New technologies and

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New technologies and troublesome knowledge how
Web 2.0 is transforming HE

• Ray Land, University of Strathclyde, Glasgow

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• Web 2.0
• "an attitude rather than a technology".
• Tim OReilly
• Tom Anderson, founder of MySpace, an arts
  graduate (film criticism)

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• Theres something going on
• And you dont know what it is
• Do you,
• Mr Jones?
• Bob Dylan

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• more than 60m blogs on the internet
• 175,000 new blogs are created every day (two
• every second).
• dominant languages are Chinese, Japanese
• and English
• there are 1.6m blog posts a day.
• MySpace the busiest website in the world
• (115m registered users)
• YouTube grows in value more than 100m a
• month
• Source Technorati 2006

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• 62 of content created by users under age 21
  is
• generated by someone they know
• 57 of teenagers create content for the
  Internet
• 73 of students use the internet more than the
  library
• teenagers average four hours a day on
  television,
• the web and SMS

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• Web 2.0
• User-generated content
• (social software the read/write web)
• 2 Speed of access and delivery

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• Print culture and digital textuality
• Web 2.0, the re-writable web
• A shift in the nature of knowledge
• The challenge to authority
• Implications for pedagogy
• Textuality and temporality
• Fast and slow time

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Putting web 2.0 to work new pedagogies for new
learning spaces
Dr Siân Bayne, University of Edinburgh Dr Akiko
Hemmi, University of Edinburgh Prof Ray Land,
University of Strathclyde Funded by Higher
Education Academy UK
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text stability individual private
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image mutability collective public
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• The VLE increasingly seen as
• Web 1.0, as an ordering strategy
• (Land Bayne 2006)

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web as application architecture of
participation user-owned data rich, interactive
interfaces no walled gardens
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Taken from Dempsey, L.The (Digital) Library
Environment Ten Years After http//www.ariadne.a
c.uk/issue46/dempsey/
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Collective

• Wikipedia
• Digg
• Katrinalist.net
• People Finder Project
• Open Wetware

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The Great Northern War - Wikipedia
Great Northern War From Wikipedia, the free
encyclopedia Jump to navigation, search This is
an article about the 18th century war. For wars
with similar names see Northern Seven Years' War
(15631570), Northern Wars (16551661) and the
Flagstaff War (18451846) in New Zealand
Great Northern War From Wikipedia, the free
encyclopedia Jump to navigation, search This is
an article about the 18th century war. For wars
with similar names see Northern Seven Years' War
(15631570), Northern Wars (16551661) and the
Flagstaff War (18451846) in New Zealand
Great Northern War Great Northern War
Part of Russo-Swedish Wars Part of Russo-Swedish Wars

Combatants Combatants
SwedenOttoman Empire (1710-1714) RussiaDenmark-NorwayPolandSaxonylater alsoPrussiaHannover(England, the Netherlands)
Commanders Commanders
Karl XII of SwedenAhmed III Peter the GreatAugust IIFrederik VI of Denmark
Date February 1700 - 1721
Location Europe
Result Russian victory
Date February 1700 - 1721
Location Europe
Result Russian victory

• Between 1560 and 1660, Sweden created a Baltic
  empire centered on the Gulf of Finland and
  comprising the provinces of Karelia, Ingria,
  Estonia, and Livonia. During the Thirty Years'
  War Sweden gained tracts in Germany as well,
  including Western Pomerania, Wismar, the Duchy of
  Bremen, and Verden. At the same period Sweden
  conquered Danish and some Norwegian provinces
  north of the Sound (1645 1660). These victories
  may be ascribed to a good training of the army,
  which was far more professional than most
  continental armies, and could maintain much
  higher rates of fire due to constant training
  with their firearms. However, Sweden was unable
  to support and maintain her army when the war was
  prolonged and the costs of warfare could not be
  passed to occupied countries.
• In 1617 Sweden's gains in the Treaty of Stolbovo
  had deprived Russia of direct access to the
  Baltic Sea, and internal strife during much of
  the first half of the 1600s meant that they were
  never in a position to challenge Sweden for these
  gains. Russian fortunes reversed during the later
  half of the 17th century, notably with the rise
  to power of Peter the Great, who looked to
  address the earlier losses and re-establish a
  Baltic presence. In the late 1690s, the
  adventurer Johann Patkul managed to ally Russia
  with Denmark and Saxony and in 1700 the three
  powers attacked.

                                                
        Battle of Poltava as painted by Denis
Martens the Younger in 1726 The Great Northern
War was the war fought between a coalition of
Russia, Denmark-Norway, and Saxony-Poland (from
1715 also Prussia and Hanover) on one side and
Sweden with some help from the Ottoman Empire on
the other side from 1700 to 1721. It started by a
coordinated attack on Sweden by the coalition in
1700, and ended in 1721 with the conclusion of
the Treaty of Nystad, and the Stockholm treaties.
A result of the war was the end of the Swedish
Empire. Russia supplanted Sweden as the dominant
Power on the Baltic Sea and became a major player
in European politics.
                                                
        Battle of Poltava as painted by Denis
Martens the Younger in 1726 The Great Northern
War was the war fought between a coalition of
Russia, Denmark-Norway, and Saxony-Poland (from
1715 also Prussia and Hanover) on one side and
Sweden with some help from the Ottoman Empire on
the other side from 1700 to 1721. It started by a
coordinated attack on Sweden by the coalition in
1700, and ended in 1721 with the conclusion of
the Treaty of Nystad, and the Stockholm treaties.
A result of the war was the end of the Swedish
Empire. Russia supplanted Sweden as the dominant
Power on the Baltic Sea and became a major player
in European politics.
Contents hide 1 Background 2 Swedish victories 3 Russian victories 4 The Fall of Stralsund 5 Conclusion 6 References 7 See also 8 External links
Contents hide 1 Background 2 Swedish victories 3 Russian victories 4 The Fall of Stralsund 5 Conclusion 6 References 7 See also 8 External links
edit Background
edit Background
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• penntags

Taken from Dempsey, L.The (Digital) Library
Environment Ten Years After http//www.ariadne.a
c.uk/issue46/dempsey/
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Personal

• me media
• Time Life magazine You
• YouTube
• MySpace
• FaceBook
• Flickr

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• If you're not on MySpace, you don't exist
• the collectivity fad
• Digital Maoism (Lanier)
• the hive mind (Kelly)

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These sections of the web break away from the
page metaphor. Rather than following the notion
of the web as book, they are predicated on
microcontent. Blogs are about posts, not pages.
Wikis are streams of conversation, revision,
amendment, and truncation. Alexander, 2006
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• open text loss of closure and fixity of printed
  page a shift in epistemology
• shift in medium implies shift in reading mode,
  from literacy to multiliteracy, technoliteracy,
  visual sophistication, multimodality (Kress)

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the body of the book the body of knowledge
makes it stable and graspable volatility and
instability of digital text infinitely
editable, instantly distributable, methods for
imposing fixity and authorial control (pdf, page
scanning, restricted access) work against rather
than with the mode of digitality
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Shifts in epistemology how Web 2.0 is
transforming HE

• process over artefact
• consensus over authority
• exploration over argument
• open text / the rigour of no completion
• convenience speed over quality
• permanent state of new ideas /emergence
• knowledge network/ access over possession
• public/private continuum

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authority

• gatekeeping mark posters exploration of how
  digitisation shifts history as a discipline
  breaking down boundaries if all historical
  resources are googled, if all history work is
  instantly publishable, how does that affect who
  counts as an historian? or a journalist? what is
  the role of the university, of the discipline?

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institutional control

• textual instability as a reflection of
  instability in the universitys idea of itself
  (Barnett)
• media implicated in the universitys inability to
  claim universality in its pursuit of Truth

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• supercomplexity
• we now live in a world of radical contestation
  and challengeability, a world of uncertainty and
  unpredictability. In such a world, all such
  notionsas truth, fairness, accessibility and
  knowledgecome in for scrutiny. In such a process
  of continuing reflexivity, fundamental concepts
  do not dissolve but, on the contrary, become
  systematically elaborated

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• In this process of infinite elaboration,
  concepts are broken open and subjected to
  multiple interpretations and these
  interpretations may, and often do, conflict. As a
  result, we no longer have stable ways even of
  describing the world that we are in the world
  becomes multiple worlds. (Barnett 2005 p.789)

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• The risks of Web 2.0
• The DEFRA wiki

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Second Life
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textualities and temporalities

• fast and slow time (Eriksen)

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The age demanded an image Of its accelerated
grimace, Something for the modern stage Ezra
Pound 1920
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• rise of digital information technologies located
  firmly within the neo-liberal ideology of
  globalisation, and seen as caught inexorably
  within a logic of fast time, increasing
  acceleration and exponential growth of
  information.

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Web 2.0 practices seem caught in an awkward
tension, if not disjunction. The pedagogical
claims made for them seem to be located within,
and to require the integrative and deliberative
logic of, what Eriksen characterises as slow
time.
Slow and fast time (Eriksen)
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Slow and fast time (Eriksen)
As digital phenomena, however, they increasingly
serve to constitute fast time, can only
accelerate in their future modus operandi, and
reinforce the dromocratic principle that fast
time drives out and occupies the place of slow
time.
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Our history is the history of acceleration
Virilio, 200051

• the defining characteristic of early
  twenty-first century society, and an increasing
  source of its hazards, is its relentless
  acceleration and compression of time.

Faster, smaller, cheaper this NASA slogan
could shortly become the watchword of
globalisation itself (Virilio 200066).
Speed is power itselfVirilio 199915
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the tyranny of the moment - effects of speed
(Eriksen 2001)

• speed is an addictive drug
• speed leads to simplification
• speed creates assembly line (Taylorist) effects
• speed leads to a loss of precision
• speed demands space (filling in all the available
  gaps in the lives of others)
• speed is contagious when experienced in one
  domain the desire for speed tends to spread to
  new domains.
• gains and losses equal each other out so that
  increased speed does not necessarily even lead to
  greater efficiency.

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our experience of time in the media conditions of
the internet (Lee Liebenau 2000).

• Duration (shortening attention spans)
• Temporal location (internet always on)
• Sequence (loss of continuity)
• Deadlines (positioned differently in a task,
  temporal shifts)
• Cycles (Constantly renegotiated, simultaneuously
  operating)
• Rhythms (condensing and dispersal of working
  effort new patterns of busy-ness)
• Presence / absence, co-presence

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• death of geography
• loss of political space
• advent of universal real time
• loss of slow time
• presentified history
• single gaze of the cyclops
• erosion of liberty

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Distanciation (Giddens)

• The structuring of timespace distanciation
  relies on such social relations as
  presence-availability the organization of
  presence, absence proximity and availability, and
  the degree of copresent activities in relation to
  tele-present activities.

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• Notion that students in the digital age are
  never away but permanently networked

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Questions for learning

• How do these texts and technologies change the
  way academic knowledge is produced and
  distributed?
• What forms of technoliteracy are required to
  work in these spaces?
• How can assessment regimes be re-crafted for
  these volatile spaces?
• What digital pedagogies will work best in these
  environments?

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Strangeness as the new universal

• The new universal is precisely the capacity to
  cope, to prosper and to delight in a world in
  which there are no universals.
• Barnett, 2005

contestability and challengeability uncertainty
and unpredictability teaching from knowledge to
being
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Troublesome knowledge

• These new ways of working, new modes of
  reasoning, new kinds of practice, constitute a
  form of troublesome knowledge (Perkins 1999)
  that arises in the acquisition of threshold
  concepts (Meyer and Land 2006). Web 2.0 to some
  extent represents a liminal state.

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Impact on physical campus
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CybraryCity2
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dark side psychological profiling

• what we can learn aboutsomeone's psychology from
  their metadata.
• recent discussion on AoIRpointed to research on
  'What your choice of mp3s says about you'.

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Blogs as source of socio-demographic data

• Hello everyone,gt recently I was surfing Russian
  facebook-clone vkontakte.ru and gt decided
  tocount statistics of political preferences. I
  don't consider my gt results togt be valid, so
  I've decided to ask about any thoughts, articles
  etc. gt on thegt validity of blogs as a source of
  socio-demographic data (age, gender,gt location,
  political and religious preferences etc.). While
  I think gt thatgt other interests such as music,
  reading, films etc. are quite gt reliable Igt
  can't say the same about socio-demographic data.
  What do you think?gt Thanks in advance.gt Best
  wishes,gt Alexander xxxxxxxx.gt MA studentgt
  Faculty of Sociologygt Moscow School of Social
  and Economic Sciences (MSSES)gt
  http//www.msses.ru/English/index.html

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• ray.land_at_strath.ac.uk