Presentation on theme: "Creativeindustries.qut.com Beyond Difference: Reconfiguring Education for the User-Led Age Dr Axel Bruns Media & Communication Creative Industries Faculty."— Presentation transcript:
creativeindustries.qut.com Beyond Difference: Reconfiguring Education for the User-Led Age Dr Axel Bruns Media & Communication Creative Industries Faculty Queensland University of Technology Brisbane, Australia firstname.lastname@example.org – http://snurb.info/
creativeindustries.qut.com Key Questions How does education: prepare graduates to become expert users of the information available from user-led content creation environments? prepare graduates to be expert participants in user- led content creation environments?
creativeindustries.qut.com Produsage open source software development online publishing blogs open news – e.g. Slashdot, Indymedia, OhmyNewsSlashdot IndymediaOhmyNews knowledge management wikis – e.g. WikipediaWikipedia social bookmarking – e.g. del.icio.us, digg del.icio.usdigg geotagging – e.g. Google Earth, FrapprGoogle EarthFrappr multi-user gaming e.g. The Sims, Everquest, Second Life, SporeThe SimsEverquest Second LifeSpore media sharing and creative practice e.g. Flickr, ccMixter, YouTube, Jumpcut, Current.tvFlickrccMixter YouTubeJumpcut Current.tv reviews and viral marketing e.g. Epinions, IgoUgoEpinionsIgoUgo automatic aggregation Google, Amazon, Technorati GoogleAmazonTechnorati – User-led content creation is emerging in various domains:
creativeindustries.qut.com Produsage Beyond production: anyone can edit – users become producers of content content is no longer a distinct product – it is a temporary artefact of an ongoing process, and is continuously evolving usage and production are increasingly, inextricably intertwined strict distinctions between producers, distributors, and consumers no longer apply a new Generation C of content produsers?Generation C this is produsage
creativeindustries.qut.com Common Characteristics Shared across these environments: Community-Based – the community as a whole, if sufficiently large and varied, can contribute more than a closed team of producers, however qualified Fluid Roles – produsers participate as is appropriate to their personal skills, interests, and knowledges; this changes as the produsage project proceeds Unfinished Artefacts – content artefacts in produsage projects are continually under development, and therefore always unfinished; their development follows evolutionary, iterative, palimpsestic paths Common Property, Individual Merit – contributors permit (non- commercial) community use and adaptation of their intellectual property, and are rewarded by the status capital gained through this process
creativeindustries.qut.com Implications Challenges to traditional paradigms: new business models, new industry sectors new sources of information, new repositories of knowledge new forms, new understanding of content new forms of collaborative work (scientific, intellectual, artistic) new approaches to intellectual property new measures of personal standing and success Or rediscovery of even older models: open academic collaboration and sharing of knowledge reputation and social status as non-monetary currency commons-based intellectual property models
creativeindustries.qut.com Graduates and/as Generation C? Generation C (Trendwatching.com):Trendwatching.com Content, Creativity, Casual Collapse, Control, Celebrity – Cash Graduates need to be able to understand this environment, and be able to be part of it (if they so choose) Examples: software engineers: work as open source developers journalists: collaborate with citizen journalism produsers knowledge workers: operate effectively in wikified environments artists: collaborate widely but protect reputation and IP
creativeindustries.qut.com The C4C Four crucial graduate capacities: Creative: engage in collaborative creative produsage work (and understand reasons for wanting to do so) – economic, social, individual Collaborative: evaluate when, where, and with whom to collaborate (and when not to do so), and understand potential positive and negative consequences – especially for intellectual property and personal reputation
creativeindustries.qut.com The C4C Four crucial graduate capacities: Critical: evaluate quality of content and skills of collaborators, assess own capabilities, identify best sites of / venues for produsage – and be able to express and share such critique constructively Communicative: understand the communicative models of produsage environments, and work effectively within them – also participate successfully in communication about the shared collaborative effort: metacollaboration
creativeindustries.qut.com Implementing the C4C The C4C framework is a mission statement: outlines the core capacities describes the underlying motivations for pursuing them situates this in an overall framework of produsage How do we implement this framework in everyday learning and teaching practice? Model produsage environments (safe sandbox) Transition education itself from production to produsage – learners as co-creators of education Engage with (educational) produsage communities outside of the academy – accommodate transient learners, partner with Wikiversity and other emerging projects? Wikiversity
creativeindustries.qut.com Heres where we are … (Todd Richmond, in Rheingold, 2006)Rheingold, 2006 … but where are we going next? The Future?