wesleyan reunion commencement 2007

The future of technology and teaching: from mid-2007

Wesleyan University

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

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/

)

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

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)

I. Web 2.0 and rich media

Web 2.0 influences rich media

• Podcasting

I. Web 2.0

Teaching with Web 2.0: it’s not all new

- Web 1.0, internet pedagogies

• Hypertext

• Web audience

• Discussion fora

• Collaborative document authoring

• Groupware

I. Web 2.0

Teaching with Web 2.0: it’s not all new

Earlier pedagogies

• Journaling

• Media literacy

• Personal expression

• Socratic dialogue

I. Web 2.0

Teaching with Web 2.0: new principles• Distributed

conversation• Collaborative

writing• Object-oriented

discussion

http://smarthistory.blogspot.com/

I. Web 2.0

Wiki pedagogies

• Collective research

• Group writing

• Document editing

• Information literacy

• Discussion

• Knowledge accretion(Romantic Audiences project

Bowdoin College, 2005-present

I. Web 2.0

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.”

(2005)

http://www.pewtrusts.com/pdf/PIP_Teens_1105.pdf

I. Web 2.0

Teaching with Web 2.0: the “net.gen”:

“[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 …”

Kathleen Blake Yancey, "Made Not Only in Words: Composition in a New Key." CCC 56.2 (2004):297-328.

I. Web 2.0

“—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.

II. Mobile

All of Web 2.0, just more so• Ambient

• Accelerating

• Annotating

http://www.phonebashing.com/

II. Mobile

(Mandatory device slide)

II. Mobile

(Yet another mandatory mobile device slide)

Long., MPH, ksmichel

II. Mobile

(Still another mandatory mobile device slide) Tnkgrl

II. Mobile

(How many mandatory mobile device slides can there be?)

Carl Berger, Wei Su

II. Mobile

(Found on BBC site, June 2005)

American unilateralism

II. Mobile

Pedagogies• Information on

demand• Time usage

changes• Class/world barrier

reduction• Swarming

• Personal intimacy with units

• Spatial mapping • Mobile, multimedia,

social research

II. Mobile

Pedagogies: new forms

John Schott, Carleton College, 2006

II. Mobile

Pedagogies: new forms

University of Umea, 2004

III. Gaming

Why pay attention to this stuff?•Cultural presence (crossing gender and age)•Interface driver (watch NASA)•Content creation ("The French Democracy" (2005))

(World of Warcraft)

III. Gaming

Why pay attention to this stuff?

(Gwen, 2006)

•Changes in information ecology•Object of study•Pedagogical implications (James Paul Gee, Mark Prensky, Henry Jenkins)

III. Gaming

Large issues•8 million players, World of Warcraft; 1 million players, Virtual Magic Kingdom •ViolenceTransmedia storytelling (Henry Jenkins, MIT)"the new golf", Second Life (Joi Ito)

(Rome: Total War)

III. Gaming

Moreover, diversity:•Current events (Kumawar)•Political argument (September 12th, FoodForce)•Religious gaming (Left Behind: Eternal Forces, 2006)•Literary gaming (Kafkamesto, 2006)

(Stacy Road, “The Phone”, 2004)

III. Gaming

(Second Life, 2004-present)

Web 2.0 influences rich media: social gaming and Web 2.0

III. Gaming

(Second Life, 2004-present)

Pedagogy and Second Life1. Virtual reality, continued2. “emotional bandwidth”

IV. Web 2.0 storytelling

Flickr and storytelling

• Tell a story in 5 frames group

“Gender Miscommunication”(Nightingai1e, 2006)

IV. Web 2.0 storytelling

IV. Web 2.0 storytelling

IV. Web 2.0 storytelling

IV. Web 2.0 storytelling

“Gender Miscommunication” (Nightingai1e, 2006)

IV. Web 2.0 storytelling

Flickr and storytelling

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

(moliere1331, 2005)

Keeping up

National Institute for Technology and

Liberal Education http://nitle.org

NITLE blog http://b2e.nitle.org