Emerging technologies

for teaching and learningA survey for summer 2008

Plan of the talk1. Pieces of

Web 2.02. Web 1 and 33. Gaming the

world4. The fear,

the net

(Vermont trees and sky, winter 2008)

Memes

• Pedagogy• Shadow IT• Storytellin

g• Giants

(Middlebury bridge,

January 2006)

One problem: How does academia tend to apprehend emerging technologies?

•Panic/siege mode•Vendors•Futurism methods•Networks, online

and off-•Informal curricula

How does academia tend to apprehend emerging technologies?

http://saturn.jpl.nasa.gov/

Five responses

• Take advantage of preexisting projects and services

• DIY• Literacy: new media• See influence• Curriculum

I. Web 2.0

(Web 2.0 Bullshit Generator, http://emptybottle.org/bullshit/)

“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)

(Flickr blog, March 2008)

Will YouTube kill the podcasting star?

(eMarketer, February 2008; Via Podcasting News)

(Le Monde, January 14 2008)

(March 2008http://wikimediafoundation.org/wiki/Press_releases/10M_articles)

Social objects of all sorts

(Kenyan crisis-Google Maps mashup, Ushahidi http://www.ushahidi.com/ 2008)

• A new economic system?• Yale University Press, 2006

(“Online Communities”, XKCD, April 2007 )…

For academia, this can seem a bit overwhelming

(“Online Communities”, XKCD, April 2007 )

Already out of date

But stop worrying about the creepy treehouse

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)

-http://www.zylstra.org, 2006(emphases added)

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: 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

(MicrobeWiki, Kenyon College;Romantic Audiences,

Bowdoin College)

• Discussion• Knowledge

accretion

Social object pedagogies

• Prompts• Discussion

object• Compositio

n materials

Remix pedagogy

Or social media into narratives

Example: "Farm to Food", Eli the Bearded (2008)

• Library of Congress collections

Social photo stories

Social photo stories

Social photo stories

Flickr, Tell A Story in Five Frames group (http://www.flickr.com/groups/visualstory/)

Example: "Food to Farm", Eli the Bearded (2008)

Social photo stories

Example: "Food to Farm", Eli the Bearded (2008)

Social photo stories

Pedagogies:• Remix• Archive work• Social

presentation• Visual

literacy

(http://www.flickr.com/photos/library_of_congress/ )

RSS pedagogies• Pushing student-created

content (mother blog, Feed to Javascript)

(Bloglines)

• Shaping Web reading

• Web 2.0 wrangling

Social organization of information, pedagogies of folksonomy

• Search• Retrieval• Self-awareness

http://del.icio.us/

for DoctorNemo

Community surfacing

• Ontology

• Collaborative research

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.

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

Podcasts and research• Public intellectual

– Out of the Past– Engines of Our

Ingenuity – In Our Time– University

Channel– The Missing Link

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

Academic open archives for social media

Freesound archive

•DIY copyright•Social networking values•University of Pompeu Fabra (Barcelona)

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

New forms of scholarly communication

CommentPress implementation, Institute for the Future of the BooksMcKenzie Wark, Eugene Lang College

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

II. Webs 1.0 and 3.0

II. Web 1.0Google

Sites

II. Web 1.0

Google Knol

II. Web 3.0?

• The Semantic Web• Sir Tim Berners-Lee's projectbefore

CongressUltimately, Reuters' news is the raw material for analysis and application by investors and downstream news organizations. Adding metadata to make that job of analysis easier for those building additional value on top of your product is a really interesting way to view the publishing opportunity. If you don't think of what you produce as the "final product" but rather as a step in an information pipeline, what do you do differently to add value for downstream consumers? In Reuters' case, Devin thinks you add hooks to make your information more programmable.

II. Web 3.0?

“Ultimately, Reuters' news is the raw material for analysis and application by investors and downstream news organizations. Adding metadata to make that job of analysis easier for those building additional value on top of your product is a really interesting way to view the publishing opportunity. If you don't think of what you produce as the "final product" but rather as a step in an information pipeline, what do you do differently to add value for downstream consumers? In Reuters' case, Devin thinks you add hooks to make your information more programmable.”

Tim O’Reilly, February 2008http://radar.oreilly.com/archives/2008/02/reuters-ceo-sees-semantic-web.html

ClearForest Gnosis

http://sws.clearforest.com/

II. Web 3.0?

• Web 3D

Second Life;Sony, Home

II. Web 3.0?

Android: CrunchnetiPhone: swruler9284

II. Web 3.0?

The Social Graph, as Sir Tim sees it

“I called this graph the Semantic Web, but maybe it should have been Giant Global Graph! Any worse than WWWW? ;-)...

So, if only we could express these relationships, such as my social graph, in a way that is above the level of documents, then we would get re-use. That's just what the graph does for us. We have the technology -- it is Semantic Web technology, starting with RDF OWL and SPARQL. Not magic bullets, but the tools which allow us to break free of the document layer. If a social network site uses a common format for expressing that I know Dan Brickley, then any other site or program (when access is allowed) can use that information to give me a better service. Un-manacled to specific documents.”

CSAIL post, November 2007http://dig.csail.mit.edu/breadcrumbs/node/215

II. Web 3.0?

• Synthesis: Google's CEO's vision[Eric Schmidt]: Web 3.0 would ultimately be seen as applications that are pieced together [and that share] a number of characteristics: the applications are relatively small; the data is in the cloud; the applications can run on any device - PC or mobile phone; the applications are very fast and they're very customizable; and furthermore the applications are distributed essentially virally, literally by social networks, by email. You won't go to the store and purchase them. ... That's a very different application model than we've ever seen in computing...

Transcribed by Nicholas Carr, August 2007http://www.roughtype.com/archives/2007/08/what_is_web_30.php

CriticismDeal with 2.0, already

“Gartner analysts are avoiding the temptation to give a new label to the latest technologies such as virtual worlds and the semantic Web, saying they’re not providing the same kind of fundamental change as blogs, wikis and social networking tools.“It’s not going to be another era like Web 2.0,” Phifer said. “However, there will be some very interesting innovative things coming out. If you’re in love with numbering schemes, maybe it’s Web 2.1.””

November 2007, http://www.networkworld.com/news/2007/092107-gartner-web-20.html

III. Gaming

Long history of gaming

• Predigital– Chess, go,

Senet, mancala, backgammon, dice, cards

– Kriegspiel– Cold War games

Digital• Spacewar• Zork to IF

boom (1980s)• 1990s rebirth

Gaming in 2008

Physical platforms• Console• Cell phone• PSP• Extended forms

(DDR)• New forms: Wii

PC• CD, DVD• Browser• Downloadable

…And these can be combined

• Size: huge – (WoW: 10

million subscribers, January 2008)

• Player range: genders, classes, nations

• Interface, device driver

Eve Online, from site

Growing content diversity

• Current events (Kumawar)

• Political argument (September 12th, FoodForce)

• Religious gaming (Left Behind: Eternal Forces, 2006)

• Literary gaming (Kafkamesto, 2006)

(BBC Climate Challenge; Ayiti:

both 2007-present)

Offshoot:machinima

• Tools– Counterstrike, Halo– Second Life– The Movies

• Art movement– Machinima Academy of Arts and

Sciences (http://www.machinima.org/)

(Koulamata, “The French Democracy”, 2006)

Virtual worlds: the MUD, Adventure (1970s-present)

(LambdaMOO, 1990-present)

Antecedents, predigital: Theater of Memory

(from Philippe Codognet, http://webia.lip6.fr/~codognet/)

Avatar spaces-Activeworlds-Atmospheres-There

(Activeworlds, 1995-present; image via www.virtualworldlets.net)

-Habbo Hotel-Cyworld (Club Penguin, 2005-present)

2d-3d worlds

-Runescape-VMK

Google Earth

-Keyhole DB-2d: KML-3d: Sketchup-reach-Geotagging

photos: videos

Mirror worlds

Augmented Reality

“Human Pacman,” Adrian David Cheok, circa 2005

-mobile devicesgame playersgeneral use tools

-science fiction explores (Vernor Vinge, Rainbows End)

Interactive FictionSpeaking of text

adventures:• 1980s boom:

Infocom• Ongoing art form• Nick Montfort,

Twisty Little Passages

(“Dead Cities”, from Lovecraft Commonplace Book project 2007http://www.illuminatedlantern.com/if/games/lovecraft/)

Interactive Fiction

Speaking of text adventures:

• Inform 7, free IF editor

(Richard Liston, Ursinus College, classroom example 2008)

IF: established long enough to be used for political satire…

Defective Yeti, January 2006

http://www.defectiveyeti.com/archives/001561.html

Political ARGs (ex: World Without Oil, May 2007)()

Gaming and education

“Video games… situate meaning in a multimodal space through embodied experiences to solve problems and reflect on the intricacies of the design of imagined worlds and the design of both real and imagined social relationships and identities in the modern world.”

21-century boom

• James Paul Gee (author of preceding quote)

• Marc Presnsky• Henry Jenkins

• John Seely Brown

• Mia Consalvo• Constance

Steinkuehler• Kurt Squire

Multimedia literacies

• Gee: multimodal principle• Selfe et al: multimodal literacy• Bogost: procedural rhetoric

Dean for American game (2004)

Archived at http://www.deanforamericagame.com/play.html

Multimedia literacies

“…within games, there are in fact multitudes of literacy practices – games are full of text, she asserted, to say nothing of the entirely text-based fandom communities online that take place in forums, blogs and social networks.”

Constance Steinkuehler,FuturePlay 2007, Toronto

Quoted in http://www.gamasutra.com/php-bin/news_index.php?story

=16264

Which educational theory?• Ian Bogost: behaviorist versus constructivist

Issues summoned up:– Media effect

(violence)– Transfer across

domains, platforms– “Simulation gap”– Subjectivity and

assessment

Image from Scot Osterweil, presentation to Learning from Video Games: Designing Digital Curriculums (NERCOMP SIG , 2007)

Pedagogy: virtual worlds

Ancient Spaces project, University of British Columbia

Machu Picchu, Arts Metaverse,Open Croquet

Pedagogy: virtual worlds

Second Life, Bryan Zelmanov

Pedagogy: social software

“Emotional bandwidth” (Linden Labs)

• Social presence• Self-expression

Game studies

• Serious Games• Conferences• Scholarly articles and books (MIT

Press)• Games Learning Society conference,

http://www.glsconference.org/2008/index.html

Game studies

Liberal arts instances• Jason Mittell,

Middlebury• Richard Liston,

Ursinus• Aaron Delwiche,

Trinity (image)• Christian Spielvogel,

Hope• Harry Brown,

Depauw

IV. Fear the fear

The Times, May 2008http://www.timesonline.co.uk/tol/news/uk/article3902726.ece

Reg, http://www.reghardware.co.uk/2008/05/02/nsw_police_mp3_poster/ Snopes, http://www.snopes.com/science/cookegg.asp

IV. Fear the fear

thanks tocclabguy

National Institute for Technology and Liberal

Education(NITLE) http://nitle.org

Liberal Education Today blog http://b2e.nitle.org