emerging technologies for teaching and learning: nitle instructional technologists, depauw
Post on 15-Jan-2015
2.691 Views
Preview:
DESCRIPTION
TRANSCRIPT
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Already out of date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
top related