This document discusses the emergence of Web 2.0 and gaming and their relevance to education. It covers topics like wikis, blogs, social media, virtual worlds, and how these can be used for pedagogical purposes. Gaming is analyzed in terms of its history, genres, economics and the arguments that games can promote skills like problem solving and social learning. The growth of fields like game studies and conferences on games and learning are also mentioned.

1. Cyberculture, Academia, and the New Web University of Connecticut ACRL/NEC 2008 conference

2. Plan of the talk Pieces of Web 2.0 Gaming the world (Vermont trees and sky, winter 2008)

3. Plan of the talk Not talking about: Mobile/ wirelessness “ Web 3.0” (Second Life message, 2006)

4. Thematics Emergence in time and space Pedagogy Open determinism (“Sorpdragon,” Voicethread 2007)

5. Memes Shadow IT Storytelling Giants (Middlebury bridge, January 2006)

6. One odd 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

7. 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)

8. I. Web 2.0 (Web 2.0 Bullshit Generator, http://emptybottle.org/bullshit/ )

9. “ 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 )

10. (Flickr blog, March 2008)

11. Will YouTube kill the podcasting star? (eMarketer, February 2008; Via Podcasting News)

12. (Le Monde, January 14 2008)

13. (March 2008 http://wikimediafoundation.org/wiki/Press_releases/10M_articles )

14. The term’s history: Tim O’Reilly, 2005 Expands “social software” Draws on Web history

15. Microcontent, rather than sites or large documents (NITLE blog Liberal Education Today, http://b2e.nitle.org )

16. I. Web 2.0 Multiply authored microcontent

17. Open content and/or services and/or standards… (Pepysblog, 2003-)

18. … leading to networked conversations (Pepysblog, 2003-)

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

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

21. -Viégas, Wattenberg, Dave (Historyflow, IBM, 2004) Wikis are (often) textually productive

22. Web 2.0 components, movements collaborative writing platforms: the blogosphere (Radio Open Source blog/podcast)

23. State of the blogosphere, more Diversity: diaries, public intellectuals, carnivals, knitters, moblogs, warblogs home and abroad… 12 people million using three platforms, including LiveJournal: majority women (Anil Dash, MeshForum 2006) NIH guidelines, http://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=citmed.section.61024

24. What’s happened since “podcasting” in 2004? Neologisms: godcasting nanocasting podfading podsafe podspamming podvertising porncasting (Missing Link podcast, Southwestern University)

25. Web 2.0 influences rich media: video (Gootube? Suetube?)

26. Videoblogging (vlog? vog?) (Ask a Ninja; Rocketboom; Howard Rheingold)

27. 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)

28. Social organization of information, new forms: folksonomy Search Retrieval Self-awareness http://del.icio.us/ for DoctorNemo

29. Community surfacing Ontology Concepts Collaborative research

30. Keeping up NITLE workshop tag cloud, 2008

31. 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)

32. “… 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)

33. (“Online Communities”, XKCD, April 2007 )… For academia, this can seem a bit overwhelming

34. (“Online Communities”, XKCD, April 2007 ) Already out of date For academia, this can seem a bit overwhelming

35. Flickr and storytelling Tell a story in 5 frames group “ Gender Miscommunication”, Nightingai1e, 2006

39. “ Gender Miscommunication” (Nightingai1e, 2006)

40. Social photo stories Or remix social media into narratives Example: "Farm to Food", Eli the Bearded (2008) Library of Congress collections

41. Social photo stories

42. Social photo stories

43. Social photo stories Flickr, Tell A Story in Five Frames group ( http://www.flickr.com/groups/visualstory/ ) Example: "Food to Farm", Eli the Bearded (2008)

44. Social photo stories Example: "Food to Farm", Eli the Bearded (2008)

45. Social photo stories Pedagogies: Remix Archive work Social presentation Visual literacy ( http://www.flickr.com/groups/visualstory/discuss/72157603786255599/ ; http://www.flickr.com/photos/library_of_congress/ )

46. Social workshopping In the Tell a story in 5 frames group, 'Alone With The Sand' , moliere1331 (2005)

47. 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

48. Teaching with Web 2.0: it’s not all new Earlier pedagogies Journaling Media literacy

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

50. Wiki pedagogies Collective research Group writing Document editing Information literacy Discussion Knowledge accretion (Romantic Audiences project Bowdoin College, 2005-present Discussion Knowledge accretion

51. Social object pedagogies Prompts Discussion object Composition materials

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

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

54. 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

55. “ [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.

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

57. 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

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

59. Media to enhance other media Podcast + pdfs: Allegheny College, Gothcast

60. Podcasts and research Public intellectual Out of the Past Engines of Our Ingenuity In Our Time University Channel The Missing Link

61. New forms of scholarly communication CommentPress implementation, Institute for the Future of the Books McKenzie Wark, Eugene Lang College

62. Still more bookblogging Siva Vaidhyanathan, University of Virginia

63. 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

64. II. Gaming Long history of gaming Predigital Chess, go, Senet, mancala, backgammon, dice, cards Kriegspiel Cold War games Digital Spacewar Zork to IF boom (1980s) 1990s rebirth

65. Gaming in 2008 Physical platforms Console Cell phone PSP Extended forms (DDR) New forms: Wii PC CD, DVD Browser Downloadable … And these can be combined

66. Size: huge (WoW: 10 million subscribers, January 2008) Player range: genders, classes, nations Interface, device driver Eve Online, from site

67. Growing content diversity Current events (Kumawar) Political argument (September 12th, FoodForce) Religious gaming (Left Behind: Eternal Forces, 2006) Literary gaming (Kafkamesto, 2006) (BBC Climate Challenge; Ayiti: both 2007-present)

68. Genres First-person shooter Puzzle Platform jumper Strategy “ Adventure” Sports Minigame (Koster fractals) New forms Katamari Portal Augmented reality games

69. Economics of games Who creates games? Businesses Governments Nonprofits Amateurs Scales Large games $millions EA, Microsoft Modding Back to Doom, hacking, View Source Neverwinter Nights Casual games Other economics Gambling Gold farming Currency trading

70. Offshoot: machinima Tools Counterstrike, Halo Second Life The Movies Art movement Machinima Academy of Arts and Sciences ( http://www.machinima.org/ ) (Koulamata, “The French Democracy”, 2006)

71. Virtual worlds “’ Cyberspace. A consensual hallucination experienced daily by billions of legitimate operators, in every nation, by children being taught mathematical concepts. A graphic representation of data abstracted from the banks of every computer in the human system…” Antecedents, early digital: science fiction 1984: William Gibson, Neuromancer 1992: Neal Stephenson, Snow Crash - Neuromancer

72. Antecedents, digital: the MUD, Adventure (1970s-present) (LambdaMOO, 1990-present)

73. Antecedents, predigital: Theater of Memory (from Philippe Codognet, http://webia.lip6.fr/~codognet/ )

74. Avatar spaces -Activeworlds -Atmospheres -There (Activeworlds, 1995-present; image via www.virtualworldlets.net )

75. -Habbo Hotel -Cyworld (Club Penguin, 2005-present) 2d-3d worlds -Runescape -VMK

76. Google Earth -Keyhole DB -2d: KML -3d: Sketchup -reach -Geotagging photos: videos Mirror worlds

77. Augmented Reality “ Human Pacman,” Adrian David Cheok, circa 2005 -mobile devices game players general use tools -science fiction explores (Vernor Vinge, Rainbows End )

78. Interactive Fiction Speaking of text adventures: 1980s boom: Infocom Ongoing art form Nick Montfort, Twisty Little Passages (“Dead Cities”, from Lovecraft Commonplace Book project 2007 http:// www.illuminatedlantern.com/if/games/lovecraft / )

79. Interactive Fiction Speaking of text adventures: Inform 7, free IF editor (Richard Liston, Ursinus College, classroom example 2008)

80. Narrative Where is storytelling in a game? Sequence of activities Cut-scene or cinematic Writerly player Encyclopedia world (Murray, Manovich) Ludology vs. narratology Linearity? Game on rails Branching outcomes Multilinear Open-ended

81. IF: established long enough to be used for political satire…

82. Defective Yeti, January 2006 http://www.defectiveyeti.com/archives/001561.html

83. Alternate reality games Permeability of game boundary (space and time) Focus on distributed, collaborative cognition Increased ephemerality (Perplex City, 2003-2006)

84. Political ARGs (ex: World Without Oil , May 2007) ()

85. Example: Chain Factor – casual game, TV show (2007) Combined with other games, media

86. New platforms (ex: Myspace, for SilverLadder, 2007-ongoing)

87. Most widely played ARGs Art of the Heist, various for Audi, 2005 (500,000 website visitors, on-going players ?); The Beast, Sean Stewart et al for Microsoft & Dreamworks, 2001 (3 mill players worldwide); I Love Bees (aka Haunted Apiary), 42 Entertainment for Microsoft, 2004 (3 mill+ players worldwide); Jamie Kane, BBCi, 2005/..(20,000+ players)

88. Alternate reality games Majestic, Electronic Arts, 2001(800,000 initially registered, 70,000 ongoing players); MetaCortechs, independent [“Project Mu” in credits](1.3 mill, 113 countries); Perplex City, Mind Candy, 2005/.. (100,000s website visits, 14,000+ players worldwide). -Christy Dena, “ARG-stats” (2007-ongoing) http://www.christydena.com/online-essays/arg-stats/

89. Gaming and education “Video games… situate meaning in a multimodal space through embodied experiences to solve problems and reflect on the intricacies of the design of imagined worlds and the design of both real and imagined social relationships and identities in the modern world.”

90. 21-century boom James Paul Gee (author of preceding quote) Marc Presnsky Henry Jenkins John Seely Brown Mia Consalvo Constance Steinkuehler Kurt Squire

91. James Paul Gee’s argument Semiotic domains; tranference Embodied action and feedback Projective identity Edging the regime of competence (Vygotsky) Probe-reprobe cycle Social learning (roles; consumption-production)

92. Gee on Rise of Nations “Fish tank” tutorial Strategic self-assessment

93. Multimedia literacies Gee: multimodal principle Selfe et al : multimodal literacy Bogost: procedural rhetoric Dean for American game (2004) Archived at http://www.deanforamericagame.com/play.html

94. Multimedia literacies “… 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.” Constance Steinkuehler, FuturePlay 2007, Toronto Quoted in http://www.gamasutra.com/php-bin/news_index.php?story =16264

95. Context and immersion James Paul Gee’s argument Semiotic domains Squire: experiential learning Learners prefer immersive environments to targeted scenes

96. Which educational theory? Ian Bogost: behaviorist versus constructivist Issues summoned up: Media effect (violence) Transfer across domains, platforms “ Simulation gap” Subjectivity and assessment Image from Scot Osterweil, presentation to Learning from Video Games: Designing Digital Curriculums (NERCOMP SIG , 2007)

97. Pedagogical functions Jason Mittell, Middlebury college: Skills Simulations Politics (criticism, activism) Media studies (psych, cultural studies, media) NITLE brownbag, January 2008

98. Pedagogy: virtual worlds Ancient Spaces project, University of British Columbia Machu Picchu, Arts Metaverse, Open Croquet

99. Pedagogy: virtual worlds Second Life, Bryan Zelmanov Pedagogy: social software “ Emotional bandwidth” (Linden Labs) Social presence Self-expression

100. Game studies Serious Games Conferences Scholarly articles and books (MIT Press) Games Learning Society conference, http://www.glsconference.org/2008/index.html

101. Game studies Liberal arts instances Jason Mittell, Middlebury Richard Liston, Ursinus Aaron Delwiche, Trinity (image) Christian Spielvogel, Hope Harry Brown, Depauw

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