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Web 2.0 and pedagogy overview, Wesleyan 2006
 

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Web 2.0 and pedagogy overview, Wesleyan 2006

Web 2.0 and pedagogy overview, Wesleyan 2006

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    Web 2.0 and pedagogy overview, Wesleyan 2006 Web 2.0 and pedagogy overview, Wesleyan 2006 Presentation Transcript

    • Web 2.0: Pedagogies… December, 2006 Wesleyan University
    • Plan of the talk 1. Web 2.0 in late 2006 2. Web 2.0 rich media 3. Pedagogies 4. Web 2.0 storytelling (Middlebury waterfall, spring 2006)
    • Thematics • Emergence in time and space • Pedagogy • Dynamic information ecologicy (Radio Open Source blog/podcast, 2006)
    • 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 • Bad anxieties, policies, and media coverage • Perceived lack of seriousness
    • One metaphor Web 2.0 and education is like gaming and education: intersections are possible • Take advantage of preexisting projects • Mod/warp/hack • DIY • Literacy: IF/audience
    • I. Web 2.0 The term: Tim O’Reilly, 2005 • Expands “social software” • Draws on Web history
    • I. Web 2.0 • Microcontent, rather than sites or large documents
    • I. Web 2.0 • Multiply authored microcontent, rather than sites or large documents
    • 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 • Data mashups
    • I. Web 2.0 • O’Reilly: perpetual beta
    • I. Web 2.0 • AJAX-based projects
    • I. Web 2.0 • O’Reilly: platforms for development
    • I. Web 2.0 Web 2.0 components, movements • Collaborative writing platforms: the wiki way
    • I. Web 2.0 Research: wikis are textually productive -Viégas, Wattenberg, Dave (IBM, 2004)
    • I. Web 2.0 News-gathering: wikis are textually productive (OhMyNews! , WikiNews)
    • I. Web 2.0 Web 2.0 components, movements • collaborative writing platforms: the blogosphere
    • I. Web 2.0 • Addressable content chunks
    • I. Web 2.0 • Distributed, attached conversations
    • I. Web 2.0 State of the blogosphere • 57 million blogs tracked by Technorati: “As of October 2006, about 100,000 new weblogs were created each day… the doubling of the blogosphere has slowed a bit (every 236 days or so…” (David Sifry, November 2006) Chart follows…
    • I. Web 2.0
    • I. Web 2.0 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…
    • I. Web 2.0 Web 2.0 components, movements: social objects •Photo sharing: Flickr http://flickr.com/
    • I. Web 2.0 Reach of Flickr • 100 million images, as of Feb 2006 • As of October 2006, 4 million Flickr members (3/4 not in the US) • 1 million photos uploaded each day ( http://www.radioopensource.org/photography )
    • I. Web 2.0 Reach of Flickr • 26 million searchable, shareable images in Flickr (December 2006) • Metadata is good enough • Gaming inspiration (Ben Harris-Roxas, 2006)
    • I. Web 2.0 Web 2.0 enables the Web office • Example: Google Spreadsheets http://spreadsheets.google.com/
    • I. Web 2.0 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 “…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)
    • I. Web 2.0 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 Social object principles: tagging Flickr is one influential and leading tagging project
    • I. Web 2.0 “Home Owain Hestia Chickens Ripton”
    • I. Web 2.0 Folksonomy User benefit • Search • Retrieval • Self-awareness http://del.icio.us/ for DoctorNemo
    • I. Web 2.0 Community surfacing • Concepts • Ontology • Collaborative research
    • I. Web 2.0 Case study, tagging museums: the Steve project
    • I. Web 2.0 Tagging museums: the Steve project • Expert discourse, controlled vocab
    • I. Web 2.0 Tagging museums: the Steve project • Users tag differently • Curators get it (Metropolitan Museum of Art, 2004)
    • I. Web 2.0 Tagging libraries: PennTags • Coded locally • Also tags the open web http://tags.library.upenn.edu/
    • I. Web 2.0 Components, movements • Mixing and mashing: the RSS feed
    • I. Web 2.0 Social object: the person • FaceBook • MySpace • LinkedIn • ZoomInfo • 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 Social news: • Memeorandum, Tailrank, Digg, TechMeme
    • II. Rich media and Web 2.0 Web 2.0 influences rich media • Podcasting
    • II. Rich media and Web 2.0 How old is the term? “With the benefit of hindsight, it all seems quite obvious. MP3 players, like Apple's iPod, in many pockets, audio production software cheap or free, and weblogging an established part of the internet…”
    • II. Rich media and Web 2.0 How old is the term? “… all the ingredients are there for a new boom in amateur radio. But what to call it? Audioblogging? Podcasting? GuerillaMedia?” (Ben Hammersley, The Guardian February 12, 2004)
    • II. Rich media and Web 2.0 What’s happened since February 2004?
    • II. Rich media and Web 2.0 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
    • II. Rich media and Web 2.0 • What’s happened podsafe since? • podspamming Neologisms: • podvertising • godcasting • porncasting • nanocasting • podfading
    • II. Rich media and Web 2.0 Web 2.0 influences rich media: video
    • II. Rich media and Web 2.0 Videoblogging (vlog? vog?) Rocketboom, Amanda Congdon (already moved on)
    • II. Rich media and Web 2.0 Web 2.0 influences rich media: audio Freesound archive •DIY copyright •Social networking values http://freesound.iua.upf.edu/
    • II. Rich media and Web 2.0 Web 2.0 influences rich media: social gaming and Web 2.0? (Second Life, 2004-present)
    • III. Pedagogies Teaching with Web 2.0: it’s not all new Web 1.0, internet pedagogies • Hypertext • Web audience • Discussion for a • Collaborative document authoring • Groupware
    • III. Pedagogies Teaching with Web 2.0: it’s not all new Earlier pedagogies • Journaling • Media literacy
    • III. Pedagogies Teaching with Web 2.0: CMS involvement • Moodle modules
    • III. Pedagogies Teaching with Web 2.0: Blackboard Beyond “Chief Executive Officer Michael Chasen... explained, "Just as the Web 2.0 is facilitating a change in the way people interact online, e-Learning 2.0 represents a transformational shift for how the Internet can improve education. Blackboard is excited to work with our clients to help shape and accelerate this transformation.“”
    • III. Pedagogies Teaching with Web 2.0: Blackboard Beyond (Kevin Creamer, March 10 2006)
    • III. Pedagogies Teaching with Web 2.0: principles • Distributed conversation • Collaborative writing • Object-oriented discussion http://smarthistory.blogspot.com/
    • III. Pedagogies Teaching with Web 2.0: more principles • Ease of entry • Personalization
    • III. Pedagogies 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
    • III. Pedagogies Teaching with Web 2.0: “net.gen”: • “33 percent of online teens share their own creative content online, such as artwork, photos, stories or videos. • 32 percent say that they have created or worked on webpages or blogs for others, including groups they belong to, friends or school assignments.” http://www.pewtrusts.com/pdf/PIP_Teens_1105.pdf
    • III. Pedagogies Teaching with Web 2.0: “net.gen”: • “22 percent report keeping their own personal webpage. • 19 percent of online teens keep a blog, and 38 percent of online teens read blogs. • 19 percent of Internet-using teens say they remix content they find online into their own artistic creations.” http://www.pewtrusts.com/pdf/PIP_Teens_1105.pdf
    • III. Pedagogies Teaching with Web 2.0: “net.gen”: “Teens are often much more enthusiastic authors and readers of blogs than their adult counterparts. Teen bloggers, led by older girls, are a major part of this tech- savvy cohort.” (Pew Internet and American Life, November 2005) http://www.pewtrusts.com/pdf/PIP_Teens_1105.pdf
    • III. Pedagogies Teaching with Web 2.0: blogging • Distributed conversation • Collaborative writing • Object-oriented discussion
    • III. Pedagogies University of British Columbia uses: • “as personal logs/ journals to keep track of work/learning activities” •as digital photo albums •as potential e- portfolio tools…”
    • III. Pedagogies “…Currently, UBC is using weblogs…: • as course web pages, encouraging discussion and collaboration • as private management and communication tools for large campus groups, administrative teams, and communities of practice • to easily update online newsletters • to keep a collection of useful, searchable links” (http://weblogs.elearning.ubc.ca/home/about.php)
    • III. Pedagogies Blog problem: privacy • Contrary to class safe space (Gary Kornblith) • Culture of too much disclosure • Problem increasing archivally Some responses • Can block comments and/or readers • Teachable moment: what is privacy in 2007? • Complement other practices
    • III. Pedagogies Wiki pedagogies • Collective research • Group writing • Document editing • Information literacy • Discussion • Knowledge accretion
    • III. Pedagogies Social object pedagogies • Prompts • Discussion object • Composition materials
    • III. Pedagogies Social object pedagogies • Annotate details • Remix (“Make it mine”) Edugadget http://www.edugadget.com/2005/05/07/flickr-creative-commons
    • III. Pedagogies RSS pedagogies • Shaping Web reading • Pushing student-created content (mother blog, Feed to Javascript) • Web 2.0 wrangling
    • III. Pedagogies • Learning objects: Podcasts and teaching: profcasting Gardner Campbell, University of • Bryn Mawr College: Richmond Michelle Francl, • Duke: Course chemistry content • Duke: Classroom dissemination recording • Information literacy
    • III. Pedagogies • Trudi Abel, “Digital Podcasts and Durham and the research New South” (Duke • Public intellectual University, 2006) – Out of the Past • Duke: Field – Engines of Our recording Ingenuity – Napoleon 101 – In Our Time
    • III. Pedagogies • Trudi Abel, “Digital Podcasts and Durham and the research New South” (Duke • Public intellectual University, 2006) – Out of the Past • Duke: Field – Engines of Our recording Ingenuity – Napoleon 101 – In Our Time
    • IV. Web 2.0 storytelling Web 2.0 storytelling • Nonfiction (Pulse) • Fiction (“I Found a Camera…”) • ARGs • Public intellectuals
    • IV. Web 2.0 storytelling Lonelygirl15 • One YouTube • Another YouTube • Myspace • Blogs • Discussion frenzy • Media attention (2006-)
    • IV. Web 2.0 storytelling Flickr and storytelling • Tell a story in 5 frames group “Gender Miscommunication” (Nightingai1e, 2006)
    • IV. Web 2.0 storytelling
    • IV. Web 2.0 storytelling
    • IV. Web 2.0 storytelling
    • IV. Web 2.0 storytelling “Gender Miscommunication” (Nightingai1e, 2006)
    • IV. Web 2.0 storytelling Flickr and storytelling • In the Tell a story in 5 frames group, 'Alone With The Sand' (moliere1331, 2005)
    • National Institute for Technology and Liberal Education http://nitle.org NITLE blog http://b2e.nitle.org NITLE Lab http:// nitle.org/index.php/nitle/laboratory