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Social Software

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Bryan Alexander
Bryan Alexander

The document discusses the rise of Web 2.0 technologies and their potential applications for teaching and learning. It covers topics like wikis, blogs, social bookmarking, tagging, podcasting, videoblogging, and their use in pedagogy. Principles of Web 2.0 teaching include collaborative writing, distributed conversation, ease of participation, and allowing students to create and share content. Challenges involve issues like student privacy and ensuring educational value.

TechnologyDesign
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Social software for teaching and learning: Web 2.0, early 2008 NITLE Workshop to go
Plan of the talk ,[object Object],[object Object],[object Object],[object Object],(Vermont county fair, fall 2007)
Thematics ,[object Object],[object Object],[object Object],[object Object],(Radio Open Source blog/podcast, 2006)
One problem ,[object Object],[object Object],[object Object],[object Object],[object Object]
One metaphor ,[object Object],[object Object],[object Object],[object Object],[object Object]
One metaphor ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(World of Warcraft)
I. Web 2.0 ,[object Object],[object Object],[object Object]
I. Web 2.0 ,[object Object],(NITLE blog)
I. Web 2.0 ,[object Object]
I. Web 2.0 ,[object Object],(Pepysblog, 2003-)
I. Web 2.0 ,[object Object],(Pepysblog, 2003-)
I. Web 2.0 ,[object Object],(Google Maps meets Twitter)
I. Web 2.0 ,[object Object]
I. Web 2.0 ,[object Object]
I. Web 2.0 ,[object Object],[object Object]
I. Web 2.0 Research: wikis are textually productive -Viégas, Wattenberg, Dave (IBM, 2004)
I. Web 2.0 ,[object Object],[object Object]
I. Web 2.0 ,[object Object]
I. Web 2.0 ,[object Object]
I. Web 2.0 ,[object Object],[object Object],[object Object],[object Object],[object Object]
I. Web 2.0
I. Web 2.0 ,[object Object],[object Object],[object Object]
I. Web 2.0 ,[object Object],http:// flickr.com / ,[object Object],[object Object]
I. Web 2.0 ,[object Object],[object Object],[object Object],[object Object],[object Object]
I. Web 2.0 ,[object Object],[object Object],[object Object],[object Object],(Ben Harris-Roxas, 2006)
I. Web 2.0 ,[object Object],[object Object]
I. Web 2.0 ,[object Object],[object Object],[object Object]
I. Web 2.0 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],“ Less than four years after its launch, 15 million people, or almost a third of the country's population, are members.” ( BusinessWeek , September 2005)
[object Object],[object Object],[object Object],[object Object],(“Online Communities” XKCD April 2007 )
I. Web 2.0 ,[object Object],[object Object]
I. Web 2.0 ,[object Object],[object Object],[object Object]
I. Web 2.0 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
I. Web 2.0 ,[object Object],[object Object],[object Object],[object Object]
I. Web 2.0 ,[object Object],[object Object],[object Object],(Metropolitan Museum of Art, 2004)
I. Web 2.0 ,[object Object],[object Object],[object Object],http://tags.library.upenn.edu/
I. Web 2.0 ,[object Object],[object Object],[object Object]
I. Web 2.0 ,[object Object],[object Object],“ RSS is basically a filtered push - the user subscribes (pulls in) to channels that he/she likes, and after that content is delivered automatically.”
II. Web 2.0 and rich media ,[object Object],[object Object]
II. Web 2.0 and rich media ,[object Object],[object Object],[object Object],[object Object]
II. Web 2.0 and rich media ,[object Object]
II. Web 2.0 and rich media ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
II. Web 2.0 and rich media ,[object Object],[object Object],[object Object],[object Object],(http://freesound.iua.upf.edu/)
II. Web 2.0 and rich media ,[object Object],(Gootube? Suetube?)
II. Web 2.0 and rich media ,[object Object],[object Object],[object Object],(Rocketboom, Amanda Congdon) (already moved on) (Ask a Ninja)
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://smarthistory.blogspot.com/
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Romantic Audiences project Bowdoin College, 2005-present
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],Edugadget http://www.edugadget.com/2005/05/07/flickr-creative-commons
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object]
Illustrations in pdf format
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object],http://www.pewtrusts.com/pdf/PIP_Teens_1105.pdf
III. Web 2.0 pedagogies ,[object Object],[object Object],Kathleen Blake Yancey, "Made Not Only in Words: Composition in a New Key." CCC 56.2 (2004):297-328.
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object],(Bloglines)
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object]
III. Web 2.0 pedagogies ,[object Object],[object Object],[object Object],[object Object]
IV. Web 2.0 storytelling ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(2006-)
IV. Web 2.0 storytelling ,[object Object],[object Object],[object Object],[object Object],(Perplex City, 2003-2006)
IV. Web 2.0 storytelling ,[object Object],(World Without Oil, May 2007)
IV. Web 2.0 storytelling ,[object Object],[object Object],[object Object],[object Object],(Nine Inch Nails game, 2007)
IV. Web 2.0 storytelling ,[object Object],[object Object],“ 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 “ Gender Miscommunication” (Nightingai1e, 2006)
IV. Web 2.0 storytelling ,[object Object],[object Object],(moliere1331, 2005)
One provocation (Valdis Krebs, 2004)
A second provocation C.S. Mott Children's Hospital National Poll on Children’s Health, May 2007 The persistence of fears
Keeping up ,[object Object],[object Object],[object Object]

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Social Software

  • 1. Social software for teaching and learning: Web 2.0, early 2008 NITLE Workshop to go
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  • 16. I. Web 2.0 Research: wikis are textually productive -Viégas, Wattenberg, Dave (IBM, 2004)
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  • 71. IV. Web 2.0 storytelling
  • 72. IV. Web 2.0 storytelling
  • 73. IV. Web 2.0 storytelling
  • 74. IV. Web 2.0 storytelling “ Gender Miscommunication” (Nightingai1e, 2006)
  • 75. IV. Web 2.0 storytelling “ Gender Miscommunication” (Nightingai1e, 2006)
  • 76.
  • 77. One provocation (Valdis Krebs, 2004)
  • 78. A second provocation C.S. Mott Children's Hospital National Poll on Children’s Health, May 2007 The persistence of fears
  • 79.