- Personal, Institutional, Global – on killing local institutional wikis. – (wiki )
- The more science you know, the less worried you are about climate – el reg's analysis is overstated as expected, but the study really is based on a grand misconception of lib arts: that te more studied think thevway the reasearchers do. from the discipline that brought us microagression. – (rhetoric psychology microagression urbanlegend )
- [toread] The Virtues of Blogging as Scholarly Activity – The Digital Campus – The Chronicle of Higher Education – – (none)
- Introduction to Openness in Education – How It Works – David Wiley's instance of OE at openeducation.us. Participants are asked to engage in academic work, bootstrapping the content for the next wave. Earn badges. And Wiley's method gets promoted. I like it – and the badges, well, they are hypericonic. – (OER OpenEducation DE DigitalHumanities DH mooc )
- It’s the culture, stupid! How Atlassian maintains an open information culture – use of open exchange in a business. try this with acadmic freedom privs and you'ld see the business strain. power still keeps the proles in line in an open info environment – (oer wikis blogs )
- Delagrange::Technologies of Wonder – fair OV. – (DigitalHumanities erhetoric )
- Prof. Jones’s wiki / Class Notes Assignment – Class notes are epistemologically weird. On the one hand, they feel quite private, but, on the other, if your understanding of what went on in class is too idiosyncratic, then you’re likely to do poorly on exams. (Also, to whatever extent a class is a shared intellectual enterprise, there should be at least *some* common understanding of what has gone on during our time together.) It can be hard to improve one’s notetaking skills, because it’s traditionally such an individual practice. Enter the wiki. – (wiki teaching fyw via:ccarey )
- [toread] classifying participation in online discussions – – (erhetoric )
- The Nature of Scholarship : The Digital Scholar: How Technology Is Transforming Scholarly Practice : Bloomsbury Academic – method just below the surface. – (research2.0 ple )
- How to Write an Email That Will Get a Response | The Art of Manliness – Not bad for generic advice. More about AoM than email, but, hey. – (techwriting netiquette email )
- Internet Memes: The Mythology of Augmented Society – – (none)
- Open Educational Resources infoKit – PBworks wiki – (oer openeducation wiki )
- No More Swikis: End of the Constructionist Web at Georgia Tech « Computing Education Blog – Mark Guzdial on the #ferpafail. – (wiki oer )
- Georgia Tech Wipes Class Wikis From Web – #ferpafail #admiistrativefail. Let's all go teach in Canada. – (wiki oer )
- Absence of Mind – The Arcades Project Project or The Rhetoric of Hypertext by Heather Marcelle Crickenberger – Diss on Benjamin's Arcades – (hypertext )
- What We Find on Found: Lists as Art, Artifact, and Sites of Connection | The New Everyday – How found (anonymous) lists encourage semiosis by (anonymous) readers. Illustrates how we construct character. – (Lists notetaking repurposing )
- Licklider – Man-Computer Symbiosis 1960 – "The main aims are 1) to let computers facilitate formulative thinking as they now facilitate the solution of formulated problems, and 2) to enable men and computers to cooperate in making decisions and controlling complex situations without inflexible dependence on predetermined programs." – (history internet augmentation )
- Engelbart: Augmenting Human Intellect (1962) – Invented the mouse, windows, much of the GUI, implemented hypertext and collaborative computing. Early thinking about how computers can help us learn and do. – (newmedia history internet augmentation )
- V Bush – As We May Think – The Atlantic – Classic for history of new and social media, hypertext, internet. The only good use of microfilm ever created. 1945 – (history internet newmedia notetaking scholarship2.0 writing )
- [toread] Image:Repeater Bridge.jpg – DD-WRT Wiki – – (via:gwalter )
- Wiki Journaling – – (Wiki extremcomposing en3177 ple )
- [toread] Shelly Terrell: Global Netweaver, Curator, PLN Builder | DMLcentral – – (Ple pln en3177 )
- [toread] Commonplace Books — Old Wine in New Bottles – – (via:eclectics )
This note on Gardening the wiki, order in chaos from Brian Lamb prompted me to pay a long-overdue return visit to the UBC Wiki. Lamb and colleagues have been developing their wiki like mad. Envy. Particularly interesting is using a Gardening the Wiki blog to support and evangelize the space, with regular news and meta-commentary on the State of the Wiki from their wiki admin Will Engle. Double envy. UBC is making the hard move into open learning, and that’s to be envied.
Wish BSU had the interest and the energy to develop this kind of major project. Our faculty energy goes into developing (closed) courses using D2L. Hardly garden-fresh. More like frozen peas from Wal-Mart.
In the background, off line, on an iPad, I’ve been experimenting with a personal wiki (Trunk, excellent app, more later). What I wanted was a souped up wikified version of a Moleskine, a notebook – or legendary notebook – that I can’t use because my handwriting has become illegible, even to me. So, I ran an online personal wiki a few years ago, but abandoned it after a few months: having to be on line (which then meant ethernet and sometimes wifi) restricted its use. Next I ran one on a laptop. Better, but still not as convenient as paper (heavy laptop), and I had issues with figuring out where this project fit into my work, and figuring out how to move stuff from the wiki (webs) to other media (not webs).
Then the iPhone 3G came out, with apps, and Matthew Kennard released Trunk Notes: a tidy, elegant little wiki app that worked like a proper wiki: WikiWords, easy markup, categories, tags, links, embedded images … Perfect as a wiki, but only as large as the iPhone screen, and restricted by the iPhone’s lack of multitasking. Still, I kept sporadic non-legendary moleskine-y entries for a year and a half or so – maybe once or twice a week.
Then the iPad arrived, and a couple months later Kennard released Trunk Notes for the iPad. That release cracked it. While the iPad doesn’t have multitasking, the size of the device made a difference in how frequently I turned to the wiki (over other kinds of notes) and how I composed on the wiki. The iPad is not quite as portable as the phone, but that was the difference: A wiki, unlike microblogging or todoing, is for more mediated, considered composition: collocation, analysis, creating patterns, exposition, linking, threading … A first draft of a wiki page is as brisk as any, but revising and, more importantly, refactoring are times to consider content and options and strategies; to enrich, cross-link … You get the idea. The larger device of the iPad prompts this kind of approach. You have to sit down, open the case, maybe even dig out a keyboard – slow down and commit yourself for a while.
So I exported the wiki file I had been keeping for a year from my iPhone, imported it to my iPad, and became a happy camper. Even bought a DODOCase, which disguises the iPad as a Moleskine. Now I could sit in a dim corner at the coffee shop and look legendary. But I romanticize ….
Which gets me to my topic: the personal wiki as commonplace book, sharing, and produsage (Bruns)
What I’m experimenting with now is a personal wiki notebook in the manner of a commonplace book: that personal collection of stuff, in the manner of Lila or commonplaces. WikiWords, I have argued elsewhere, are topics – and topics are titles for commonplaces under development. So, the idea is to put together a collection of topics that become, over time, linked. Not cards that are categorized (in this it differs from Lila) or pages that are dated (in this it differs from a journal), but something else. Developed differently than paper. Indexed differently than paper. Searches, tags, categories, images, internal and external links. Used differently, too. Rather than going back to the commonplace book to mine it for … uh … commonplaces, I would return to the wiki to develop matters further. As I did, it would become more of a personal knowledge space – project oriented on one hand, broader based on the other.
Private rather than posted – at least initially – and relatively portable.
See this for instance: Steven Johnson on open acces
Each rereading of the commonplace book becomes a new kind of revelation. You see the evolutionary paths of all your past hunches: the ones that turned out to be red herrings; the ones that turned out to be too obvious to write; even the ones that turned into entire books. But each encounter holds the promise that some long-forgotten hunch will connect in a new way with some emerging obsession.”
So far so good. Getting stuff into the traditional commonplace book means copying it by hand or literally copying and pasting from a source (Xerox, ok?). The labor of copying by hand is typically justified by suggesting that we read the passage closely when we copy, but options have multiplied. We don’t have to copy by hand, and we can include modes and media other than text in commonplace books – and we can still read closely. While Johnson above pays special attention to apps that prevent readers from copying text for their own use (Kindle and iBooks, as of this writing) that is more an annoyance than a deal breaker. (Take a screenshot and wait until the white hats hack that limitation.)
The real issue comes to the surface when we are restricted in circulating our re-combined texts by paywalls or other restrictions.
WHEN TEXT IS free to combine in new, surprising ways, new forms of value are created. Value for consumers searching for information, value for advertisers trying to share their messages with consumers searching for related topics, value for content creators who want an audience. And of course, value to the entity that serves as the middleman between all those different groups. This is in part what Jeff Jarvis has called the “link economy,” but as Jarvis has himself observed, it is not just a matter of links. What is crucial to this system is that text can be easily moved and re-contextualized and analyzed, sometimes by humans and sometimes by machines.
[As a corellary, apps and sites that encourage and enable commonplaces to circulate are valuable – sites such as delicious.com, apps that facilitate sending links via Twitter or even email.]
If I can get past the technical copying bottleneck (and I can), I can get the stuff into my personal private wiki to link and develop as I wish. But those who want to participate publicly as producers, share the links, be part of the link economy – students, scholars, writers, amateurs, kids – are restricted by legal means. I’m not talking about republishing entire chapters or texts; I’m talking selecting chunks of stuff, some in the public domain, some in copyright, and using those chunks under fair use as part of a larger web. Republishing the text in its entirety doesn’t add value: selecting and linking does. Generally, this hasn’t been too much of a problem. Content writers post to the net with the knowledge that stuff will be extracted and linked to. But it’s becoming more of a problem with the DMCA, greed, control, Disney, Murdoch, paywalls. See James Boyle, The Public Domain (Yale UP, but also free to download or read online) for that one.
Rebecca Moore Howard defines “patchwriting” as a method of com- posing in which writers take the words of other authors and patch them together with few or no changes (233).* Although associated with plagiarism, it is an extremely useful writing strategy with a very long and noble tradition, and I hope that, by the end of this essay, you will be convinced that the opportunities (great writing) far outweigh the risks (accusations of dishonesty).
Christopher’s process is that of the 19th century: hand copying from his own collection of texts.
During one notable phase of this period, I went one-by-one through each of my books, copying out short sentences until I had three or four pages worth of lines. Since the books were from different countries, times, genres, and personalities, I anticipated a sharp contrast in styles. “If I put tens of sentences from different times and eras and places all on the same page,” my thinking went, “I’ll be able to witness these eras bumping up against each other and rubbing elbows.” In much the same way I find it interesting to view, say, automobiles from different times and places all in the same room.
Here’s his initial gain for participating in the linked economy as a producer.
Much to my surprise, the lines that I had copied from the books in my bookshelf started to take a shape resembling the shape of a poem. And out of the original mess of lines, a scenario or situation—if not a story—started to emerge. (If you are getting visions of Ouija boards, I don’t blame you.)
The poem created like this – found poetry – is hardly brilliant, but that’s not the point. It’s a matter of what happens when you take your gains public, offer the patchwork to others for further consideration and possible development. For Leary, the issue enters when he considers publishing the patches. It comes in the form of authorship rather than copyright – as the texts were in the public domain.
This odd project got stickier when I decided I wanted to submit a few of the “poems” to my school’s literary magazine, Downtown Brooklyn. I was held back by a concern and a strong feeling of guilt about authorship. I had to really wrestle with the question, “Am I the author of these texts?” When I got to the stage where I wanted to submit them as my own and put my name as the author, something felt very wrong and even dastardly. It didn’t strike me as at all appropriate to put my own name as the author because I could not have written them “from scratch,” by any means. The phrasings and language outstrip my capabilities.
It’s not too far of a leap to produsage, which is what’s going on here. Leary’s struggle is easy to get past if we set aside the romantic notion that the individual inspired author imbues the content with value. When copyrights, publishers, and app developers restrict the use of mere snippets of work, they restrict the consumer’s capability to become a producer, to shift from reader to writer. And I’m beginning to see that the justification of that restriction comes from the same source as the romantic notion of the inspired author: a work is valuable because it comes by special, magic means, not mundane selecting and arranging. Restriction like this is inspiration commodified. We’re going to have to get past this if we’re going to shift to open texts and open education. It’s the move from a personal wiki space to a public one.
Leary articulates the restriction in his ethical concern for claimed authorship – and resolves it in his chapter for Writing Spaces. Charlie Lowe explains it at writingspaces.org. The Writing Spaces text – including Leary’s chapter – is available in print for dollars, and it’s also free to download, use, teach with, learn from, and further circulate online and off.
I like the book. I like the chapter. I’m convinced that “the opportunities … far outweigh the risks….” And Trunk, I really like using Trunk Notes,
- Kairos PraxisWiki – Repository of brief articles on CMSs and teaching writing – (wiki twwt )
- Views: The iPad for Academics – Inside Higher Ed – Solid brief article arguing for the pad as a reader, and looking forward to journals to grow up and start offering a la carte articles to academics, DRM-free. But I'm guessing this is off the mark: I'm putting my $$ on the pad as a good academic machine. "Overall, however, by splitting the difference between dedicated devices and genuine computers, the iPad doesn’t show a lot of promise as a mobile platform for research and teaching. Of course if everyone is always carrying around an iPad already then they might start replacing voice recorders. It's hard to tell. My bet is that tuning forks and compasses are not going away. – (ipad academic teaching library2.0 )