinkuehler, FuturePlay 2007, Toronto Quoted in http://www.gamasutra.com/php-bin/news_index.php?stor =16264
    74. Slide 74: Which educational theory? • Ian Bogost: behaviorist versus constructivist Issues summoned up: – Media effect (violence) – Transfer across domains, platforms – “Simulation gap” – Subjectivity and assessment Image from Scot Osterweil, presentation to Learning from Video Games: Designing Digital Curriculums (NERCOMP SIG , 2007)
    75. Slide 75: Pedagogy: virtual worlds Machu Picchu, Arts Metaverse, Open Croquet Ancient Spaces project, University of British Columbia
    76. Slide 76: Pedagogy: virtual worlds Pedagogy: social software “Emotional bandwidth” (Linden Labs) • Social presence • Self-expression Second Life, Bryan Zelmanov
    77. Slide 77: Game studies • Serious Games • Conferences • Scholarly articles and books (MIT Press) • Games Learning Society conference, http://www.glsconference.org/2008/index.html
    78. Slide 78: Game studies Liberal arts instances • Jason Mittell, Middlebury • Richard Liston, Ursinus • Aaron Delwiche, Trinity (image) • Christian Spielvogel, Hope • Harry Brown, Depauw
    79. Slide 79: IV. Fear the fear Reg, http://www.reghardware.co.uk/2008/05/02/nsw_police_mp3_poster/ Snopes, http://www.snopes.com/science/cookegg.asp The Times, May 2008 http://www.timesonline.co.uk/tol/news/uk/article3902726.ece
    80. Slide 80: IV. Fear the fear thanks to cclabguy
    81. Slide 81: National Institute for Technology and Liberal Education (NITLE) http://nitle.org Liberal Education Today blog http://b2e.nitle.org

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