The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It covers topics like wikis, blogs, social networking sites, tagging, podcasting and how they can be used for collaborative learning, student content creation, and new forms of digital storytelling. The document argues that while some educational practices predate Web 2.0, new technologies allow for more distributed, participatory, and object-oriented pedagogies.

1. Web 2.0: Pedagogies… December, 2006 Wesleyan University

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

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

4. 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

5. 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

6. I. Web 2.0 The term: Tim O’Reilly, 2005 Expands “social software” Draws on Web history

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

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

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

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

11. I. Web 2.0 Data mashups

12. I. Web 2.0 O’Reilly: perpetual beta

13. I. Web 2.0 AJAX-based projects

14. I. Web 2.0 O’Reilly: platforms for development

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

16. I. Web 2.0 Research: wikis are textually productive -Viégas, Wattenberg, Dave (IBM, 2004)

17. I. Web 2.0 News-gathering: wikis are textually productive ( OhMyNews! , WikiNews)

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

19. I. Web 2.0 Addressable content chunks

20. I. Web 2.0 Distributed, attached conversations

21. 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…

22. I. Web 2.0

23. 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…

24. I. Web 2.0 Web 2.0 components, movements: social objects http:// flickr.com / Photo sharing: Flickr

25. 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/ )

26. 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)

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

28. 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...”

29. 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)

30. 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

31. I. Web 2.0 Social object principles: tagging Flickr is one influential and leading tagging project

32. I. Web 2.0 “ Home Owain Hestia Chickens Ripton”

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

34. I. Web 2.0 Community surfacing Ontology Concepts Collaborative research

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

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

37. I. Web 2.0 Tagging museums: the Steve project Users tag differently Curators get it (Metropolitan Museum of Art, 2004)

38. I. Web 2.0 Tagging libraries: PennTags Coded locally Also tags the open web http://tags.library.upenn.edu/

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

40. 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)

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

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

43. 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…”

44. 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)

45. II. Rich media and Web 2.0 What’s happened since February 2004?

46. 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

47. II. Rich media and Web 2.0 What’s happened since? Neologisms: godcasting nanocasting podfading podsafe podspamming podvertising porncasting

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

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

50. 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/

51. II. Rich media and Web 2.0 (Second Life, 2004-present) Web 2.0 influences rich media: social gaming and Web 2.0?

52. 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

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

54. III. Pedagogies Teaching with Web 2.0: CMS involvement Moodle modules

55. 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.“”

56. III. Pedagogies Teaching with Web 2.0: Blackboard Beyond (Kevin Creamer, March 10 2006)

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

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

59. 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

60. 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

61. 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

62. 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

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

64. 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…”

65. 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 )

66. 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

67. III. Pedagogies Wiki pedagogies Collective research Group writing Document editing Information literacy Discussion Knowledge accretion

68. III. Pedagogies Social object pedagogies Prompts Discussion object Composition materials

69. III. Pedagogies Social object pedagogies Annotate details Remix (“Make it mine”) Edugadget http://www.edugadget.com/2005/05/07/flickr-creative-commons

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

71. 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

72. 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

73. 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

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

75. IV. Web 2.0 storytelling Lonelygirl15 One YouTube Another YouTube Myspace Blogs Discussion frenzy Media attention (2006-)

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

77. IV. Web 2.0 storytelling

78. IV. Web 2.0 storytelling

79. IV. Web 2.0 storytelling

80. IV. Web 2.0 storytelling “ Gender Miscommunication” (Nightingai1e, 2006)

81. IV. Web 2.0 storytelling Flickr and storytelling In the Tell a story in 5 frames group, 'Alone With The Sand' (moliere1331, 2005)

82. 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