In essence, I think the mashup is a compelling example of why media literacy should be an essential part of education (k-12 and higher education.) As educators create and share digital resources for use in the classroom, we have the opportunity to model best uses and create some effective mashups of our own. Also our students are creating more and more of their own digital content and a mashup can be an excellent project.
A couple of years ago I remember getting asked a lot about mashups. What were they? How do you make one? Now, in 2011, mashups are commonplace on the web. Yet this does not mean we (the everyday web surfer) is more cognizant of what mashups are all about. So I decided to dust off one of my earlier attempts at explaining the basic mashup (see below) as I find it a relevant, evolving media form.
Most of the time you might not even realize a website you are browsing might really be a blend of different apps and content being brought together for a seamless experience. This is could be considered a classic mashup. When you get down to it, isn’t your iGoogle page a type of mashup?
There are some amazing creations that come from mashups, especially with music and video. This is where mashups can be controversial and the intellectual property and copyright is tricky to navigate. (For more on IP and copyright I recommend teachingcopyright.org) In essence, I think the mashup is a compelling example of why media literacy should be an essential part of education (k-12 and higher education.) As educators create and share digital resources for use in the classroom, we have the opportunity to model best uses and create some effective mashups of our own. Also our students are creating more and more of their own digital content and a mashup can be an excellent project.
Below is the first part of a posting I wrote back in 2008 for my department’s blog on introducing the basic concept of the mashup to newbies. Look for part II on creating mashups tomorrow.
Understanding the Mashup -Part I
We’ve received a few inquires this fall about what mashups are and how they might be used in a course. The origin of the mashup is rooted in the music industry where people bring together instrumentation and vocal tracks from different songs to create a new song. Listen to an example of the classic Petula Clark song Downtown merged with the current Russian band t.A.T.u’s Not Gonna Get Us to form the new song Not Gonna Get Us Downtown.
The technical definition of a mashup refers to a website that brings together features, functions, and content of different websites into one tool or page. So essentially, a mashup is something that has been created from many other existing things to form a uniquely new thing, usually a piece of media or website.
Still scratching your head? That’s okay, so was I when I started reading more about mashups. The terminology and definition can seem more cumbersome than actually experiencing a mashup. Once you see one, you begin to realize that mashups are all around us. Here are some examples:
Flicker Sudoku –http://flickrsudoku.com/ The perfect site for sudoku fans and Flicker users alike, this site allows you to play sudoku with other members of the Flicker site, while pulling in content and sudoku boards from other sites. You experience the site as a normal, single webpage. In actuality it’s a site made of many sites and features.
Weather Bonk-http://www.weatherbonk.com/ Weather bonk is an interactive map pulling data from the National Weather Service, Google Maps, and other media sources. The site provides an interactive map of your region which gives you real-time weather, traffic, and sometime visual/image data. At same time, the site is very graphically busy and can be an example of the downside of the mashup.
Video mashups are abundant. YouTube features many of them, and they are popular creations on comedy shows like the Daily Show. In an election year the variety and numbers of video mashups are vast. Below is a clip produced by an individual that was posted on YouTube. Notice the variety of images and clips ranging from Hillary Clinton speaking, a Nike ad runner, infused with George Orwell’s 1984:
Part II: How do I create a Mashup? Basic mashups do not require expensive computer equipment or software. The most important resource in mashup creation is creativity and to keep in mind to start simple and build from there. In the next posting we will talk more about how to build a mashup using basic tools like PowerPoint.
This post talks about how wordle can be used to rethinking and visualize the main ideas of reading. Examples from “A Nation at Risk” and “A Blueprint for Ed Reform” are used.
The amount of blogging time I have is pretty much 0-2% these days. After work, I devote my idle hours to doctoral studies and family (and sadly in that order some days).
One thing about graduate work is the volume of print reading has not changed since I was in my Master’s program in 98-99. Darn. Synthesizing lots and lots of text quickly is a challenge for anyone. As a teacher educator, I am always demonstrating the use of certain tools to help organize and visualize text and data for k12 students. So wouldn’t it be a novel idea to actually use some myself? I imagine anyone reading this might be saying –well golly yes– you just realized that?
I’ve been using Wordle a bit more to validate (or invalidate) perceptions of readings, especially articles that I have read before and already have formed strong value statements about. In my summer Historical Perspectives on Education course, we were assigned the classic A Nation At Risk report from 1983. I was feeling a bit more sour than usual about ed reform. Chatter in the online discussion of my course turned to a bit of griping that not much has changed in our reform rhetoric since 1983. After completing a Worlde for #edchat this morning, I began to wonder if perhaps Wordle could help me see and perceive our impressions of a Nation at Risk differently, especially in comparison to a current policy document? If our class believed nothing had changed, we should see more similarities than differences between the two. In my mini-experiment I selected the recommendations section from A Nation At Risk, and compared it to the recommendations of the recent Blue Print for Reform for the reauthorization of the ESEA. Here is what happened:
Wordle Recommendations Section from a Nation At Risk (1983)
I haven’t had chance to do a comprehensive analysis of each Worlde. Here are just some quick reactions:
That students were the most commonly used word in both reports. While we may not agree with the rhetoric in one or both of the documents, students are clearly at the center.
Support is a huge theme in our current ed reform rhetoric and it was not even on the map in At Risk.
A Nation At Risk is focused on k-12, with emphasis on teachers and students and preparing teachers.
Blueprint expands our thinking and focus; administrators and districts are mentioned frequently. Mentions of parents and community also appear.
Teachers are integral to both reports. But, the focus on teacher preparation through universities in the At-Risk report is not the core focus of the Blue Print recommendations.
Hmmm where did learning go in the Blue Print?
In the Blue Print, schooling is focused on preparing us for college, not just successful graduation from high school.
At Risk focused on the “Basics” that students need to master. Standards appear to be our new basics.
Content based knowledge mentioned throughout the at risk. New reform rhetoric focused more on accountability and performance.
Heavy focus on nationalism in At-risk and national status.
I am glad I did this little exercise. We are inundated with so much information online, I know I am scanning my content more and forming assumptions and opinions quickly. While I didn’t walk away thinking “Wow, we’ve really changed! Reform now is soooo much better,” it helped me clarify my thinking and even rethink how I approach discussing this with my classmates. Even though I had read At Risk many times, there is something intangibly powerful about visualizing the main themes of the text in a new way. And, because I am not getting any more free time to read, I did as I tell my teachers to do with their students: I stepped back, utilized a tool designed to assist and enhance my understanding.
For any readers out there; do you ever Wordle, or use another tool, to help you with our own personal work and learning? This little exercise got me wondering about how often as educators we use the same tools we give our students for our own personal learning and reflection?