Retasking+Photo+and+Video+Sharing+Sites

​ __Retasking Photo and Video Sharing Sites__

**// file sharing //**  //**is the practice of distributing or providing access to digitally stored information, such as computer programs, multi-media (audio, video), documents, or electronic books."**// //[|Peer to Peer] **(P2P) is the sharing of files where the participants are both producers and consumers of content**. //

__ Web2.0 Tranformations __
Using file sharing sites like YouTube and Flickr, and is slowly gaining popularity in education. However, retasking these Web2.0 tools in a school setting so that students become publishers and producers, rather than simply consumers, is a developing pedagogical practice. The current common practice is to look for other people’s videos and photos to use as visual and auditory aids for teaching. The immediacy of these multimodal learning experiences engages learners and meets the needs of a range of learning styles (Hedburg and Brudvig 2008).

Due to the popularity of photo and video sharing sites in students' informal Web2.0 use, it seems to us that this might be one of the easiest web2.0 tools to retask. According to Luckin et al., (2009), uploading video was a “very rare activity,” however, given many students’ experience with the technological aspects of uploading photos (Luckin et al., 2009), the use of photo and video sharing sites enables attention to be focused more on content, creativity, response, and reflection (Gentry 2008) than on the technical aspects. The non-threatening nature of photo and video sharing sites is key to its continued development as a learning tool.

Davies (2007) argues that online spaces provide an arena where collaboration over meanings can be transformative, impacting on how individuals locate themselves within local and global contexts.” The 21st century learner has an innate desire to document, comment on, and continue to build on their experiences. Online photo sharing sites like Flickr provide an international context where users communicate different perspectives of a specific image and they can collaboratively negotiate a profile for that image. “The everyday is presented on Flickr and the process of sharing and discussing images leads to a learning process which provides multiple ways of reflecting on the world and our space within it.” (Davies 2007). It seems a natural progression to move from the use of photosharing sites as a simple form of expression to one enabling analysis, collaborative construction, and critical thinking.

=__Ways to transform student use of Web.20 Tools__ =

*Teach about Intellectual Property Rights on photo sharing sites that work with Creative Commons (webshots, smugmug, picassa, photobucket, facebook, snapfish, shutterfly) =__Proceed With Caution... __=  jciv 2006 //Issues to address concerning photo and video sharing sites:
 * Teach folksonomy and tagging to enable creative and collaborative resource banks (delicio.us, diggo)
 * Use YouTube for public speaking courses (TeacherTube, Blip.tv, Megaupload)
 * Teach students how to disable comments, ratings, and embedding options on their videos as a way to teach about digital citizenship and privacy.

Digital citizenship//-  “ Unfortunately, YouTube also has been used to showcase binge drinking, fighting, and promiscuity among college students.” []

//Privacy -//If students were creating content, it would be necessary that they are taught how to protect their privacy. Check out this innovative example of how students reach students through video sharing sites. []

//Access -//School policy, availability of hardware, filters, and lack of in school designated computer time

//Copyright-//What is considered fair use? Are mashing and modding acceptable?

Motivation -Luckin et al., (2009) reported that many students have a, "Fear of others judging their work." 
 * __//For your consideration://__**

Given the issues educators are faced with when considering the retasking of photo and video sharing sites, how could you prepare students emotionally and intellectually for the more sophisticated use of these web2.0 tools? Resources; Clar, W., Logan, K., Luckin, R., Mee, A., and Oliver.M. (2009) "Beyond Web 2.0: mapping the technology landscapes of young learners." Institute of Education/London Knowledge Lab. Pg.56-69.

Davies, Julia. (2007). "Display, Identity and the Everyday: Self-presentation through online image sharing." //Discourse: studies in the cultural politics of education.// 28;4. Pg.549-564. Academic Search Complete. Accessed March 10, 2010.

Gentry, Jefferey. (2008). "Using YouTube: Practical Applications for 21st Century Education." Online Classroom. Pg.1-3.

Hedburg, John G. and Ole, Brudvik C. (2008). "Supporting Dialogic Literacy Through Mashing and Modding of Places and Spaces." //Theory Into Practice.// 47. Pg.138-149. doi 10.1080/00405840801992363

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