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Web 2.0, teaching, and learning:
early 2007
ACM SIGUCCS
Savannah, 2007
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Plan of the talk
1. Web 2.0 in early
2007
2. Web 2.0 and rich
media
3. Mobility
4. Pedagogies
5. Web 2.0
storytelling
(Middlebury, Vermont, spring 2006)
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Thematics
Emergence in
time and space
Pedagogy Dynamic
informationecology
Weaktechnologicaldeterminism
(Radio Open Source blog/podcast, 2006)
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One metaphor
Web 2.0 and education is like gaming and
education: awareness of it is challenging
Huge, financially and quantitatively successful
worlds
Global and rapidly developing
(BBC VikingQuest, 2006;
Gwen, 2006)
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One metaphor
Web 2.0 and education is like gaming and
education: awareness is challenging
Bad anxieties,
policies, and media
coverage
Perceived lack ofseriousness
(Rome: Total War, 2004)
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One metaphor
Web 2.0 and education is like gaming and
education: intersections are possible
Take advantage ofpreexisting projectsMod/warp/hackDIYLiteracy: IF and audience
(World of Warcraft, 2004-present)
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Historical antecedents
But first, a bit of media literacy criticism:
[T]his discovery of yours will
create forgetfulness in the learners'
souls, because they will not use
their memories; they will trust to theexternal written characters and not
remember of themselves.
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Antecedents
And:
The specific which you havediscovered is an aid not to
memory, but to reminiscence,
and you give your disciples nottruth, but only the semblance of
truth
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Antecedents
Even worse:
they will be hearers of many things
and will have learned nothing; theywill appear to be omniscient and willgenerally know nothing; they will betiresome company, having the show
of wisdom without the reality.-Plato, Phaedrus (370 or so BCE)
Jowett translation
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I. Web 2.0
The terms history: Tim OReilly, 2005
Draws on
Web history Expands
social
software
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I. Web 2.0
Microcontent, rather than sites or large documents
Gliffy
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I. Web 2.0
Multiply authored microcontent, rather
than sites or large documents
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I. Web 2.0
Open content
and/or services
and/or standards
(Pepysblog, 2003-)
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I. Web 2.0
Open
microcontent
+ multipleauthors =
network
constructivism
(Pepysblog, 2003-)
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I. Web 2.0
Data mashups
(Flickr +
Maps)
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I. Web 2.0
Perpetual beta (OReilly, now history)
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I. Web 2.0
AJAX-based projects? Also Flash, HTML
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I. Web 2.0
OReilly: platforms for development
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I. Web 2.0
Web 2.0 components, movements
Collaborative writing platforms: the wiki way
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I. Web 2.0
Research: wikis are textually productive
-Vigas, Wattenberg, Dave (IBM Historyflow, 2004)
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I. Web 2.0
News-gathering: wikis are textually productive
(OhMyNews! , WikiNews)
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I. Web 2.0
Web 2.0 components, movements
collaborative writing platforms: the blogosphere
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I. Web 2.0
Addressable content chunks
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I. Web 2.0
Distributed
and/or
attachedconversations
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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
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I. Web 2.0
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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, warblogshome and abroad
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I. Web 2.0
Web 2.0 components, movements: social
objects
http://flickr.com/
Photo sharing:
Flickr
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I. Web 2.0
Reach of Flickr
100 million images, as of Feb 2006
As of October 2006, 4 million Flickr
members (3/4 notin the US)
1 million photos uploaded each day
(
http://www.radioopensource.org/photogr
)
http://www.radioopensource.org/photography-20/http://www.radioopensource.org/photography-20/8/15/2019 ACM SIGUCCS 2007 keynote
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I. Web 2.0
Reach of Flickr
26 million
searchable,shareable
images in Flickr
(December 2006)
(Ben Harris-Roxas, 2006)
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I. Web 2.0
Reach of Flickr: Game Neverending, 2002-2003
The secret is, even though it's called GameNeverending, it's not really a game at all. It's a socialspace designed to facilitate and enable play. Thegame-elements are there to provide both theconstraints and the building blocks of interaction -since the thing you'll notice about the kind of play I'mtalking about above is that it is the kind of thing that
goes on between people.-Stuart Butterfield, Mindjack interview, 2003
http://www.mindjack.com/feature/gne.html
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I. Web 2.0
Reach of Flickr
(Ben Harris-Roxas, 2006)
Its metadata is goodenoughDid popular CMS/
LMSes keep higher
education fromcontributing?
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I. Web 2.0
Web 2.0 enables the Web office
Example: Google Spreadsheets
http://spreadsheets.google.com/
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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...
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I. Web 2.0
What can we learn from this?
Jyri Engesrom is succinct:
The fallacy is to think that socialnetworks are just made up of people.They're not; social networks consist ofpeople who are connected by ashared object.
-http://www.zengestrom.com/, 2005
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I. Web 2.0
Home
Owain
Hestia
Chickens
Ripton
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I. Web 2.0
Folksonomy
User benefit
Search
Retrieval
Self-awareness
http://del.icio.us/
for DoctorNemo
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I. Web 2.0
Community surfacing
Ontology
Concepts
Collaborative research
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I. Web 2.0
Case study, tagging
museums:
the Steve project
http://www.steve.museum/
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I. Web 2.0
Tagging museums: the Steve project
Expert discourse, controlled vocab
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I. Web 2.0
Tagging museums:the Steve project
Users tag differently Curators get it
(Metropolitan Museumof Art, 2004)
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I. Web 2.0
Tagging libraries:
PennTags
Coded locally Also tags the
open web
http://tags.library.upenn.edu/
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I. Web 2.0
Tagging in the world: Amazon.com
gets it
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I. Web 2.0
Social bookmarks:
del.icio.us
(See also FURL,Connotea,
CiteULike, Harvards
H20, Scholar.com,
RawSugar,Shadows, etc)
http://del.icio.us/DoctorNemo
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I. Web 2.0
Components, movements
Mixing and mashing:
the RSS feed
(Bloglines)
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I. Web 2.0
Social object: the person
MySpace
ZoomInfo
CyWorld
Less than four years after its launch, 15 million people,or almost a third of the country's population, aremembers. (BusinessWeek, September 2005)
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I. Web 2.0
Social news:
Memeorandum,
Tailrank, Digg,TechMeme
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II. Rich media and Web 2.0
Web 2.0
influences rich
media
Podcasting
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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'siPod, in many pockets, audio production
software cheap or free, and weblogging
an established part of the internet
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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 GuardianFebruary 12, 2004)
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II. Rich media and Web 2.0
Whats happened since February 2004?
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II. Rich media and Web 2.0
Whats happened since?
More than 22 million American adults owniPods or MP3 players and 29% of them havedownloaded podcasts from the Web so thatthey could listen to audio files at a time oftheir choosing.
-Pew Internet and American Life study,
April 2005
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II. Rich media and Web 2.0
Whats happened
since
podcasting in
2001?
Neologisms:
godcasting
nanocasting
podfading
podsafe
podspamming
podvertising
porncasting
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II. Rich media and Web 2.0
Web 2.0 influences rich media: video
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II. Rich media and Web 2.0
Videoblogging
(vlog?vog?)
(Rocketboom, Amanda Congdon)
(already moved on)
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II. Rich media and Web 2.0
(Second Life, 2004-present)
Web 2.0 influences rich media: social
gaming and Web 2.0?
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III. Mobility
Found on BBC site, June 2005
Everything in
cyberculture,
just:AmbientAcceleratedAnnotated
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III. Mobility
Devices proliferate,
obviously
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III. Mobility
Your own personal walled garden, or
pocket global village?
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III. Mobility
Pedagogies
Information on
demand Time usage
changes
Class/world barrier
reduction
Swarming
Personal intimacy
with units
Spatial mapping Mobile, multimedia,
social research
Distributed
conversations
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IV. Pedagogies
Teaching with Web 2.0: its not all new
Web 1.0, internet pedagogies
Hypertext Web audience
Discussion for a
Collaborative document authoring
Groupware
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IV. Pedagogies
Teaching with Web 2.0: its not all new
Earlier pedagogies
Journaling Media literacy
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IV. Pedagogies
Teaching with Web 2.0: CMS involvement
Moodle modules
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IV. 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 improveeducation. Blackboard is excited to work
with our clients to help shape and accelerate
this transformation.
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IV. Pedagogies
Teaching with Web 2.0: Blackboard
Beyond
(Kevin Creamer, March 10 2006)
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IV. Pedagogies
Teaching with Web 2.0: Blackboard
Beyond
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IV. Pedagogies
Teaching with Web 2.0: more
principles
Ease of entry Personalization
Public
intellectuals
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IV. Pedagogies
Teaching with Web 2.0: net.gen:
33 percent of online teens share theirown creative content online, such asartwork, photos, stories or videos.
32 percent say that they have created orworked on webpages or blogs for others,
including groups they belong to, friends orschool assignments.
http://www.pewtrusts.com/pdf/PIP_Teens_1105.pdf
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IV. Pedagogies
Teaching with Web 2.0: net.gen:
22 percent report keeping their ownpersonal 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 intotheir own artistic creations.
http://www.pewtrusts.com/pdf/PIP_Teens_1105.pdf
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IV. Pedagogies
Teaching with Web 2.0: net.gen:
Teens are often much more enthusiasticauthors and readers of blogs than theiradult counterparts. Teen bloggers, led byolder 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
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IV. Pedagogies
Teaching with Web 2.0: blogging
Distributed
conversation Collaborative
writing
Object-oriented
discussion
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IV. Pedagogies
University of British Columbia uses: as personal logs/ journals to keep track of
work/learning activities
as digital photo
albumsas potential e-
portfolio tools
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IV. Pedagogies
Currently, UBC is using weblogs:
as course web pages, encouraging discussionand collaboration
as private management and communication tools forlarge campus groups, administrative teams, andcommunities of practice
to easily update online newsletters to keep a collection of useful, searchable links
(http://weblogs.elearning.ubc.ca/home/about.php)
http://weblogs.elearning.ubc.ca/home/about.phphttp://weblogs.elearning.ubc.ca/home/about.phphttp://weblogs.elearning.ubc.ca/home/about.phphttp://weblogs.elearning.ubc.ca/home/about.php8/15/2019 ACM SIGUCCS 2007 keynote
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IV. Pedagogies
Wiki pedagogies
Collective research
Group writing Document editing
Information literacy
Discussion
Knowledge accretion
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IV. Pedagogies
Web video pedagogies
Archiving
Digital storytelling Web video
information literacy
Falling Sand, Zombie version
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IV. Pedagogies
Social object pedagogies
Prompts
Discussion object Composition materials
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IV. Pedagogies
Social object pedagogies
Annotate details
Remix (Make it mine)
Edugadget
http://www.edugadget.com/2005/05/07/flickr-creative-commons
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IV. Pedagogies
RSS pedagogies
Shaping Web reading
Pushing student-created content (motherblog, Feed to Javascript)
Web 2.0 wrangling
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IV. 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
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IV. 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
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IV. Web 2.0 storytelling
Web 2.0 storytelling
Nonfiction (Pulse)
Fiction (I Found aCamera)
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IV. Web 2.0 storytelling
Web 2.0 storytelling:ARGs
Distributed
Cross-platform
Collaborative
Examples:A. I.,ILoveBees, PerplexCity, NIN
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V. Web 2.0 storytelling
Lonelygirl15
One YouTube
Another YouTube Myspace
Blogs
Discussion frenzy
Media attention(2006-)
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V. Web 2.0 storytelling
The return of
serial media:
Flickr and
storytelling Tell a story in 5
frames group
Gender Miscommunication
(Nightingai1e, 2006)
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V. Web 2.0 storytelling
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V. Web 2.0 storytelling
V W b 2 0 lli
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V. Web 2.0 storytelling
V W b 2 0 t t lli
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V. Web 2.0 storytelling
Gender Miscommunication (Nightingai1e, 2006)
V W b 2 0 t t lli
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V. Web 2.0 storytelling
Flickr andstorytelling:collaboration,workshopping,
community In the Tell a
story in 5frames group,'Alone With
The Sand'
(moliere1331, 2005)
A question of divided
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A question of divided
architectures
(Valdis Krebs, 2004)
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NITLE blog http://b2e.nitle.org
NITLE Labhttp://nitle.org/index.php/nitle/laboratory
National Institute for Technology andLiberal Education http://nitle.org
http://b2e.nitle.org/http://nitle.org/index.php/nitle/laboratoryhttp://b2e.nitle.org/http://b2e.nitle.org/http://b2e.nitle.org/http://nitle.org/index.php/nitle/laboratoryhttp://b2e.nitle.org/