Web 2.0: Pedagogies… December, 2006 Wesleyan University

Plan of the talk Web 2.0 in late 2006 Web 2.0 rich media Pedagogies Web 2.0 storytelling (Middlebury waterfall, spring 2006)

Web 2.0 in late 2006

Web 2.0 rich media

Pedagogies

Web 2.0 storytelling

Thematics Emergence in time and space Pedagogy Dynamic information ecologicy (Radio Open Source blog/podcast, 2006)

Emergence in

time and space

Pedagogy

Dynamic information ecologicy

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

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

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

The term: Tim O’Reilly, 2005

Expands “social software”

Draws on Web history

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

Microcontent, rather than sites or large documents

I. Web 2.0 Multiply authored microcontent, rather than sites or large documents

Multiply authored microcontent, rather than sites or large documents

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

Open content and/or services and/or standards

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

Network constructivism

I. Web 2.0 Data mashups

Data mashups

I. Web 2.0 O’Reilly: perpetual beta

O’Reilly: perpetual beta

I. Web 2.0 AJAX-based projects

AJAX-based projects

I. Web 2.0 O’Reilly: platforms for development

O’Reilly: platforms for development

I. Web 2.0 Web 2.0 components, movements Collaborative writing platforms: the wiki way

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)

News-gathering: wikis are textually productive

( OhMyNews! , WikiNews)

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

Web 2.0 components, movements

collaborative writing platforms: the blogosphere

I. Web 2.0 Addressable content chunks

Addressable content chunks

I. Web 2.0 Distributed, attached conversations

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…

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…

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 http:// flickr.com / Photo sharing: Flickr

Web 2.0 components, movements: social objects

Photo sharing:

Flickr

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-20/ )

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-20/ )

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)

Reach of Flickr

26 million searchable, shareable images in Flickr (December 2006)

Metadata is good enough

Gaming inspiration

I. Web 2.0 Web 2.0 enables the Web office Example: Google Spreadsheets http://spreadsheets.google.com/

Web 2.0 enables the Web office

Example: Google Spreadsheets

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...”

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)

“… 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

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

Social object principles: tagging

I. Web 2.0 “ Home Owain Hestia Chickens Ripton”

“ Home

Owain

Hestia

Chickens

Ripton”

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

Folksonomy

User benefit

Search

Retrieval

Self-awareness

http://del.icio.us/

for DoctorNemo

I. Web 2.0 Community surfacing Ontology Concepts Collaborative research

Community surfacing

Ontology

Concepts

Collaborative research

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

Case study, tagging museums:

the Steve project

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

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)

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/

Tagging libraries: PennTags

Coded locally

Also tags the open web

I. Web 2.0 Components, movements Mixing and mashing: the RSS feed

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)

Social object: the person

FaceBook

MySpace

LinkedIn

ZoomInfo

CyWorld

I. Web 2.0 Social news: Memeorandum, Tailrank, Digg, TechMeme

Social news:

Memeorandum, Tailrank, Digg, TechMeme

II. Rich media and Web 2.0 Web 2.0 influences rich media Podcasting

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…”

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)

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?

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

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 since? Neologisms: godcasting nanocasting podfading podsafe podspamming podvertising porncasting

What’s happened since? Neologisms:

godcasting

nanocasting

podfading

podsafe

podspamming

podvertising

porncasting

II. Rich media and Web 2.0 Web 2.0 influences rich media: video (Gootube? Suetube?)

Web 2.0 influences rich media: video

II. Rich media and Web 2.0 Videoblogging (vlog? vog?) Rocketboom, Amanda Congdon (already moved on)

Videoblogging

(vlog?

vog?)

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/

Web 2.0 influences rich media: audio

Freesound archive

DIY copyright

Social networking values

II. Rich media and Web 2.0 (Second Life, 2004-present) 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

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

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

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.“”

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)

Teaching with Web 2.0: Blackboard Beyond

III. Pedagogies Teaching with Web 2.0: principles Distributed conversation Collaborative writing Object-oriented discussion http://smarthistory.blogspot.com/

Teaching with Web 2.0: principles

Distributed

conversation

Collaborative

writing

Object-oriented

discussion

III. Pedagogies Teaching with Web 2.0: more principles Ease of entry Personalization

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

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.”

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

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.”

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

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.”

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

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 )

III. Pedagogies Teaching with Web 2.0: blogging Distributed conversation Collaborative writing Object-oriented discussion

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…”

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 )

“… 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”

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

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

Wiki pedagogies

Collective research

Group writing

Document editing

Information literacy

Discussion

Knowledge accretion

III. Pedagogies Social object pedagogies Prompts Discussion object Composition materials

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

Social object pedagogies

Annotate details

Remix (“Make it mine”)

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

RSS pedagogies

Shaping Web reading

Pushing student-created content (mother blog, Feed to Javascript)

Web 2.0 wrangling

III. Pedagogies 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

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

III. Pedagogies 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

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

III. Pedagogies 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

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

IV. Web 2.0 storytelling Web 2.0 storytelling Nonfiction ( Pulse ) Fiction (“I Found a Camera…”) ARGs Public intellectuals

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-)

Lonelygirl15

One YouTube

Another YouTube

Myspace

Blogs

Discussion frenzy

Media attention

IV. Web 2.0 storytelling Flickr and storytelling Tell a story in 5 frames group “ Gender Miscommunication” (Nightingai1e, 2006)

Flickr and storytelling

Tell a story in 5 frames group

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)

Flickr and storytelling

In the Tell a story in 5 frames group, 'Alone With The Sand'

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

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