NFAIS 2008 Talk
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Transcript of NFAIS 2008 Talk
Academia and/or Web 2.0
NFAISPhiladelphia
February
2008
Plan of the talk
1. 10 essential pieces of Web 2.0 for academia
2. Pedagogies and publics
3. The divide(Middlebury waterfall, spring 2006)
One problem
How does academia apprehend emerging technologies?
•Panic/siege mode•Vendors•Futurism methods•Networks
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 scope• Bad anxieties, policies, and media
coverage• Perceived lack of seriousness
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)
I. Web 2.0Microcontent, rather than sites or large documents
(NITLE blog Liberal Education Today, http://b2e.nitle.org)
I. Web 2.0
Multiply authored microcontent
Open content and/or services and/or standards…
(Pepysblog, 2003-)
…leading to networked conversations
(Pepysblog, 2003-)
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
Wikis are (often) textually productive-Viégas, Wattenberg, Dave (Historyflow, IBM, 2004)
“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)
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…
NIH guidelines, http://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=citmed.section.61024
Implications of Flickr
• Metadata is good enough
• Gaming can inspire design and architecture
(Ben Harris-Roxas, 2006)
Tagging museums: the Steve project
• Users tag differently
• Curators get it
(Metropolitan Museum of Art, 2004)
Tagging libraries: PennTags• Coded locally• Also tags the open web
http://tags.library.upenn.edu/
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)
“…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)
(“Online Communities”, XKCD, April 2007 )
For academia, this can seem a bit overwhelming
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
Teaching with Web 2.0: it’s not all new
Earlier pedagogies• Journaling• Media literacy
Teaching with Web 2.0: principles
http://smarthistory.blogspot.com/
Distributed conversation
Collaborative writing
Object-oriented discussion
Connectivism (G. Siemens, 2004)
Wiki pedagogies• Collective
research• Group writing• Document
editing• Information
literacy• Discussion• Knowledge
accretion(Romantic Audiences project
Bowdoin College, 2005-present
• Discussion• Knowledge
accretion
Social object pedagogies
• Prompts• Discussion
object• Compositio
n materials
More social object pedagogies• Annotate details• Remix (“Make it mine”) Edugadget
http://www.edugadget.com/2005/05/07/flickr-creative-commons
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
“[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.
RSS pedagogies• Shaping Web reading• Pushing student-created
content (mother blog, Feed to Javascript)
• Web 2.0 wrangling
(Bloglines)
Academic open archives for social media
Freesound archive
•DIY copyright•Social networking values•University of Pompeu Fabra (Barcelona)
(http://freesound.iua.upf.edu/)
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
Student program podcasting on campus
• War News Radio (Swarthmore College)
•PEPI courses (University of British Columbia, department of Land and Food Resources)
Media to enhance other media
• Podcast + pdfs: Allegheny College, Gothcast
Podcasts and research• Public intellectual
– Out of the Past– Engines of Our
Ingenuity – In Our Time– University
Channel– The Missing Link
New forms of scholarly communication
CommentPress implementation, Institute for the Future of the BooksMcKenzie Wark, Eugene Lang College
More bookblogging
Still more bookblogging
Siva Vaidhyanathan, University of Virginia
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
Web 2.0 academic concerns
• Contrary to class safe space (Gary Kornblith, Oberlin College)
• Culture of too much disclosure• Problem increasing archivally
Web 2.0 academic concernsSome responses• Can block comments and/or
readers• Teachable moment: what is
privacy in 2008?• Complement other practices
Web 2.0 academic concernsLocal hosting • Campus identity• Stability• Integration into
other services• Preservation• Time
Offshore hosting• Third party
identity• Stability• Integration into
their other services
• Preservation• Different time
III. The divide
(Valdis Krebs, 2004)
The wide reach of the CMS
Blackboard
•Huge market share•Copyright•Privacy•Familiarity
The persistence of fears
C.S. Mott Children's Hospital National Poll on Children’s Health, May 2007
CMSes approach Web 2.0
Scholar.com, from Blackboard Beyond
National Institute for Technology and Liberal
Education(NITLE) http://nitle.org
Liberal Education Today blog http://b2e.nitle.org