Web 2.0 2006: Implications for the LMS

Web 2.0 2006: Implications for the LMS Learning Management Systems and Liberal Arts Colleges: a NITLE Symposium Hosted by Reed College Sponsored by CODEX October, 2006

Plan of the talk
Social software and Web 2.0
LMS connections
(on the way to Bryan’s office, spring 2006)

One provocation (Gwynneth, Fort Ticonderoga ferry landing, summer 2006)

A second provocation (Valdis Krebs, 2004)

Thematics
Emergence in
time and space
Pedagogy
Scope
Complex ecological interaction
(Radio Open Source blog/podcast, 2006)

I. Web 2.0
Microcontent, rather than sites or large documents

I. Web 2.0
Social functionality

I. Web 2.0
Open content and/or services and/or standards
(Pepysblog, 2003-)

I. Web 2.0
Network constructivism
(Pepysblog, 2003-)

I. Web 2.0
O’Reilly: perpetual beta

I. Web 2.0
O’Reilly: platforms for development

I. Web 2.0
Data mashups

I. Web 2.0 examples
Collaborative writing platforms: the wiki way

I. Web 2.0 examples
Pedagogies
Collective research
Group writing
Document editing
Information literacy

I. Web 2.0 examples Research: wikis are textually productive

I. Web 2.0 examples -Viégas, Wattenberg, Dave (IBM, 2004)

I. Web 2.0 examples
wikis are textually productive
OhMyNews! , WikiNews

I. Web 2.0 examples
Web 2.0 components, movements
collaborative writing platforms: the blogosphere

I. Web 2.0 examples
Addressable content chunks

I. Web 2.0 examples
Distributed, attached conversations

I. Web 2.0 examples
State of the blogosphere
50 million blogs tracked by Technorati:
“ The blogosphere has been doubling in size every 6 months or so. It is over 100 times bigger than it was just 3 years ago .” (David Sifry, July 2006)
Chart follows…

I. Web 2.0 examples

I. Web 2.0 examples
State of the blogosphere
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 examples
Components, movements: social objects
Flickr
http:// flickr.com /

I. Web 2.0 examples
Reach of Flickr
100 million images, as of Feb 2006
As of October 2006, 4 million Flickr members
1 million photos uploaded each day
( http://www.radioopensource.org/photography-20/ )

I. Web 2.0 examples
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 examples
“… 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

I. Web 2.0 examples
What can we learn from this?
Jyri Engesrom is succinct:
“ The fallacy is to think that social networks are just made up of people. They're not; social networks consist of people who are connected by a shared object.”
- http://www.zengestrom.com/ , 2005

I. Web 2.0 examples
Social objects principles: tagging

I. Web 2.0 examples
“ Home
Owain
Hestia
Chickens
Ripton”

I. Web 2.0 examples
Folksonomy
User benefit
Search
Retrieval
Self-awareness
http:// del.icio.us /

I. Web 2.0 examples
Community surfacing
Ontology
Concepts
Collaborative research

I. Web 2.0 examples
Case study, tagging museums:
the Steve project

I. Web 2.0 examples
Tagging museums: the Steve project
Expert discourse, controlled vocab

I. Web 2.0 examples
Tagging museums: the Steve project
Users tag differently
Curators get it
(Metropolitan Museum of Art, 2004)

I. Web 2.0 examples
AJAX-based projects

I. Web 2.0 examples
Components, movements
Mixing and mashing: the RSS feeding frenzy

I. Web 2.0 examples
Example: Google Spreadsheets
http://spreadsheets.google.com/

I. Web 2.0 examples
Collaborative
music: LastFM
http:// www.last.fm /

I. Web 2.0 examples
Teaching with Web 2.0
Distributed conversation
Collaborative writing
Object-oriented discussion
http://smarthistory.blogspot.com/

I. Web 2.0 examples
Social networking
services
FaceBook
MySpace
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 examples
Social news:
Memeorandum, Tailrank, Digg, TechMeme

I. Web 2.0 examples
Web 2.0 influences rich media
Podcasting

I. Web 2.0 examples
What’s happened since February 2004?

I. Web 2.0 examples
What’s happened since?
“ More than 22 million American adults own iPods or MP3 players and 29% of them have downloaded podcasts from the Web so that they could listen to audio files at a time of their choosing.”
-Pew Internet and American Life study,
April 2005

I. Web 2.0 examples
What’s happened since? Neologisms:
godcasting
nanocasting
podfading
podsafe
podspamming
podvertising
porncasting

I. Web 2.0 examples
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 examples
Podcasts and research
Public intellectual
Out of the Past
Engines of Our Ingenuity
Napoleon 101
In Our Time
Trudi Abel, “Digital Durham and the New South” (Duke University, 2006)
Duke: Field recording

I. Web 2.0 examples
Social media: Web 2.0 video
(Gootube? Suetube?)

I. Web 2.0 examples
Social media: Freesound archive
(Freesound archive)

I. Web 2.0 examples
(Second Life, 2004-present)
Social media: social gaming and Web 2.0?

I. Web 2.0 examples
Size of Second Life:
1 million residents, October 2006
“ the new golf”, Second Life (Joi Ito)
Compare the field
6 million players, World of Warcraft
1 million players, Virtual Magic Kingdom
Diversity: platform, genre, content

II. LMS connections
Bridges from LMS:
Concepts
Existing outsources
DIY

II. LMS connections
Mainstream courseware:
Blackboard blocks
Blackboard Beyond, announced February 2006

II. LMS connections
Mainstream courseware:
Moodle wikis and blogs
Tagging forthcoming (Dougiamas)

II. LMS connections
Is Web 2.0 in most LMSes?
Microcontent… yes
Social networking… somewhat
Open content, services… not really

II. LMS connections
Virtues of closed LMS spaces
Easier training
Replicates some familiar closed digital environments
Student privacy
Professor privacy
Campus privacy…

II. LMS connections
More: replication of classroom environment
Copyright (TEACH Act)
Professor comfort zone
LAC ethos

II. LMS connections
What principles to apply from Web 2.0?
People tag
Textual productivity
Distributed conversations
Profile-raising
Ease of microcontent (Benkler, 2005)

II. LMS connections
World Wide Web 2.0
Net.gen experience
Technologists
Media
(lonelygirl15, 2006-)

II. LMS connections
ePortfolio connections
Web 2.0 as light ports
Web 2.0 attached to bigger ports
(Helen Barrett, 2006)

II. LMS connections
Existing third party sources
Major players buying, creating
(Yahoo! Buys del.icio.us, Dec. 2005)

II. LMS connections
Major players using
(Amazon supports tagging, 2005-)

II. LMS connections
(Ben Harris-Roxas)
Take advantage
of content!
22 million searchable, shareable images in Flickr (October 2006)

II. LMS connections
(Ben Harris-Roxas) Did using closed LMSes keep liberal arts campuses from contributing? Ditto for Wikipedia, blogosphere, etc.

II. LMS connections
DIY: coding
PennTags social bookmarking

II. LMS connections
DIY: hosting
Minnesota blogs from the library (2003-)

II. LMS connections (Valdis Krebs, 2004)

Keeping up
NITLE Codex http://nitle.org/index.php/nitle/collaborations/codex
NITLE blog http://b2e.nitle.org
NITLE Lab http:// nitle.org/index.php/nitle/laboratory

Web 2.0 2006: Implications for the LMS

by Bryan Alexander

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Web 2.0 2006: Implications for the LMS Presentation Transcript