NFAIS 2008 Talk

Academia and/or Web 2.0 NFAIS Philadelphia February 2008

Plan of the talk
10 essential pieces of Web 2.0 for academia
Pedagogies and publics
The divide
(Middlebury waterfall, spring 2006)

One problem
How does academia apprehend emerging technologies?
Panic/siege mode
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 scope
Bad anxieties, policies, and media coverage
Perceived lack of seriousness

Five responses
Web 2.0 and education is like gaming and education: intersections are happening
Take advantage of preexisting projects and services
Mod/warp/hack
DIY
Literacy: new media
Influence
(World of Warcraft)

I. Web 2.0
Microcontent, rather than sites or large documents
(NITLE blog Liberal Education Today, http://b2e.nitle.org )

I. Web 2.0
Multiply authored microcontent

Open content and/or services and/or standards…
(Pepysblog, 2003-)

… leading to networked conversations
(Pepysblog, 2003-)

O’Reilly: Web 2.0 is a platform for development
Open APIs
Access to data
Virtue of the lazyweb
( http://www.hurricanearchive.org/ , Center for History and New Media,George Mason University)
Programming staff
Perceived recognition

Wikis are (often) textually productive -Viégas, Wattenberg, Dave (Historyflow, IBM, 2004)

“ 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 )

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…
NIH guidelines, http://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=citmed.section.61024

Implications of Flickr
Metadata is good enough
Gaming can inspire design and architecture
(Ben Harris-Roxas, 2006)

Tagging museums:
the Steve project
Users tag differently
Curators get it
(Metropolitan Museum of Art, 2004)

Tagging libraries: PennTags
Coded locally
Also tags the open web
http://tags.library.upenn.edu/

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...” (Zylstra in Second Life, 2007)

“… 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)

(“Online Communities”, XKCD, April 2007 )
For academia, this can seem a bit overwhelming

Pedagogies and publications
Teaching with Web 2.0: it’s not all new
- Web 1.0, internet pedagogies
Hypertext
Web audience
Discussion fora
Collaborative document authoring
Groupware

Teaching with Web 2.0: it’s not all new
Earlier pedagogies
Journaling
Media literacy

Teaching with Web 2.0: principles
http://smarthistory.blogspot.com/ Distributed conversation Collaborative writing Object-oriented discussion Connectivism (G. Siemens, 2004)

Wiki pedagogies
Collective research
Group writing
Document editing
Information literacy
Discussion
Knowledge accretion
(Romantic Audiences project Bowdoin College, 2005-present
Discussion
Knowledge accretion

Social object pedagogies
Prompts
Discussion object
Composition materials

More social object pedagogies
Annotate details
Remix (“Make it mine”)
Edugadget http://www.edugadget.com/2005/05/07/flickr-creative-commons

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

“ [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.

RSS pedagogies
Shaping Web reading
Pushing student-created content (mother blog, Feed to Javascript)
Web 2.0 wrangling
(Bloglines)

Academic open archives for social media
Freesound archive
DIY copyright
Social networking values
University of Pompeu Fabra (Barcelona)
( http://freesound.iua.upf.edu/ )

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

Student program podcasting on campus
War News Radio
(Swarthmore College)
PEPI courses (University of British Columbia, department of Land and Food Resources)

Media to enhance other media
Podcast + pdfs: Allegheny College, Gothcast

Podcasts and research
Public intellectual
Out of the Past
Engines of Our Ingenuity
In Our Time
University Channel
The Missing Link

New forms of scholarly communication
CommentPress implementation, Institute for the Future of the Books McKenzie Wark, Eugene Lang College

More bookblogging

Still more bookblogging
Siva Vaidhyanathan, University of Virginia

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

Web 2.0 academic concerns
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 2008?
Complement other practices

Local hosting
Campus identity
Stability
Integration into other services
Preservation
Time
Offshore hosting
Third party identity
Stability
Integration into their other services
Preservation
Different time

III. The divide (Valdis Krebs, 2004)

The wide reach of the CMS Blackboard
Huge market share
Copyright
Privacy
Familiarity

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

CMSes approach Web 2.0 Scholar.com, from Blackboard Beyond

National Institute for Technology and Liberal Education (NITLE) http://nitle.org Liberal Education Today blog http://b2e.nitle.org

NFAIS 2008 Talk

by Bryan Alexander on Feb 24, 2008

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NFAIS 2008 Talk — Presentation Transcript