NFAIS 2008 Talk
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NFAIS 2008 Talk

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My web 2.0 and academe talk to NFAIS.

My web 2.0 and academe talk to NFAIS.

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NFAIS 2008 Talk NFAIS 2008 Talk Presentation Transcript

  • 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
  • Web 2.0 academic concerns
    • Some responses
    • Can block comments and/or readers
    • Teachable moment: what is privacy in 2008?
    • Complement other practices
  • Web 2.0 academic concerns
    • 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