NFAIS 2008 Talk

Slide 1: Academia and/or Web 2.0 NFAIS Philadelphia February 2008

Slide 2: Plan of the talk 1. 10 essential pieces of Web 2.0 for academia 2. Pedagogies and publics 3. The divide (Middlebury waterfall, spring 2006)

Slide 3: One problem How does academia apprehend emerging technologies? • Panic/siege mode • Vendors • Futurism methods • Networks

Slide 4: 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

Slide 5: 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)

Slide 6: I. Web 2.0 Microcontent, rather than sites or large documents (NITLE blog Liberal Education Today, http://b2e.nitle.org)

Slide 7: I. Web 2.0 Multiply authored microcontent

Slide 8: Open content and/or services and/or standards… (Pepysblog, 2003-)

Slide 9: …leading to networked conversations (Pepysblog, 2003-)

Slide 10: O’Reilly: Web 2.0 is a platform for development • Open APIs • Access to data • Programming staff • Virtue of the lazyweb • Perceived recognition (http://www.hurricanearchive.org/, Center for History and New Media,George Mason University)

Slide 11: Wikis are (often) textually productive -Viégas, Wattenberg, Dave (Historyflow, IBM, 2004)

Slide 12: “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)

Slide 13: 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

Slide 14: Implications of Flickr • Metadata is good enough • Gaming can inspire design and architecture (Ben Harris-Roxas, 2006)

Slide 15: Tagging museums: the Steve project • Users tag differently • Curators get it (Metropolitan Museum of Art, 2004)

Slide 16: Tagging libraries: PennTags • Coded locally http://tags.library.upenn.edu/ • Also tags the open web

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...” (Zylstra in Second Life, 2007)

Slide 18: “…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)

Slide 19: For academia, this can seem a bit overwhelming (“Online Communities”, XKCD, April 2007 )

Slide 20: 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

Slide 21: Teaching with Web 2.0: it’s not all new Earlier pedagogies • Journaling • Media literacy

Slide 22: Teaching with Web 2.0: principles Distributed conversation Collaborative writing Object- oriented discussion Connectivism (G. Siemens, http://smarthistory.blogspot.com/ 2004)

Slide 23: Wiki pedagogies • Collective research • Group writing • Document editing • Information literacy • Discussion • Discussion • Knowledge • Knowledge accretion accretion (Romantic Audiences project Bowdoin College, 2005-present

Slide 24: Social object pedagogies • Prompts • Discussion object • Composition materials

Slide 25: More social object pedagogies • Annotate details • Remix (“Make it mine”) Edugadget http://www.edugadget.com/2005/05/07/flickr-creative-commons

Slide 26: 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

Slide 27: “[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.

Slide 28: RSS pedagogies • Shaping Web reading • Pushing student-created content (mother blog, Feed to Javascript) • Web 2.0 wrangling (Bloglines)

Slide 29: Academic open archives for social media Freesound archive •DIY copyright •Social networking values •University of Pompeu Fabra (Barcelona) (http://freesound.iua.upf.edu/)

Slide 30: 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

Slide 31: Student program podcasting on campus • War News Radio (Swarthmore College) •PEPI courses (University of British Columbia, department of Land and Food Resources)

Slide 32: Media to enhance other media • Podcast + pdfs: Allegheny College, Gothcast

Slide 33: Podcasts and research • Public intellectual – Out of the Past – Engines of Our Ingenuity – In Our Time – University Channel – The Missing Link

Slide 34: New forms of scholarly communication CommentPress implementation, Institute for the Future of the Books McKenzie Wark, Eugene Lang College

Slide 35: More bookblogging

Slide 36: Still more bookblogging Siva Vaidhyanathan, University of Virginia

Slide 37: 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

Slide 38: Web 2.0 academic concerns • Contrary to class safe space (Gary Kornblith, Oberlin College) • Culture of too much disclosure • Problem increasing archivally

Slide 39: Web 2.0 academic concerns Some responses • Can block comments and/or readers • Teachable moment: what is privacy in 2008? • Complement other practices

Slide 40: Web 2.0 academic concerns Local hosting Offshore hosting • Campus identity • Third party identity • Stability • Stability • Integration into other • Integration into their services other services • Preservation • Preservation • Time • Different time

Slide 41: III. The divide (Valdis Krebs, 2004)

Slide 42: The wide reach of the CMS •Huge market share •Copyright •Privacy •Familiarity Blackboard

Slide 43: The persistence of fears C.S. Mott Children's Hospital National Poll on Children’s Health, May 2007

Slide 44: CMSes approach Web 2.0 Scholar.com, from Blackboard Beyond

Slide 45: National Institute for Technology and Liberal Education (NITLE) http://nitle.org Liberal Education Today blog http://b2e.nitle.org