NITLE IT Leaders 2009: Emerging Technologies in a Submerging Economy

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Sunday morning talk about higher education and emerging technologies, focusing on strategies during the economic crisis.

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NITLE IT Leaders 2009: Emerging Technologies in a Submerging Economy

  1. 1. Emerging Technologies in a Submerging Economy The NITLE Instructional Technology Leaders Conference -------------------- Ursinus College March 27-29, 2009
  2. 2. The presentational plan <ul><li>0. Intro </li></ul><ul><li>Social media </li></ul><ul><li>Mobility </li></ul><ul><li>Gaming and virtual worlds </li></ul><ul><li>Next? </li></ul><ul><li>Updates </li></ul><ul><li>Options </li></ul><ul><li>Cost/benefit </li></ul><ul><li>Pedagogies and other campus uses </li></ul><ul><li>Imbrication </li></ul>
  3. 3. Principles of Forecasting (2001) ( http://www.forecastingprinciples.com/methodologytree.html ) Apprehending the futures
  4. 4. <ul><li>Web 2.0 in 2009 </li></ul><ul><li>-growing in scale </li></ul><ul><li>-growing practices </li></ul>(after Schmelling, http://www.mcsweeneys.net/2008/7/30schmelling.html )
  5. 6. “As of December 2008, 11% of online American adults said they used a service like Twitter or another service…” (Pew Internet and American Life)
  6. 7. <ul><li>comScore MediaMetrix (August 2008) </li></ul><ul><li>Blogs: 77.7 million unique visitors in the US… </li></ul><ul><li>Total internet audience 188.9 million </li></ul><ul><li>eMarketer (May 2008) </li></ul><ul><li>o 94.1 million US blog readers in 2007 (50% of Internet users) </li></ul><ul><li>o 22.6 million US bloggers in 2007 (12%) </li></ul>David Sifry, September 2008; Juan Cole on the Colbert Report ( http://technorati.com/blogging/state-of-the-blogosphere / ) <ul><li>Universal McCann (March 2008) </li></ul><ul><li>184 million worldwide have started a blog | 26.4 US </li></ul><ul><li>346 million read blogs | 60.3 US </li></ul><ul><li>77% of active Internet users read blogs </li></ul>
  7. 8. David Sifry, September 2008; ScienceBlogs ( http://technorati.com/blogging/state-of-the-blogosphere / )
  8. 9. <ul><li>How influential are blogs in the world? </li></ul>World Information Access 2008 Report http://www.wiareport.org/index.php/56/blogger-arrests
  9. 10. <ul><li>Social images are large </li></ul><ul><li>3 billion+ photos in Flickr </li></ul><ul><li>4,230,432 - 32,170,657 shareable </li></ul>(first stat, Flickr blog, November 2008 http://blog.flickr.net/en/2008/11/03/3-billion/ ; Second stat, Flickr CC search page, March 2009, http://www.flickr.com/creativecommons/ )
  10. 11. <ul><li>LinkedIn: 30 million users claimed </li></ul>http://www.techcrunch.com/2009/02/14/as-the-economy-sours-linkedins-popularity-grows/
  11. 12. (eMarketer, March 2009; Scott Sigler, 2008)
  12. 13. “ There are currently 2,807,974 articles in the English Wikipedia .” ( http://en.wikipedia.org/wiki/Wikipedia:Size_of_Wikipedia , March 2009)
  13. 14. YouTube nearly youbiquitous <ul><li>Senate and House channels, January 2009 </li></ul><ul><li>http://www.physorg.com/news151139956.html </li></ul>
  14. 15. Facebook growth <ul><li>175 million users </li></ul><ul><li>(When 200? http://markets.nitle.org/markets/18734 ) </li></ul>
  15. 16. <ul><li>Facebook continues to roar </li></ul><ul><li>The quiet war with Google </li></ul><ul><li>Also LinkedIn, Cyworld, etc. </li></ul>(Comscore image, via http://www.techcrunch.com/2009/01/22/facebook-now-nearly-twice-the-size-of-myspace-worldwide/ ) Social object: the person
  16. 17. <ul><li>Practices: data mashups, Web 2.0 as platform </li></ul><ul><li>Open APIs </li></ul><ul><li>Access to data </li></ul><ul><li>“ Mashup” </li></ul>(AccessCeramics project, Lewis and Clark College ) <ul><li>Programming staff </li></ul><ul><li>Perceived recognition </li></ul>
  17. 18. Keeping up <ul><li>NITLE interest and program cloud, 2008 </li></ul>Practice: tag clouds
  18. 19. Classic forms developing <ul><li>Diigo </li></ul>
  19. 20. Practices: years of edublogging <ul><li>Selected, documented practices: </li></ul><ul><li>Publish syllabus </li></ul><ul><li>Publish student papers </li></ul><ul><li>Discussion </li></ul><ul><li>Journaling </li></ul><ul><li>Project blogs </li></ul><ul><li>Public scholarship </li></ul><ul><li>Creative writing </li></ul><ul><li>Distributed seminars </li></ul><ul><li>Campus organizations </li></ul><ul><li>Prospective students </li></ul><ul><li>Library collections </li></ul><ul><li>Alumni relations </li></ul><ul><li>Project management </li></ul><ul><li>Liveblogging </li></ul>
  20. 21. <ul><li>What else? reexamine external hosting </li></ul>
  21. 22. <ul><li>More social object pedagogies </li></ul><ul><li>Annotate details </li></ul><ul><li>Remix (“Make it mine”) </li></ul>Jason Mittell, Middlebury College, spring 2008 ( http://justtv.wordpress.com/2008/04/22/teaching-technology-remix-video/ )
  22. 23. Rutgers; University of Mary Washington; http://www.journalofamericanhistory.org/podcast/
  23. 24. Beyond the classroom <ul><li>accessCeramics, Lewis and Clark College </li></ul><ul><li>1000 images, February 2009 ( http://accessceramics.blogspot.com/2009/02/today-is-big-milestone-as-weve-reached.html ) </li></ul>
  24. 25. Options and possibilities <ul><li>RSS reading </li></ul><ul><li>Web 2.0 literacies </li></ul><ul><li>More integration with other tools </li></ul><ul><li>LMS </li></ul><ul><li>Professional content </li></ul>
  25. 26. <ul><li>Peak or ubiquity? </li></ul>http://www.techcrunch.com/2009/02/14/the-death-of-web-20/
  26. 27. What is “Web 3.0”? <ul><li>Several models are in play: </li></ul><ul><li>The 3-d Web </li></ul><ul><li>The Semantic Web </li></ul><ul><li>Web on mobile devices </li></ul><ul><li>The social Web </li></ul>( http://weblogs.elearning.ubc.ca/googlescholar/archives/046534.html )
  27. 28. <ul><li>Web 3D, virtual world as browser </li></ul><ul><li>(+) energetic .edu </li></ul><ul><li>(-) market plateau </li></ul><ul><li>(+) travel savings </li></ul><ul><li>(-) support challenges </li></ul>American Chemical Society, Second Life; Vivaty
  28. 29. <ul><li>Web 3D pedagogies </li></ul><ul><li>Virtual worlds </li></ul><ul><li>Teambuilding </li></ul>… but market size problems Second Life; Google Lively
  29. 30. II. Web 3.0? <ul><li>Missie Wadlandis game, http://www.wadlandis.nl/ </li></ul>Google Earth -2d: KML -3d: Sketchup <ul><li>Web 3D </li></ul><ul><li>Google world as browser </li></ul>
  30. 31. <ul><li>Google Earth </li></ul><ul><li>-2d: KML </li></ul><ul><li>-3d: Sketchup </li></ul><ul><li>-Geotagging photos, videos </li></ul>Mirror worlds (David Gelernter, 1991)
  31. 32. Web 3.0: the Semantic Web Semantic tool in play: ClearForest Gnosis, FF plugin
  32. 33. Web 3.0: the Semantic Web <ul><li>“Starting today, we're deploying a new technology that can better understand associations and concepts related to your search… For example, if you search for [principles of physics], our algorithms understand that &quot;angular momentum,&quot; &quot;special relativity,&quot; &quot;big bang&quot; and &quot;quantum mechanic&quot; are related terms that could help you find what you need.” </li></ul>Google search adds semantics, March 2009 http://googleblog.blogspot.com/2009/03/two-new-improvements-to-google-results.html
  33. 34. Uses in education in 2009 <ul><li>Information Gathering </li></ul><ul><li>Information Handling </li></ul><ul><li>Information Publishing </li></ul><ul><li>Simulation </li></ul><ul><li>Experiments </li></ul><ul><li>(see also Ensemble project, http://www.ensemble.ac.uk/ ) </li></ul><ul><li>Team Building </li></ul><ul><li>Computer Mediated Discussion </li></ul><ul><li>Computer Mediated Experimentation </li></ul><ul><li>Role Play </li></ul><ul><li>Content Creation </li></ul><ul><li>Content Annotation </li></ul>SemTech presentation, London 2009 http://www.semtech.ecs.soton.ac.uk/presentations/tt-presentation.pdf
  34. 35. [summing up] <ul><li>See how campus population uses Web technologies: meet them where they live? </li></ul><ul><li>Explore how outsourcing to Web 2.0 services works for other campuses, and your own campus </li></ul><ul><li>Develop information/media literacy approaches across departments, disciplines </li></ul>
  35. 36. [summing up] <ul><li>Explore Web 2.0 affordances in other tools (ex: Scholar.com) </li></ul><ul><li>Keep an eye out for emerging practices being used </li></ul><ul><li>Watch Web 3.0 technologies as they emerge </li></ul>
  36. 37. Wireless and mobile devices: On the way to ubiquitous computing
  37. 38. Devices Kindle; Asus Eee PC (latter image from http://www.popularmechanics.com/blogs/technology_news/4247009.html )
  38. 39. <ul><li>LiveScribe; </li></ul><ul><li>HP executives conducting themselves poorly </li></ul>Devices
  39. 40. Devices manu contreras
  40. 41. I. Hardware <ul><li>Audio recorders </li></ul><ul><li>Personal response systems </li></ul>Cogdog, http://www.flickr.com/photos/cogdog/ NPR, http://www.npr.org/templates/story/story.php?storyId=101343866
  41. 42. One way of looking at it <ul><li>All of Web 2.0, just more so </li></ul><ul><li>Ambient </li></ul><ul><li>Accelerating </li></ul><ul><li>Annotating </li></ul>Funeral of pope John Paul, AP
  42. 43. I. Hardware <ul><li>New storytelling forms emerge </li></ul>
  43. 44. The American exception, -2008 <ul><li>(Found on BBC site, June 2005) </li></ul><ul><li>PC ownership rate </li></ul><ul><li>Land lines </li></ul><ul><li>Network interop issues </li></ul><ul><li>Expectations </li></ul><ul><li>… then Blackberry and iPhone </li></ul>
  44. 45. Pedagogies <ul><li>Capture and/or present </li></ul><ul><li>Image </li></ul><ul><li>Video </li></ul><ul><li>Audio </li></ul><ul><li>Text </li></ul>(GIPSY program, VU-SPINlab, 2005 Vrije Universiteit Amsterdam )
  45. 46. <ul><li>More: students researching </li></ul><ul><li>Googling on demand </li></ul><ul><li>Local digital resources </li></ul><ul><li>Queries to colleagues, experts, faculty, librarians </li></ul><ul><li>Best practice, scribes: more than 1, fewer than all </li></ul><ul><li>Assignment in class: quick finding of facts (Randy Stakeman, Colby, NITLE emerging technology workshop, 2009) </li></ul>Pedagogies
  46. 47. <ul><li>Learning spaces </li></ul><ul><li>In the classroom </li></ul><ul><li>one leading pilot space for wireless </li></ul><ul><li>mode: lecture/lab </li></ul><ul><li>Campus </li></ul><ul><li>other sites: library, residence hall </li></ul><ul><li>new learning spaces </li></ul><ul><li>chunks of campus </li></ul>Pedagogies
  47. 48. Volokh Conspiracy blog, April 2007
  48. 49. <ul><li>External world </li></ul><ul><li>increasingly reachable, present </li></ul><ul><li>world as syllabus, research field </li></ul><ul><li>Annotated space </li></ul><ul><li>writing to removed units </li></ul><ul><li>writing to space, augmenting reality (classic: Spohrer's &quot;Information in Places&quot;) </li></ul><ul><li>spatial information: 34 North 118 West </li></ul>
  49. 50. <ul><li>Mobile study journaling </li></ul>John Schott, Carleton College, 2006
  50. 51. <ul><li>Mobile phones and multimedia </li></ul>(http://www.mobiquran.com) Mobile (re)publishing
  51. 52. (http://www.mobiquran.com) Mobile (re)publishing
  52. 53. Threats <ul><li>Problem devices </li></ul><ul><li>Small screens </li></ul><ul><li>Tricky input </li></ul><ul><li>Different interfaces </li></ul><ul><li>That privacy issue </li></ul><ul><li>Multitasking </li></ul><ul><li>threats: distraction, wandering index/stimulus </li></ul><ul><li>generational issue </li></ul><ul><li>practice: shells down, machines open </li></ul>
  53. 54. <ul><li>Campus life changes </li></ul><ul><li>Informal learning </li></ul><ul><li>Social organizations alter timing and location? </li></ul><ul><li>Emergency alerts (voluntary) </li></ul>
  54. 55. [summing up] <ul><li>Consider low-cost devices and apps </li></ul><ul><li>Assess where campus population is using information </li></ul><ul><li>Where does more mobility mean more value from digital infrastructure? </li></ul>
  55. 56. Gaming and virtual worlds <ul><li>The form and industry continues to develop and grow </li></ul><ul><li>Pedagogical uses unfolding </li></ul><ul><li>Liberal arts campus cases and community </li></ul>
  56. 57. Diversity of game genres American teenagers, Pew Internet, 2008
  57. 58. <ul><li>Oiligarchy, Molle Industries </li></ul><ul><li>DimensionM, Tabula Digita </li></ul><ul><li>Jetset, Persuasive Games </li></ul>
  58. 59. Pedagogical functions <ul><li>James Paul Gee </li></ul><ul><li>Claims games offer pedagogical experiences (2003ff) </li></ul><ul><li>Other experts follow suit: </li></ul><ul><li>Marc Presnsky </li></ul><ul><li>Henry Jenkins </li></ul><ul><li>John Seely Brown </li></ul><ul><li>Mia Consalvo </li></ul><ul><li>Constance Steinkuehler </li></ul><ul><li>Kurt Squire </li></ul><ul><li>Sample pedagogical principles: </li></ul><ul><li>Semiotic domains; transference </li></ul><ul><li>Embodied action and feedback </li></ul><ul><li>Projective identity </li></ul><ul><li>Edging the regime of competence (Vygotsky) </li></ul><ul><li>Probe-reprobe cycle </li></ul><ul><li>Social learning (roles; consumption-production) </li></ul><ul><li>“ Fish tank” tutorial </li></ul><ul><li>Strategic self-assessment </li></ul>
  59. 60. Example: multimedia literacies <ul><li>“… within games, there are in fact multitudes of literacy practices – games are full of text, she asserted, to say nothing of the entirely text-based fandom communities online that take place in forums, blogs and social networks.” </li></ul><ul><li>Constance Steinkuehler, </li></ul><ul><li>FuturePlay 2007, Toronto </li></ul><ul><li>Quoted in </li></ul><ul><li>http://www.gamasutra.com/php-bin/news_index.php?story =16264 </li></ul>
  60. 61. Another summary <ul><li>Jason Mittell, Middlebury </li></ul><ul><li>College: games are platforms </li></ul><ul><li>for learning… </li></ul><ul><li>Skills </li></ul><ul><li>Simulations </li></ul><ul><li>Politics (criticism, activism) </li></ul><ul><li>Media studies (psych, cultural studies, media) </li></ul><ul><ul><li>NITLE brownbag, January 2008 </li></ul></ul>
  61. 62. How is gaming used now? <ul><li>Classroom and courses </li></ul><ul><li>Curriculum content </li></ul><ul><li>Delivery mechanism </li></ul><ul><li>Creating games </li></ul>Chris Fee, Gettysburg College; Christian Spielvogel, Hope College
  62. 63. Game studies <ul><li>Serious Games </li></ul><ul><li>Conferences </li></ul><ul><li>Scholarly articles and books (MIT Press) </li></ul><ul><li>Games Learning Society conference, http://www.glsconference.org/2008/index.html </li></ul>
  63. 64. <ul><li>Scholarship </li></ul>Game studies <ul><li>Harry J.Brown, Videogames and education (2008). </li></ul><ul><li>Pat Harrigan and Noah Wardrip-Fruin, eds. Third Person: Authoring and Exploring Vast Narratives (2009). </li></ul>
  64. 65. How is gaming used now? <ul><li>Libraries </li></ul><ul><li>Collections </li></ul><ul><li>Game night </li></ul>
  65. 66. Some concerns <ul><li>Media effect (violence) </li></ul><ul><li>Transfer across domains, platforms </li></ul><ul><li>“ Simulation gap” </li></ul><ul><li>Subjectivity and assessment </li></ul><ul><li>behaviorism versus constructivism </li></ul>Image from Scot Osterweil, presentation to Learning from Video Games: Designing Digital Curriculums (NERCOMP SIG , 2007)
  66. 67. <ul><li>Liberal arts uses </li></ul><ul><li>Gettysburg, Hope, Depauw </li></ul>
  67. 68. More current options <ul><li>Already in use elsewhere: </li></ul><ul><li>Machinima for video production </li></ul><ul><li>Students making games (constructivism, collaboration) </li></ul><ul><li>Information/media fluency curricula </li></ul>
  68. 69. <ul><li>Explore no- and low-cost games </li></ul>Inform 7, free IF editor (Richard Liston, Ursinus College, classroom example 2008)
  69. 70. [summing up] <ul><li>Learn from current projects and research </li></ul><ul><li>Shared collections: objects and reference </li></ul>
  70. 71. Build the value proposition for emerging tech <ul><li>Or, where does ET phone home? </li></ul><ul><li>Assessment (curriculum) </li></ul><ul><li>Other campus benefits </li></ul><ul><ul><li>Admissions, alumni </li></ul></ul><ul><li>Participation in the world </li></ul>
  71. 72. Use the networks <ul><li>Exploit new tools to learn about new tools </li></ul><ul><li>Stalk friends and strangers </li></ul><ul><li>Work the old pathways, too - “talking”, “books” </li></ul>
  72. 73. Keep an eye on the world: Changed.gov
  73. 74. Keep an eye on the world: North Dakota <ul><li>“ Social-networking sites such as Facebook and Twitter have become vital tools for volunteers as they wage a desperate, round-the-clock battle to protect Fargo from the river and spread the word about rising floodwaters. </li></ul><ul><li>“ Oftentimes, the government Web sites and phone lines are overloaded and don’t have the capacity to answer all the queries,” said Jeannette Sutton, a University of Colorado sociologist who has researched the use of social networking in emergencies. </li></ul><ul><li>“ A site like Facebook is so robust, it has the strength to support this kind of usage,” she said.” </li></ul>“ Fargo uses social networks to fight floodwaters” Associated Press, March 27 2009
  74. 75. <ul><li>NITLE </li></ul><ul><li>http://nitle.org </li></ul><ul><li>Liberal Education Today </li></ul><ul><li>http://let.blog.nitle.org </li></ul>

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