Social Software

Social software for teaching and learning:

Web 2.0, early 2008

NITLEWorkshop

to go

Plan of the talk

1. Web 2.02. Rich media

web 2.03. More

pedagogies4. New forms

(Vermont county fair, fall 2007)

Thematics

• Emergence in

time and space

• Pedagogy• Open

determinism(Radio Open Source blog/podcast, 2006)

One problem

How to 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

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: new media• Influence

(World of Warcraft)

I. Web 2.0

The term’s history: Tim O’Reilly, 2005• Expands

“social software”

• Draws on Web history

I. Web 2.0Microcontent, rather than sites or large

documents

(NITLE blog)

I. Web 2.0

Multiply authored microcontent

I. Web 2.0

Open content and/or services and/or standards…

(Pepysblog, 2003-)

I. Web 2.0

…leading to networked conversations

(Pepysblog, 2003-)

I. Web 2.0

Data mashups (Google Maps meets Twitter)

I. Web 2.0

Perpetual beta (O’Reilly, now history)

I. Web 2.0

O’Reilly: platforms for development

I. Web 2.0

Web 2.0 components, movements• Collaborative writing platforms: the

wiki way

I. Web 2.0

Research: wikis are textually productive

-Viégas, Wattenberg, Dave (IBM, 2004)

I. Web 2.0

Web 2.0 components, movements• collaborative writing platforms: the

blogosphere

I. Web 2.0

Addressable content chunks

I. Web 2.0

• Distributed and/or attached conversations

I. Web 2.0

State of the blogosphere• 70 million blogs tracked by Technorati:

“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)

Chart follows…

I. Web 2.0

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…

I. Web 2.0

Web 2.0 components, movements: social objects

http://flickr.com/

•Photo sharing:

Flickr

http://flickr.com/

http://flickr.com/

http://flickr.com/

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/

)

http://www.radioopensource.org/photography-20/

http://www.radioopensource.org/photography-20/

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)

I. Web 2.0

Social news:• Memeorandu

m, Tailrank, Digg, TechMeme

I. Web 2.0

• Social bookmarking

• Del.icio.us• Also Furl,

Scholar.com, StumbleUpon, Digg, Reddit, MyWeb (Yahoo)

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)

This canbe a bit

overwhelming

(“Online Communities”

XKCD

April 2007 )

I. Web 2.0

What can we learn from this? Ton Zylstra:

“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...”

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)

http://www.zylstra.org/

I. Web 2.0

New forms: folksonomy

• Search• Retrieval• Self-awareness

http://del.icio.us/

for DoctorNemo

http://del.icio.us/

I. Web 2.0

Community surfacing

• Ontology

• Concepts • Collaborative research

I. Web 2.0

Tagging museums: the Steve project

• Users tag differently

• Curators get it

(Metropolitan Museum of Art, 2004)

I. Web 2.0

Tagging libraries: PennTags

• Coded locally• Also tags the

open web

http://tags.library.upenn.edu/

I. Web 2.0

Components, movements• Mixing and mashing:

the RSS feed

I. Web 2.0

-Alex Iskold, The Read/Write Web, April 2007

http://www.readwriteweb.com/archives/the_future_of_rss.php

“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 mediaWeb 2.0

influences rich media

• Podcasting

II. Web 2.0 and rich mediaHow 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)

II. Web 2.0 and rich mediaWhat’s happened since February 2004?

II. Web 2.0 and rich mediaWhat’s happened

since “podcasting” in 2001? Neologisms:

• godcasting• nanocasting

• podfading• podsafe• podspamming• podvertising• porncasting

II. Web 2.0 and rich media

Web 2.0 influences rich media: more audioFreesound

archive

•DIY copyright

•Social networking values

(http://freesound.iua.upf.edu/)

II. Web 2.0 and rich mediaWeb 2.0 influences rich media:

video

(Gootube? Suetube?)

II. Web 2.0 and rich media

Videoblogging(vlog? vog?)

(Rocketboom, Amanda Congdon)

(already moved on)

(Ask a Ninja)

III. Web 2.0 pedagogies

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: CMS involvement

• Moodle modules


Teaching with Web 2.0: Blackboard Beyond


Teaching with Web 2.0: principles

• Distributed conversation

• Collaborativewriting

• Object-oriented discussion

http://smarthistory.blogspot.com/


Teaching with Web 2.0: more principles

• Ease of entry• Personalization


Wiki pedagogies• Collective research• Group writing• Document editing• Information literacy• Discussion• Knowledge accretion

(Romantic Audiences projectBowdoin College, 2005-present


Social object pedagogies

• Prompts• Discussion object• Composition

materials


Social object pedagogies

• Annotate details

• Remix (“Make it mine”)

Edugadget

http://www.edugadget.com/2005/05/07/flickr-creative-commons


New forms: profcasting

• Bryn Mawr College: Michelle Francl, chemistry

• Duke: Classroom recording


Student program podcasting on campus

• War News Radio

(Swarthmore College)


Podcasts and research• Public intellectual

– Out of the Past– Engines of Our

Ingenuity – In Our Time– University

Channel(Napoleon 101)


Instrumental to pedagogy: enhance other media

• Handouts: Allegheny College, Gothcast

Illustrations in pdf format


Enhance other media

Middlebury College, Barbara Ganley

Podcasting with…• Blogging• Digital storytelling• Photography• Study abroad


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.


RSS pedagogies• Shaping Web reading• Pushing student-created

content (mother blog, Feed to Javascript)

• Web 2.0 wrangling

(Bloglines)


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


Blog problem: privacy• Contrary to class safe space

(Gary Kornblith, Oberlin College)• 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

IV. Web 2.0 storytelling

Lonelygirl15• One YouTube• Another YouTube• Myspace• Blogs• Discussion frenzy• Media attention

(2006-)


Alternate reality games

• Permeability of game boundary (space and time)

• Focus on distributed, collaborative cognition

• Increased ephemerality

(Perplex City, 2003-2006)


Political ARG

(World Without Oil, May 2007)


ARG pedagogy?• Creation for

constructivism• Information literacy• Object of study

(Nine Inch Nails game, 2007)


Flickr and storytelling

• Tell a story in 5 frames group

“Gender Miscommunication”(Nightingai1e, 2006)





“Gender Miscommunication” (Nightingai1e, 2006)


“Gender Miscommunication” (Nightingai1e, 2006)


Flickr and storytelling

• In the Tell a story in 5 frames group, 'Alone With The Sand'

(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

National Institute for Technology and

Liberal Education http://nitle.org

NITLE blog http://b2e.nitle.org

http://b2e.nitle.org/

