Beyond Friending: @cunycommons and the Emergence of the Social University MITH Digital Dialogue, 2 November 2010 Matthew K. Gold Assistant Professor of English, New York City College of Technology Interactive Technology and Pedagogy Program, CUNY Graduate Center http://mkgold.net @mkgold
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Beyond Friending: @cunycommons and the Emergence of the Social University
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Beyond Friending: @cunycommons and the Emergence of the Social
University
MITH Digital Dialogue, 2 November 2010
Matthew K. GoldAssistant Professor of English, New York City College of Technology
Interactive Technology and Pedagogy Program, CUNY Graduate Centerhttp://mkgold.net @mkgold
The CUNY Academic Commons History, Strategy, Process, Use
The CUNY Academic Commons History, Strategy, Process, Use
The Social University
The CUNY Academic Commons History, Strategy, Process, Use
The Social UniversityOpportunities, Barriers, Openings
The CUNY Academic Commons History, Strategy, Process, Use
The Social UniversityOpportunities, Barriers, Openings
Building a Wider Commons
The CUNY Academic Commons History, Strategy, Process, Use
The Social UniversityOpportunities, Barriers, Openings
Building a Wider CommonsCommunities, Publics, Possibilities
The CUNY Academic Commons
City University of New York (CUNY)
23 Colleges11 Senior Colleges6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students 273,000 continuing and professional education students
47% of undergrads have a native language other than English41% percent work more than 20 hours a week63% attend school full time15% support children. 60% percent female29% are 25 or older.
Of first-time freshmen:37% are born outside the U.S. mainland 70% attended NYC public high schools
source: cuny.edu
City University of New York (CUNY)
23 Colleges11 Senior Colleges6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students 273,000 continuing and professional education students
47% of undergrads have a native language other than English41% percent work more than 20 hours a week63% attend school full time15% support children. 60% percent female29% are 25 or older.
Of first-time freshmen:37% are born outside the U.S. mainland 70% attended NYC public high schools
source: cuny.edu
City University of New York (CUNY)
23 Colleges11 Senior Colleges6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students 273,000 continuing and professional education students
47% of undergrads have a native language other than English41% percent work more than 20 hours a week63% attend school full time15% support children. 60% percent female29% are 25 or older.
Of first-time freshmen:37% are born outside the U.S. mainland 70% attended NYC public high schools
source: cuny.edu
City University of New York (CUNY)
23 Colleges11 Senior Colleges6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students 273,000 continuing and professional education students
47% of undergrads have a native language other than English41% percent work more than 20 hours a week63% attend school full time15% support children. 60% percent female29% are 25 or older.
Of first-time freshmen:37% are born outside the U.S. mainland 70% attended NYC public high schools
source: cuny.edu
City University of New York (CUNY)
23 Colleges11 Senior Colleges6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students 273,000 continuing and professional education students
47% of undergrads have a native language other than English41% percent work more than 20 hours a week63% attend school full time15% support children. 60% percent female29% are 25 or older.
Of first-time freshmen:37% are born outside the U.S. mainland 70% attended NYC public high schools
source: cuny.edu
City University of New York (CUNY)
23 Colleges11 Senior Colleges6 Community Colleges
6,700 Full-Time Faculty Members
243,000 degree-credit students 273,000 continuing and professional education students
47% of undergrads have a native language other than English41% percent work more than 20 hours a week63% attend school full time15% support children. 60% percent female29% are 25 or older.
Of first-time freshmen:37% are born outside the U.S. mainland 70% attended NYC public high schools
source: cuny.edu
source: Newman Library, Baruch College http://newman.baruch.cuny.edu/digital/2001/history/book/chap_07/nyt_75_11_16.htm
Matthew K. Gold, “Beyond Friending.” MITH Digital Dialogue
(2010)
The converted?
Hey! we’re all on twitter!
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interaction fatigue
Why should our institutions be our frame?
Challenges
a few principles
Build recursive publics
Build recursive publics“Free Software . . . is not simply a technical pursuit but also the creation of a ‘public,’ a collective that asserts itself as a check on other constituted forms of power—like states, the church, and corporations—but which remains independent of these domains of power. Free Software is a response to this reorientation that has resulted in a novel form of democratic political action, a means by which publics can be created and maintained in forms not at all familiar to us from the past. Free Software is a public of a particular kind: a recursive public. Recursive publics are publics concerned with the ability to build, control, modify, and maintain the infrastructure that allows them to come into being in the first place and which, in turn, constitutes their everyday practical commitments and the identities of the participants as creative and autonomous individuals.”– Christopher Kelty, Two Bits: The Cultural Significance of Free Software (2008)
Build generative communities
Build generative communities“Generativity is a system’s capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences. . . . Generativity pairs an input consisting of unfiltered contributions from diverse people and groups, who may or may not be working in concert, with the output of unanticipated change.”
– Jonathan Zittrain, The Future of the Internet - And How to Stop It (2008)