I just noticed that the most recent EDUCAUSE 7 things was very relevant to my interests. We’re looking at applications like Mobl21 to deliver IL instruction in the Mann Learning Technologies group right now.

Looking at the advice, it’s not rocket science, but harder to remember do:

• Set big goals
• Always try to improve and reevaluate your teaching
• Make students (and family) a part of the process
• Focus everything on student learning
• Plan carefully and work backwards from your outcomes
• Work, work, work and never say die (or give up on students)

The teachers also used a number of things I’ve heard under other names: peer learning, checking for understanding, I do-we do-you do as part of active learning. According to their results, success breeds success as well which is also no surprise–if someone had run something and shown results before adn exhibited perseverance toward a goal then they were more likely to be successful.

Always when I read these things I think, “Oh, yes that!” Now, to do.

Sports Death (like “carpe diem” w/skull (Thompson T-shirt that’s famous). Remixed it to celebrate Henry’s last year-14 years. Sign can be scary w/o knowledge but if you engage with them about it you can find out a lot underneath thiat sign/surface.

Story about Peter (anon, composite?): HS student in upstate NY who has gone through a lot of trauma but good student and involved in a lot of things that let him interact with the world (avatar, flickr and newspaper uses his photos, talks to his girlfriend Mary Jane who’s an actress and he talks to her on the phone))

Spiderman! Familiar story-kid trying to make it in the world.

Bendis Spiderman on computer and info comes to him; early PSiderman had to be a journalist. Bendis Spidey-MJ protects via cell phone. Spiderman is in adult and kid networks (Ultimate series and X-Men)

Know that kids are part of all these worlds (preparing to be superheroes). They do so in their whole environment (don’t have to be a journalist; not just in classroom).

Circulate, connect, create, collaborate-tried to build it in and concerned with participation gap (emphasizing skills not technology) Designed things that don’t need technology. But it’s teachers who can start to require the habits of mind that will give them these skills. Part of “hidden curriculum.” Not just getting them in school but after school, libraries, other informal contexts

Participation and civic engagement

Bowling Alone-space for community, emotional connectivity, awareness of each others’ lives. WoW-new bowling league. WoW players go on to support other players not b/c addictedChilean senator-hardcore WoW player. Important for teaching collab. skills Sen Fernando Flores Labra

Participatory Culture: relatively low barriers for engagement; Strong support for sharing creations with others; Informal mentorship; members believe their contributions matter; care about each other.

Time article: How to build a student for the 21st century (boxed in my classroom and accademic achoevement) What about civic engagement, artistic expression, etc?

Living and Learngin with New Media

Geeking out (thinkiking, creating), Messing about (self actualisationa dn expression); hanging around (communicating and consuming content) (pyramid tip to bottom)

In politics: Wonk (how smart they are; how ignorant they are). Geek out for democracy. As a collective ability to change the world

• MyDebates–all kinds of games and information to change worls
• Like HP Alliance-DA’s Army for real world (working on Darfur). Using fan networks for RL action.
• Global Kids-machinima and SL for Darfur as well

Effect of young people’s engagement in politics impacted by Pbama’s campaign which

Can’t we be transmedia educators?

Civic mission of schools-students feel engaged when they can participate learn about participation and civic affairs by participating. Gone backwards in terms of engaging kids.

Scouting made a difference for him-first speaking and teaching he did.

Participatory culture gives kids chances that school doesn’t. School strangling participation out of fear. Blocking and filtering! 6th grade mentality of schools!

Our students know things we don’t. Kid says MC Lars sucks; MC Chris is good. Challenge of authority: Ask him how he evaluates. But teacher doesn’t have tme; neds to stick to schedule. Offline activity: Had kids send in ?s (not very good); MC Lars answered and gave good answers; kids amazed to see their ?s in teh world and they thought “we don’t sound so good”

Games not designed for school scheduling (MIT WoW pod conceptual art piece. )

Flexible, immersive time vs. school time

Scratch (Resnick and Media lab): basic coding system, trade code, learn code, and

Wants Learning Library to be that. they put some stuff in and we help build, spreading remix culture

Superheroes!

Q&A: WoW curriculum Guild: Cognitive dissonance How to address complaints of it’s a violent game? Engagement is key (flow). We spend a lot of $ on sports, which are games where people actually get hurt. But we talk about them as ways to encourage leadership, etc. The War Between Effects and Meaning-article. Not can we get rid of violence; need art to reflect on aggression (Bible, Shakespeare, medieval ms, etc) Awareness of violence and cost that’s been paid; how to build mounring in games we play.

Media most powerful when it reinforces rather than tries to change belief. Playing games in culture that’s peaceful. . .

Education behind corporate in tools. What will future look like? What are we missing? No crystal ball. In convergence culture no mention of Web 2.0. Chilled by learning 2.0. Web 2.0 is a business model; we should not be educating consumers, trying to build comms from scratch when there are already existing comms. participatory culture has long history; don’t follow 4 yr business plan.

Research: Right now descriptive and not in lang that school board listens to. But lots of learning happening (let’s not shove that all into ed but don’t shut it out weither. don’t ay to kids that your interests don’t beloong in school and school doesn’t belong in yoru interests

Why Wikipedia: embodies participatory culture (all must believe htey are

Rheingold: “Wikis allow for collaboartive comms that can share knowledge nad ideas w” low tech. barrier

Contested in classroom spaces so brings otgther ?s about content, authority, bloacking/filtering. Also address participation gap (not just digital divide but access divide in learning how ot use and participate) , transparency problem (epistemology! authority, credibility, accuracy, what gets in there and how and why), ethics challenges (copyright, attribution, fair use etc)

2 examples of synergy and conflict:

Teacher listserv and conversation in Becky’s class

Becky taught 5 Moby Dick classes (1 twice , 2 and 3 currently)

Adapted from Rheingold’s Wikipedia exercise. Wanted kids to participate in conversation w/experts. Started on Bloomingpedia (city wiki-learned how to edit, what they wanted to put there, identity as a group). Then moved to Wikipedia (most of them already knew how to edit b/c they used to vandalize it (and got school banned which they had to negotiate). Had to read MD and then made small edits (but important in giving them some voice & agency)

Participatory assessment:

Proximal level assessment of students’ collective

Students wrote answers to written question (35 min) about formalisma like networking, collective intelligence, etc

teacher listserv: what are your feelings about Wikipedia, go you let your students use it, and

discourage it (we pay for better content, not sure students know how produced or if reliable)

Student discussion: Lots of good free info. . .”some might be sily and stuff but a lot of times you’ll find something that’s true [if no one's messed with it] . . .it’s always good to have that as a second source.” From probable vandalizer!

Not sure students understand Wikipedia? Students: Not just social networking “like MySpace”. . .”informational and intellectual networking”

“Networking is all Wikipedia is. . .sharing info in a dictionary-based setting” “Wikipedia is like a big library that’s constantly changing”

Assumption that reliability is not a concern: students: Fact check! If you’re going to contronute, fact check and then put it up

Wikipedia blocking-has no place in school. Students: Answer to what students are missing: fast access to lots of info; collective knowledge; chance to add to a body of knowledge that;’s biigger than they are. Like to be a part of something.

Listserv comment: check assumptions. If you’re a constructivist then that attitide is at odds. Why less suspcious of editors than volunteers.

Give and take process in editing (what if your contrib gets deleted). Negotiating to

Before silent observer, now tries to better the website.

Global kids

Staed w/Plan A and moved to plan C. Plan A: Wiki Hack. Have them change info, screen grab and then see if anybody noticed. NML intrigued. Blocked so negotiated to open and couldn’t vanadlize after that. Plan B: Create page for class. Background of Wikipedia. Never cite it but use it as background source.

Pick a controversial topic (like Video Game Controversy). Talked to them about content flags and tabs like Discussion and History tabs (look at what was changed and why, issues discussed, etc). Students really got into so that was rest of the session (didn’t create their own page)

Screen grab: Shift+apple+4 (documenting moving source!)

Rafi-Global Kids (Media Masters after school program)

Less analysis and more on production & skills. Create wiki page on Prospect Park campus-framed as social justice issue. no previous entry even stub and lots of issues to talk about. Use the project to become aware of school history but also to give them skills to become critical media producers (point of program)

Focused on three skills: collective intillegence, judgment, networking. First talked about finding, evaluating and synthsizing info. Discussion of how they find credible info online, (heuruistics like .org,goc; layout). Looked at search methodology. Posted a question (what’s poorest state” which search strateguy os best. whoever finds answer first, what strategy do you use to find it.

Iterative process in searhcing; there is not one right way for every search. They had to change their assumptions

Biases in news articles-Al Jazeera, NYTimes, Guardian London

Then actual researhc process-use delicious (#phcwiki). Could use what other epople gathered

Used Etherpad to draft (like Google DOcs, more robust for live editing; each person’s contrbs associated w/a color and represented in real time–created motivation; same w/Google Maps; creating affinity spaces motivate contribution)

Ready to put in Wikipedia page and school was blocked for vandalism.  Got around with mobile modem and each group input their part (into groups) under his IP.

Spent more time on process than prodcut. 6 wk project; half the time was building capacity rather than editing and figuring out community

students said it made production of knoledge more transparent. heatened–really hard to do do if people are doing it they must be doing it pretty well.

Three things: key themse:

• Desgn frameworks and principles
• Implementation strategies (dynamic)
• Challenges to exosting paradigms

PBwiki meshes with Ning

Private, less known, super public-starting with wikispaces, pbWiki etc then moving to Wikipedia

ZR is online comm and offline after school program; girls learned better in group collab environment so ed site

Begun by the two founders but comm run by student now (anon). 4 classes of 7th & 8th graders; 55 min each Mon (short! hard to geek out in 50 min). Time is biggest factor.

NML came in at end of project to encourage them to continue STEM curriculum building.

Teacher: Dianne felt nervous about using nmls and practiced on her own

Used fail & Fail Often module to investigate “Velocity, displacement, acceleration, distance” F&FO designed around nml Play (experiment w/world to problem-solve). gives them 2 games: Balloons and Gravity. Both games used these principles

Obj: Understandng how models can help understand world and how can games can help understand wrld. Instead of putting girls in front of computer, did transmedia storytelling (carried narrative through lesson). Started w/experimental-three a ball at them as they entered room. Then introduced 2nd bal. What is ball doing? how is ball moving? (physics in their own language)

Next activity: put your hands in the middle but you have to entangle (collective intelligence) (maybe wouldn’t have done two back to back in next iteration).

Scaffolded Dianne into understanding nml-after ZR sowed her, Dianne tried on her own (used simulation model)

Getting them to find it on your own-if posted on walls they gave back the same answer. But get them to associate w/their own lives. Sims game!

Advice: don’t rush it. 12 nmls-won’t know them all at once (you or students). integrate one at a time and make connections and revisit once you learn other ones (can see integration).

2 media maker and 1 Vinay created for STEM in Learning Library (Getting Fizzy With It)

Find a media element or challenge that inspires

Figure out what you earning objective is and how will you tell a story

Consider other elements beside tech

make a space that students can use their experience

Engagement-they did their homework afterward. Access issues-don’t have computers at home and couldn’t use them at school until they got a waiver. Game was fun & intuitive and they continued ot use it after

The Learning Library: Getting Fizzy With It

Needed a framework for Dianne b/c she had enought o do. ZR already had a framework: Tec-Trak model

Moving Getting Fizzy With It into Zooey’s Room

Pre-assessment-Whaddya know?

Story to set the stage (intro terminology)

Activity-online and offline (bringing in other games that they play and then they get points to enter into ZR system)

Problem w/ZR Tec-Trek framework: too linear; no user feedback; more points driven; no place for girls to give feedback to one another

LL: gave place to put open-ended question (less test-like); translate written story to video (used extranormal and provided transcript; also showed diet coke and mentos experiment -EEpy YouTube video; PDF of bubble formation and get them to create an experiment that other people can do); could do several online activities. Embedded questions throughout not just beginning pre-assessment and final embedded question to do overall reflection.

Part of community, remixing, learning. Didn’t need points and prizes. got a big thrill out of bing eduators, mentors. How can I create and mentor?

To move from informal to informal-had to put content areas and skill levels

They had the girls find games that could be used for physics teaching (portal, launchball, etc). A lot of these don’t have lesson plans around them. Try storyboarding them. Integration of media literacy within curriculum

Assessment-”action research for kids”

Drag and drop challenge builder. Challenges combine different types of media into a single lesson (module, etc)

ASCD.org “whole child education” healthy, safe supportive ways of engaging and challenging kids; problem-based and project-based learning. First time he’s seen challenge-based learning

Engaging students in the process-released this first to 7th graders and got lots of feedback and material.

• Assessment & testing as participation (treat as discourses)
• Multiple levels of assessment & feedback (align through immediate, close & proximal activity)
• Standards & skills as formalisms (must enlist b4  enlisting appropriately or correctly)
• Close-level reflection guidelines

Rationale: Participatory assessment

Teaching to the test is as useful as the tests are meaningful (NCLB showed external tests aren’t meaningful for teachers); bigger problem for

Participatory a. is key (must interpret participation b4 assessing proficiency)

Iterative refinement/feedback is most effective

Theory can only be found in efforts to reform practice

Prior research in science ed-working to align trad assessment with 90s theory (started work at ETS, NSF on Genscope Genetics & Classroom of the Future)

Quest Atlantis (Baron etc). They are presenting at Games for CHange

Iterative feedback creates “echo” on achievement measures

Current research: Teacher’s strategy guide, Quest for Atlantis, Global Kids & Learning, HRheingold’s Social Media Classroom, etc)

Identified formalism and aligned activities over time General principles emerged

Participatory Assessment (trying to apply participatory & social theories to assessment motivation)

Key Terms:

• Enact v. implement (complete a curricular routine in contect. diff entre indiv. & communual understanding)
• Aggregated concerns averages across individuals
• Formalisms (participatory reframing of skills & standards)
• Artifacts (participatory reframing of any student produced work) Test is artifact too (bizarre artifact but still)
• Implications: ahift from indiv. expression to community involvement (not everybody must participate

Social contract fosters motivation and cascading success (worthwhile practices, participation, curriculum increases indiv, communal and aggreagetd achievent on tests)

Assumptions: Learning is primarily social change. All assessments have formative & summative functions (blows up distinction between the two); assessment & test are a type of discourse

Formative functions must be protected; focus on these first

Five levels of a. (works across several levels and

• Immediate: event-oriented guidelines (interpret how curricular activities are being enacted
• Close Activity oriented reflection
• Reflect on how currcular activity worked
• Proximal: Proficieny oriented rubrics (assess indiv, proficieny using artifacts) increasingly formal activities (does artifact
• Distal; standards-orietnted assessments (assess proficiency solvng new problems)
• Remote-level assessment: Achevement-oriented tests (measure attainment of broad proficiencies) Skeptical about utility of these things

Content Knowledge as formalisms:

Treat skills & standards as formalisms (enlisted when participating in knowledgeable activity–misconceptions and such; basis of good teaching which often lost sight of during testing). Boundary objects that traverse levels (??)

students must enlist initially before enlisting appropriately (don’t assess appropariateness prematurely and close of initial enlistment) Diff entre shutting down in the face of ?s

Key practices

• Close-level communal reflection on prior activities (natural btween
• Prximal & distal classroom assessments
• Remote level assessment summative but formative for high level stakeholders

Some initial enlisting may seem/be resistant (I don’t know what that means BUT)

Three is the magic number” article

The “5 posts a day” problem-can’t quantify. Teachers know it when they see it. Get buy in once they see it.

Fostering conversations about assessment is important and then ideas filter down

How to foster worthwhile participation? Will show examples

In Your Classroom

Identify one specific activity (one you like & want to enhance; invovles new practices & skills; one you’ll do again next year); Activity has to generate an artifact and they have to be accountable for it

Nuts & Bolts

Frst define formalisms (new & traditional literacies e.g. annotation & genre)

Align participation across iterative cycles

Focus on one central level (first cycle: immediate (what are you doing in activity CLOSE reflect on it proximal how to change on next one) (second cycle: close PROXIMAL distal- then start from what do you want them to know

Ex start on having kids work on artifact then align w/formalism; discussion and only then they go onto the ning. Public and participatory forum improved class work (quality & quantity of enlistment)

Practical implications: How to make this scalable? Teachers don’t have time or motivation. This what that group does and he’s not sure how to scale.

Moby Dick 1 exxaple: didn’t know what formalisms were. went into classroom 2 days after getting big book. 2nd time knew: wrote them on the board. wrote on board what does this mean to you? rvisted the formalis throughout and kids produced artifact (indiv or in small groups) and then shared it amongst each other. One activity: take 1 page of Moby Dick annotaate & ornament (figure out hard words & make personal connection) (annotated page w/stcky notes in public hallway one time and then in Ning. then structured discussion on experience (what did and didn’t you like? and had them enlist the formalisms) how might it have done differently Not just quizzing them but asking them to critize activity What did you learn about? How did annoating and ornamenting elp you learn X? What new insights did you have etc

Immediate conversation after writing that down and share as class

Don’t grade the writing but use as prompt Don’t penalize for No or none; single one word answers

Made a lot of mistakes-enactment wrong in TSG. Boring trad activity-present your work. As soon as it got trad kids dsengaged. schooling is compulsory but participation is optional. Students have learned that participation will show up in assignments later

Purposes for reading formalism-student didn’t know what it meant at first but students talked through it. If you are going to hold students accountable for knowing what close reading is you have to give them an open adn safe place to discuss it

Designing close level assessment

First define formalisms (new or trad)

generate a seroies of ?s (critique and foster cirtical discosue)

Align w/immediate level activities (use tech language of domain) Not constructavism; enculturating students into domain outside the classroom

Align with proximal rubrics

Enacting close levelassessment:

Implement immediately after activity; immediately discuss non-summatively; don’t grade; and indirectly support indiv understanding

Changed a&o assignment. Scanned and put illuminated texts on ning and then used them to engage in close reading of text. more collective sense of what text was about (and changed how they approached it-collectively)

Enacting Imeediate-level event guidelines: structure enactment around formalisms; iterativly refine; activity enactment & feedbacks

Key Themes:

• Social networks remediate existing literacies and texts
• New media affords public & persistent discourses
• Schools should foster equitable ethical & transparent participations in NML
• Classrooms must directly support participation

Greg Wiggins Understanding by Design (will come out w/something as practical)

Danny fain?

Measuring New Media . . .Not So Fast

Email him dthickey@indiana.edu for papers

Participatory culture

• Low barriers for engagement
• Strong support for sharing creations w/others
• Members believe contributions matter (Classroom 2.0)
• Care about others’ opinions of self and work

Project NML

• Learning Library (launch today)
• TSG Reading (strategy guides)
• TSG Mapping (strategy guides)
• Project Good Play

Share and engage with above (prof dev, case studies, and working w/amterials above)

NML

• Judgment
• Negotiation (entering into different spaces w/different norms)
• appropriation (remix)
• play (experiment to problem solve)
• simulation
• visualization
• multitasking
• collective intelligence

NML community: http://projectnml.ning.com/

CMS (one of 6 projects; going on for 3 years; white paper); funded by MacArthur & Digital Media & Learning

Ben from MacArthur: What’s MacArthur doing? Was working around district & school reform and decided it wasn’t working really well (not scalable; doing stuff that state should do)

Started studying “might be something going on here” Not starting from a hypothesis. Ethnographic project-Mimi Ito, danah boyd, Bettano, etc Followed young people adn watched what they are doing. How can you assess if you can’t describe properly. Not the same as classroom learning. First attempt to articulate what it looks like. Inspired by jenkins’ white paper.

Research: not an empty space but  fragmented space (researchers, teachers, young people, parents, different disciplines, etc not talking). MacArthur to draw together and asj three basic ?s

• Are young people and learning different around new media (not building things or running programs but trying to understand)?
• If they are different, what’s up w/learning environments? (changes relationship between teacher, young person and resource). Games (modify or create new. Gamestar Mechanics-can you teach gaming literacy through a game); Institute of Play, UW Madison, Gamelab, James Gee (ASU)
• What about institutions. Do learning institutions have to change? Does it have to start with schools. Got away with it because they said it’s about learning not education (learning ecology-schools are important but not only thing. exterior spaces, Libraries!, museums (not as fast)). Jim Gee’s 21st century assessment (new models). Global Kids. Howard Gardner’s Good Play project. Pushes people to collaborate and tke broad perspective. trying to solve in the classroom, institutions, etc-never going to happen. Common problem w/insights to be applied-maybe it’ll happen.

Clement (Project NML)

Are the ways we think about young people’s learning changing? Examining theoretical lens

Implications of using trad theoretical frameworks

White paper provided some ideas

Learning ecology-situated in particular contexts across time (learning ecology diagram, Brofenbrenner’s ecology of activities & experiences)

Learning across setting (classroom to home and back)-talking about illustration in Threshold magazine (spring 09) Create Collaborate . . .Connect article. Learnign happens in all these contexts and across the whole ecology

How do we prepare students to navigate and negotiate across various communities?

Examining our scholarship-different disciplines looking w/their own lens and not collaborating or communicating

The Worked Example-MacArthur

Invitational scholarship-inviting audience to participate and dialogue

Malleable work-hypotheses

Different projects present in different ways (e.g. Quest Atlantis (Indiana U)-website)

Project NML-looked at research ?s, design & development, year of field research, hypotheses, sharing & discussion, continuing dialogue and collaborative analysis

Key Themes

Design frameworks & Principles

Implementation Strategies

Challenges to Trad Frameworks

Key Ideas

• Building a community of readers
• Challenging Expert Paradigm
• Authentic Discourse
• Fostering generativity

• What is Participatory Design
• Designing for Flexible & Multiple Uses
• Issues of Open Content

Teaching Strategy Guide:

Moby Dick, done w/Indiana U 21st century assessment

Clay Shirky quote:
We are living in the middle of a remarkable increase in our ability to share, to cooperate wit one another, and to take collective action, all outside the framework of traditional institutions and organizations.” Doesn’t believe it all takes places outside formal ed, innovative teachers and how can we support them and bring schools into new media environment

bringing in spirit of participatory culture (everybody should feel entitled to participate whether they do or not)

Design based approach to research (keep returning to research ?s)

Research ?: What is reading in a participatory culture? Design & development of teachers’ strategy guide w/pilot teachers (available onlin for free)

Commitment 1: new media brings new practices. 4 practices (close reading, allusion, multiculturalism, structural analysis) but what are they in new media )? annotation/ornamentation, appropriation (meaningful remix that makes new meaning), multidisciplinarity (bringing in different disciplines as well as race & gender), finding and filling in gaps (like work of fan fiction)

Commitment 2: nature of expertise has changed. Moby Dick Then 7 Now. remix of Moby Dick. Done w/student, Jenkins, literary scholar @ MIT, playwright/teacher

Commitment 3: by being conservative in content, can be radical in approach. Chose Moby Dick b/c already taught and most remixed text (also a remix itself). Used YouTube, Wikpedia, Ning-often block by schools (so had to address policy issues)

Commitment 4: Media production model-production of artifacts can prepare learners to be producers of culture

Commitment 5: consider assessment (U Indiana folks)

Produced Teachers guide (and supplemental Expert Voices guide)

Moby Dick remix: http://www.youtube.com/watch?v=al5-bU8DUAg

Rude ? from HS student put in public space made him realize he sounded like 4th grader (representing yourself responsibly and ethically) My ?: why don’t most

Realizations: not what is reading but what is reading community

Need strategies for breaking down expert paradigm (not bounded w/in domains and particular people) become experts but access expertise of others. nerdcore battle!

We need to prepare learners to transform a domain (what does it mean to be literate in participatory culture in the future)

From media production model to strategies for fostering “reading w/mouse in hand” Shirky @Web 2.0 expo video: story about kid behind TV “looking for the mouse” “a screen that ships without a mouse ships broken” Poised to interact w/text

Paticipatory assessment

Learning Library worked example

Forms of Participatory Culture

Affiliations: membership in on and offline comms (formal and informal)

Expressions-production of new creative forms

Collab. Problem-Solving-work in teams to complete tasks and develop knowledge

Circulations-dissemination thru multiple media forms and platforms (many to many)

Inspired research ?s to create 4 C’s of participatory design: How to facilitate connections, support creation, encourage comm collaboration, and creating transparency for media to circulate. not just tech but social.

Participatory model to aggregate content

Goals of learning library

integrate 4Cs, create model that adapts students’ existing learning strategies, design distributed open content network, provide flexible robust framework to build on each others’ knowledge, and develop learning challenges (media maker)

one million monkeys typing (collab choose your own adventures)-http://www.1000000monkeys.com/

Ex. Transmedia storytelling: start w/concept and get solid example; Your Turn (you get to practice in multiple ways); Ask a reflective question (What do you think?) Not the all-n-one platform btu circulates you out to larger world

Bitstrips.com

Learning Library gives you a profile that shows what you contribute and what other people do with your elements

Pilots: HOME inc (hs media production & literacy class); Global Kids, Zooey’s room (STEM ed online ad after school program for girls)

Need new types of assessment, peer review?

Clement about how people are using Learning Library. Not meant to be prescriptive. 5 ways to use it (identified during pilot)

• education-educators and others can use it teach themselves about nmls (do challenges yourself)
• integration-Fail & Fail Often challenge integrated into lesson (offline activity, discussion)
• adaptation-Game above used by Gobal Kids, swapped out game to emphasize Darfur game to deal with global issues
• inspiration-seeing what other people have done
• creation-making up your own challenges

Ownership, authorship and attribution

Created by others or by learning library members

Authorship: who made what? and navigation? How can we find what we need?

General concerns: what can we use; are we protected? How can we teach can we teach ethical, responsible practices? Name checks AU Ctr for Soc Media

Created set of challenges that are required at beginning of Learning Library participation (struggle about setting up hoop)-copyright, fair use, CC, tagging. Must complete b4 submitting. Setting out norms. Challenges provide dynamic illustration of principles using real stories

B4 you submit you need to say whether you created, someone else created, etc

Source credit section; tagging (yours, community, nml principles tags-trying to integrate across disciplines not just stand alone media literacy thing) etc.

Navigation-finding stuff and related stuff

making connections between things (tagging as meaning)

Self guided class/research mostly (he had to leave for family emergency and they gave themselves an assignment) and then more guided middle part by him then opening out again.
They had to put up research project ideas and then combined into one massive collaborative research project idea. Individual paper then collaborative research paper on Google Docs (just the middle of the semester!) then they share with world.

Questions:

Prereqs for class: wide open. Sends out invitation to join, students apply, and he chooses.

Half had used wikis but others had not. They jumped on in. Age range: 20-27
How do you assign grades (randomly and brutally he says ) Student says grade’s not first thing on her mind. He gave big goal at beginning of class which motivated her.

Topic of anonymity: identity students are used to thinking about; anonymity not so much. He chose theme this time and had to convince them. Worked pretty well.

How did having others see your work affect them? One student said both motivating and inspiring as well as terrifying. Assessment happening by students, constantly helping each other do better, Wesch says

Did anyone get rick rolled during this project? *g*

Part 2 of pres: What are they doing?

Basic idea: The medium shapes the message. (from media ecology and anthropology) First blogs had title, link and comment boxes. Blogger changed the landscape. Medium shapes identity, relationships, etc.
Twitter asks “What are you doing?” Existential question. People are lifecasting (diary), mindcasting (Jay Rosen), creating ambient intimacy (constant connection), self-reflecting but in public performance (Laura Fiitton: “In an age of awareness, perhaps the person you see most clearly is yourself”), promoting their own brand/self-PR

What are they doing now? Looking at:

• 4chan /b/ (random)-case study of anonymity and identity
• Celebrity and microcelebrity projects: history of celebrity, anomie, 4chan attack on celebrity ( “Everyone thinks they are special,” Oprah attack, Anonymous, John Edwards, Second Life celebrity) and 4chan making celebrities-Chocolate Rain, rick roll

Discussion/Q&A Pt 2:

Ethics: not just one day of dry ethics talk but arise urgently out of activities (4chan participation, etc)

Study of Anonymous: not just 14 yo boys in their basements but RL people in dual lives which cross over

How does anonymity affect ethnographic research? Hard to map people when they are all anonymous. Forces them to think about anthropology. Some people have multiple names (talking to some guys on hacker chatroom who busted him as n00b)

How to study lurkers? Can’t. Screen scraping and such (like Britannica can)–expensive. Can do some great free research but data mining takes money

When you meet folks in RL, can integrate through knowledge of anime, video games, internet memes. After 2nd or 3rd month would play XBox Live together (maybe will interview them online to avoid exposing identities). Homework became his life

Difference between 4chan and gaming (WoW, EverQuest)-MMOGs require you to make up a pseud and other players know you by that name. 4chan is anonymous. Difference between anon and pseud

4chan is in top 500 in US. Basement Dad thing: http://www.readwriteweb.com/archives/operation_basement_dad_how_4chan_is_manipulating_twitter.php. Nobody talks about them–either b/c they are instantly wrong or NSFW. 4chan morphs and attacks. (They discussed that danger in class before joining). How many of them had to wipe their computers? 5 of them; Wesch was almost instantly shut down (Not malicious, just for the lulz)

Anonymity in other sites (4chan is playful hatred; other anon sites looking for beauty and new forms of connection). Student looked at PostSecret (http://en.wikipedia.org/wiki/PostSecret; mostly) and Found Magazine (http://www.foundmagazine.com/).

Main goal in class: Examining historical crisis of significance and exploring how to create a sense of meaning in your own life, become creators not consumers.

Variation of anonymity cross-culturally-Japanese version of 4chan (2chan)–more anonymity there (and on other sites); 4chan came from 2chan. In Papua New Guinea, no anon-everybody knows everybody and how they are related

Articles on anonymity in education? Lots in early days of internet (look at 94 articles bib)

Studying whistleblowers? Yes, Wikileaks

94 articles: Wesch had no idea what was out there. Just left it open. Learning along with them. Not married to tech, use it as needed

How did you find those articles? Few repeats actually. They had to go back. Used Google, library databases like Anthrosource. Then they shared different ways of researching. Everybody had their own path, piece of the project too.

Looked at social rating and reputation systems last year. Not this year (since anon)

16-17 week class

ETA: Cleaned up a bit post-webcast

amazon rank
Function: verb
Inflected Form(s): amazon ranked

1. To censor and exclude on the basis of adult content in literature (except for Playboy, Penthouse, dogfighting and graphic novels depicting incest orgies).
2. To make changes based on inconsistent applications of standards, logic and common sense.

Etymology: from 12 April 2009 removal of sales rank figures from books on Amazon.com containing sexual, erotic, romantic, gay, lesbian, bisexual, transgendered or queer content, rendering them impossible to find through basic search functions at the top of Amazon.com’s website. Titles stripped of their sales rankings include “Bastard Out of Carolina,” “Lady Chatterly’s Lover,” prominent romance novels, GLBTQ fiction novels, YA books, and narratives about gay people.

Example of usage: “I tried to do a report on Lady Chatterly’s Lover for English Lit, but my teacher amazon ranked me and I got an F on grounds that it was obscene.”

Alternate usage: “My girlfriend wanted to preserve her virginity, and I was happy to respect that, then she amazon ranked and decided anal sex was okay.”

ETA: More explanation here and here and here and here. This is not just a glitch. Petition at http://www.thepetitionsite.com/petition/119673661. Massive massive FAIL Amazon!

Results

• Faculty & staff had hard time using video but want to use it more
• Ad hoc use; restricted to their disciplines
• Siloed approach
• Want tie in to analog material
• Small project use; easy reference service; collaboration & production tools
• Faculty problems: can’t find media; students want more than they have; copyright issues (faculty not thinking about it & have differing interpretation of fair use); format problems
• Video as scholarly discipline: suspect as is Wikipedia (but TV news valuable, not used and cited)
• Boundary between commercial video and OER (look at textbook market, similar); niche for places like Alexander St Press
• Future of rights clearance (something like Google Books settlement)
• Tension between academic responsibilities and legal obligations (can’t teach dance w/o being a pirate)

Panel:

Dru Zuretti from CCC

• Multimedia (photos, art, music, DVDs, film as well as video and images)
• Copyright issues prevalent (Shepard Fairey case)
• Rights: making, distributing copies; creating a derivative work; publicly performing a work; publicly displaying; transmitting a digital audio recording
• Exceptons: Section 108: digitized copy for archival purposes but can’t be shown outside of bricks and mortar library
• Obsolete media problem (16 mm film, phonograph recordings, reel-to-reel and VHS) What can you do once you transfer it to a new format?
• DMCA solved some problems but not many (once something’s digitized can’t be used outside library); issue of public performance rights (showing films, doing exhibits, etc)
• Issues of public domain (registered w/US Copyright office? Laws changed)
• Allowances for education (sec. 110.1): performance or display in classroom (even programs recorded at home) is just fine as long as legally obtained copy
• Multimedia laws limited in scope, designed for F2F teaching
• Distance ed-can perform and display online under TEACH Act. Can put it online (not dramatic film works).
• Tegrity: records faculty lecture and what they show in class. How is this OK by copyright? Covered by TEACH Act as long as not recording whole movie or opera
• Faculty can put out fair use arguments all day. She doesn’t try to win anymore. Filled w/difficult decisions
• Four factors need to be assessed all the time: purpose and character of use; nature of copyrighted work; amount & substantiality; effect of use on market
• Difference between academic & corporate: 2 different animals. Fair use less likely to apply in commercial situations
• CCC looking at aggregating video rights and lauched corporate video product. Mostly manages text-based works and some cartoons now

Gary Hamm UC Berkeley Media Ctr

• Before: Media was “bug in a bottle” weird, creepy, no one wanted to deal with it technically or culturally (film studies purview);
• Now: ubiquitous and participatory (mashups), volatile and expanding market, amount of fugitive, gray media growing as well as commercial content. Change! They want it when they want it, are used to mobile devices,
• used to manipulating, participating
• Problems: Faculty-can’t fit 60-90 min film in their class time (cut up and put in Blackboard); crappy classroom infrastructure, prevalence of ambient learning, need for media in distance education; for
  course/ learning management system: pressure to serve everything
• Old school media centers feeling pressure of everything should be or is available online
• No legal provisions for digitzing, archiving, delivering whole copyrighted film video without permission or license (not everyone agrees, faculty wish, some legal counsel says we’ll fight for it)
• NEED PERMISSION? Commercial home video-pay per view usually