Listing entries tagged with collaboration

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where minds meet: new architectures for the study of history and music   04.03.2008, 10:49 PM

This is the narrative text for an NEH Digital Humanities Start-UP grant we just applied for.

Narrative

With the advent of the cd-rom in the late 80s, a few pioneering humanities scholars began to develop a new vocabulary for multi-layered, multi-modal digital publications. Since that time, the internet has emerged as a powerful engine for collaboration across peer networks, radically collapsing the distance between authors and readers and creating new communal spaces for work and review.

To date, these two evolutionary streams have been largely separate. Rich multimedia is still largely consigned to individual consumption on the desktop, while networked collaboration generally occurs around predominantly textual media such as the blogosphere, or bite-sized fragments on YouTube and elsewhere. We propose to carry out initial planning for two ambitious digital publishing projects that will merge these streams into powerfully integrated experiences.

Although the locus of scholarly discourse is slowly but clearly moving from bound/printed pages to networked screens, we’ve yet to reach the tipping point. The printed book is still the gold standard of the academy. The goal of these projects is to produce born-digital works that are as elegant as printed books and also draw on the power of audio and video illustrations and new models of community-based inquiry — and do all of these so well that they inspire a generation of young scholars with the promise of digital scholarship.

Robert Winter's CD Companion Series (Beethoven's Ninth Symphony, Stravinsky's Rite of Spring, Mozart's Dissonant Quartet, Dvorak's New World Symphony) and the American Social History Project's Who Built America? Volumes I and II were seminal works of multimedia scholarship and publishing. In their respective fields they were responsible for introducing and demonstrating the value of new media scholarship, as well as for setting a high standard for other work which followed.

Although these works were encoded on plastic cd-roms instead of on paper, they essentially followed the paradigm of print in the sense that they were page-based and very much the work of authors who took sole responsibility for the contents. The one obvious difference was the presence of audio and video illustrations on the page. This crucial advance allowed Robert Winter to provide a running commentary as readers listened to the music, or the Who Built America? authors to provide valuable supplementary materials and primary source documents such as William Jennings Bryan reading his famous "Cross of Gold" speech, or moving oral histories from the survivors of the Triangle Shirtwaist fire of 1911.

Since the release of these cd-roms, the internet and world wide web have come to the fore and upended the print-centric paradigm of reading as a solitary activity, moving it towards a more communal, networked model. As an example, three years ago my colleagues and I at the Institute for the Future of the Book began a series of "networked book" experiments to understand what happens when you locate a book in the dynamic social space of the Web. McKenzie Wark, a communication theorist and professor at The New School, had recently completed a draft of a serious theoretical work on video games. We put that book, Gamer Theory, online in a form adapted from conventional blog templates that allowed readers to post comments on individual paragraphs. While commenting on blogs is commonplace, readers' comments invariably appear below the author's text, usually hidden from sight in an endlessly scrolling field. Instead we put the reader's comments directly to the right of Wark’s text, indicating that reader input would be an integral part of the whole. Within hours of the book's "publication" on the web, page margins began to be populated with a lively back-and-forth among readers and with the author. As early reviewers said, it was no longer simply the author speaking, but rather the book itself, as the conversation in the margins became an intrinsic and important part of the whole.

The traditional top-down hierarchy of print, in which authors deliver wisdom from on high to receptive readers, was disrupted and replaced by a new model in which both authors and readers actively pursued knowledge and understanding. I'm not suggesting that our experiment caused this change, but rather that it has shed light on a process that is already well underway, helping to expose and emphasize the ways in which writing and reading are increasingly socially mediated activities.

Thanks to extraordinary recent advances, both technical and conceptual, we can imagine new multi-mediated forms of expression that leverage the web's abundant resources more fully and are driven by networked communities of which readers and authors can work together to advance knowledge.

Let's consider Who Built America?

In 1991, before going into production, we spent a full year in conversation with the book's authors, Steve Brier and Josh Brown, mulling over the potential of an electronic edition. We realized that a history text is essentially a synthesis of the author's interpretation and analysis of original source documents, and also of the works of other historians, as well as conversations in the scholarly community at large. We decided to make those layers more visible, taking advantage of the multimedia affordances and storage capacity of the cd-rom. We added hundreds of historical documents — text, pictures, audio, video — woven into dozens of "excursions" distributed throughout the text. These encouraged the student to dig deeper beneath encouraged them to interrogate the author’s conclusions and perhaps even come up with alternative analyses.

Re-imagining Who Built America? in the context of a dynamic network (rather than a frozen cd-rom), promises exciting new possibilities. Here are just a few:

• Access to source documents can be much more extensive and diverse, freed from the storage constraints of the cd-rom, as well as from many of the copyright clearance issues.
• Dynamic comment fields enable classes to produce their own unique editions. A discussion that began in the classroom can continue in the margins of the page, flowing seamlessly between school and home.
• The text continuously evolves, as authors add new findings and engage with readers who have begun to learn history by “doing” history, adding new research and alternative syntheses. Steve Brier tells a wonderful story about a high school class in a small town in central Ohio where the students and their teacher discovered some unknown letters from one of the earliest African-American trade union leaders in the late nineteenth century, making an important contribution to the historical record.

In short, we are re-imagining a history text as a networked, multi-layered learning environment in which authors and readers, teachers and students, work collaboratively.

Over the past months I’ve had several conversations with Brier and Brown about a completely new "networked" version of Who Built America?. They are excited about the possibility and have a good grasp of the challenges and potential. A good indication of this is Steve Brier's comment: "If we're going to expect readers to participate in these ways, we're going to have to write in a whole new way."

Discussions with Robert Winter have focused less on re-working the existing CD-Companions (which were monumental works) than on trying to figure out how to develop a template for a networked library of close readings of iconic musical compositions. The original CD-Companions existed as individual titles, isolated from one another. The promise of networked scholarship means that over time Winter and his readers will weave a rich tapestry of cross-links that map interconnections between different compositions, between different musical styles and techniques, and between music and other cultural forms. The original CD-Companions were done when computers had low-resolution black and white screens with extremely primitive audio capabilities and no video at all. High resolution color screens and sophisticated audio and video tools open up myriad possibilities for examining and contextualizing musical compositions. Particularly exciting is the prospect of harnessing Winter's legendary charismatic teaching style via the creative, yet judicious use of video.

We are seeking a Level One Start-Up grant to hold a pair of two-day symposia, one devoted to each project. Each meeting will bring together approximately a dozen people — the authors, designers, leading scholars from various related disciplines, and experts in building web-based communities around scholarly topics — to brainstorm about how these projects might best be realized. We will publish the proceedings of these meetings online in such a way that interested parties can join the discussion and deepen our collective understanding. Finally, we will write a grant proposal to submit to foundations for funds to build out the projects in their entirety. The work described here will take place over a five-month period beginning September 2008 and ending February 2009.

Some of the questions to be addressed at the symposia are:
• what are new graphical and information design paradigms for orienting readers and enabling them to navigate within a multi-layered, multi-modal work?
• how do you distinguish between the reading space and the work space? how porous is the boundary between them?
• what do readers expect of authors in the context of a "networked" book?
• what new authorial skill sets need to be cultivated?
• what range of mechanisms for reader participation and author/reader interaction should we explore? (i.e. blog-style commenting, social filtering, rating mechanisms, annotation tools, social bookmarking/curating, personalized collection-building, tagging, etc.)
• how do readers become "trusted" within an open community? what are the social protocols required for a successful community-based project: terms of participation, quality control/vetting procedures, delegation of roles etc.
what does "community" mean in the context of a specific scholarly work?
• how will scholars and students cite the contents of dynamic, evolving works that are not "stable" like printed pages? how does the project get archived? how do you deal with versioning?
• if asynchronous online conversation becomes a powerful new mode of developing scholarship, how do we visualize these conversations and make them navigable, readable, and enjoyable?

Relevant websites

Video Demo for Who Built America? (circa 1993)

Video Demo for the Rite of Spring (circa 1990)

Introduction to the CD Companion to Beethoven’s Ninth Symphony (circa 1989)

Posted by bob stein at 10:49 PM | Comments (0)
tags: Education , cd-rom , collaboration , publishing , scholarship , the_networked_book

so when are you going to retire?: a book in process about age, work and identity   03.18.2008, 1:18 PM

I want to give a shout out to a wonderful new project by a dear friend of ours. So When Are You Going to Retire? is — or will be, or is in the process of becoming — a book exploring questions of age, work and identity through the stories of people over 80 who continue, against the odds, to work for a living. As of very recently, the author, Ashton Applewhite, has begun documenting her research on a very attractive new weblog, and is inviting readers, writers and experts in the field to join her in conversations and story sharing that hopefully will shape the book's development. In an email, Ashton explained to me why she's doing this:

I'm a generalist writing about a broad topic: people in their 80s and 90s who are still in the workforce, and what we can learn from them. Following on the Institute's work with Siva and Mitchell Stephens, I'm excited about using the blog as a mechanism for thinking out loud as I go through my material, formulate the themes of the book, and write the proposal. I think that ongoing feedback from experts (gerontologists, social scientists, demographers, etc.) and discerning readers will sharpen and inform my thinking — in other words, that the network will help me build a better book. I also think i'll end up with a valuable platform for leveraging and disseminating my work over the long run — one that could radically revise conventional notions of shelf life. Cutting Loose, my book about women and divorce (HarperCollins, 1997) is still in print; imagine what sales would look like if it were at the hub of an ongoing social network, and what a rich site that would be?

Though this isn't an officially Institute-sponsored project, we've done a fair bit of kibbitzing from the sidelines on the conceptual layout of the site and on general strategies for writing it (this being Ashton's first foray into blogging). We're also brainstorming with Ashton on that most crucial of issues: building an audience. Most of our networked book projects have been on technology or media-related subjects that naturally appeal to online readerships and get picked up easily in the blogospheric grapevine. Ashton's book doesn't have such an obviously built-in wired constituency, although its potential readership is far broader and more diverse than that of any of the works we've published. I imagine it will be a gradual, word of mouth kind of thing.

So check out Ashton's rich and inviting site, join the conversation, and spread the word to anyone you know who might be interested. If you know of any specific sites or online communities that Ashton might want to connect with, let her know through the "email me" link near the top of her site. There's already quite a lot to delve into since Ashton's been blogging under the radar for the past several months, cutting her teeth on the form and piling up some wonderful stories (many of which you can listen to in audio). Help start building this network, and this book.

Posted by ben vershbow at 01:18 PM | Comments (4)
tags: Blogosphere , books , collaboration , publishing , socialnetworks , the_networked_book , writing

flight paths 2.0   03.05.2008, 1:10 AM

Back in December we announced the launch of Flight Paths, a "networked novel" that is currently being written by Kate Pullinger and Chris Joseph with feedback and contributions from readers. At that point, the Web presence for the project was a simple CommentPress blog where readers could post stories, images, multimedia and links, and weigh in on the drafting of terms and conditions for participation. Since then, Kate and Chris have been working on setting up a more flexible curatorial environment, and just this week they unveiled a lovely new Flight Paths site made in Netvibes.

Netvibes is a web-based application (still in beta) that allows you to build personalized start pages composed of widgets and modules which funnel in content from various data sources around the net (think My Yahoo! or iGoogle but with much more ability to customize). This is a great tool to try out for a project that is being composed partly out of threads and media fragments from around the Web. The blog is still embedded as a central element, and is still the primary place for reader-collaborators to contribute, but there are now several new galleries where reader-submitted works can be featured and explored. It's a great new platform and an inventive solution to one of CommentPress's present problems: that it's good at gathering content but not terribly good at presenting it. Take a look, and please participate if you feel inspired.

Multimedia gallery on the new Flight Paths site

Posted by ben vershbow at 01:10 AM | Comments (0)
tags: collaboration , commentpress , fiction , flightpaths , multimedia , netvibes , novel , the_networked_book , writing

ghost story   12.13.2007, 10:55 AM

02138, a magazine aimed at Harvard alumni, has a great article about the widespread practice among professors of using low-wage student labor to research and even write their books.

...in any number of academic offices at Harvard, the relationship between “author” and researcher(s) is a distinctly gray area. A young economics professor hires seven researchers, none yet in graduate school, several of them pulling 70-hour work-weeks; historians farm out their research to teams of graduate students, who prepare meticulously written memos that are closely assimilated into the finished work; law school professors “write” books that acknowledge dozens of research assistants without specifying their contributions. These days, it is practically the norm for tenured professors to have research and writing squads working on their publications, quietly employed at stages of co-authorship ranging from the non-controversial (photocopying) to more authorial labor, such as significant research on topics central to the final work, to what can only be called ghostwriting.

Ideally, this would constitute a sort of apprentice system — one generation of scholars teaching the next through joint endeavor. But in reality the collaborative element, though quietly sanctioned by universities (the article goes into this a bit), receives no direct blessing or stated pedagogical justification. A ghost ensemble works quietly behind the scenes to keep up the appearance of heroic, individual authorship.

Posted by ben vershbow at 10:55 AM | Comments (0)
tags: Education , academic , books , collaboration , publishing , writing

wikipedia's growing pains   10.01.2007, 7:45 AM

Insularity, editorial abuses, jargon, anonymity, power... some of the difficulties that beset the great public knowledge experiment of our day. Our friend Karen Schneider has a smart piece on Wikipedia's "awkward adolescence." Worth a read.

Like a startup maturing into a real business, Wikipedia's corporate culture seems, at times, conflicted between its role as a harmless nouveau-digital experiment and its broader ambitions.

...The quieter rumblings about Wikipedia have less to do with vanity edits or poor maintenance of content than they do with the organization's increasingly arbitrary editorial overrides and deletions and rapidly thickening in-group culture.

...Sock puppets, spy-versus-spy hijinks, and super-secret-vocabularies may be fine for a short-term experiment in information management; but Wikipedia positions itself not as a free encyclopedia, but the free encyclopedia. A FAQ claims, "We want Wikipedia to be around at least a hundred years from now, if it does not turn into something even more significant," and Wikipedia's fundraising page asks potential donors to "Imagine a world in which every single person can share freely in the sum of human knowledge."

Posted by ben vershbow at 07:45 AM | Comments (0)
tags: collaboration , wikipedia

edit the galaxy   07.23.2007, 1:42 AM

Galaxiki is "a new kind of wiki based community portal that allows its members to edit stars, planets and moons in a virtual galaxy, creating an entire fictional world online." The site uses primarily public domain NASA photography.

Millions of stars, planets, moons, pulsars and black holes can be explored using an intuitive 2D map. The site software manages most of the physical properties and behaviours of the solar systems, from orbits to the chemical composition of planetary atmospheres. Some planets offer conditions that may allow life - the idea behind Galaxiki is that community members can create fictional life forms and write about their histories on their planets....For only USD 12.- (or EUR 10.-) you can purchase your own solar system that only you can edit.

Posted by ben vershbow at 01:42 AM | Comments (0) | TrackBack
tags: collaboration , fiction , wiki

perspectives on distributed creativity   07.10.2007, 10:53 AM

Assignment Zero, an experimental news site that brings professional journalists together with volunteer researcher-reporters to collaboratively write stories, has kicked off its tenure at Wired News by doing an extended investigation of "crowdsourcing." Crowdsourcing is the latest internet parlance used to describe work traditionally carried out by one or a few persons being distributed among many people. I've always found something objectionable about the term, which is more suggestive of a business model than a creative strategy and sidesteps the numerous ethical questions about peer production and corporate exploitation that are inevitably bound up in it. But it's certainly a subject that could use a bit of scrutiny, and who better to do it than a journalistic team composed of the so-called crowd?

It is in this self-reflexive spirt that Jay Rosen, a exceedingly sharp thinker on the future of journalism and executive editor of Assignment Zero (and the related NewAssignment.net), presents an interesting series of features assembled by his "pro-am" team that look at a wide variety of online collaboration forms. This package has been in development for several months (many of the pieces contain links back to the original "assignments" and you can see how they evolved) and there's a lot there: 80 Q&A's, essays and stories (mostly Q&A's) looking at innovative practices and practitioners across media types and cultural/commercial arenas. From an initial sifting, it's less an analysis than just a big collection of perspectives, but this is valuable I think, if for no other reason than as a jumping-off point for further research.

There are many of the usual suspects like Benkler, Lessig, Jarvis, Shirky, Surowiecki, Wales etc., but as many or more of the pieces venture off the beaten track. There's a thought-provoking interview with Douglas Rushkoff on open source as a cultural paradigm, some stuff on the Wu Ming fiction collective (which is fascinating), a piece about Sydney Poore, a Wikipedia "super-contributor," and some coverage of our work, an interview with McKenzie Wark about Gamer Theory and collaborative writing. There's also an essay by one of the Assignment Zero contributors, Kristin Gorski, synthesizing some of the material gathered on the latter subject: "Creative Crowdwriting: The Open Book."

All in all this seems like a successful test drive for an experimental group that is still inventing its process. I'm interested to see how it develops with other less "wired" subjects.

Posted by ben vershbow at 10:53 AM | Comments (0) | TrackBack
tags: collaboration , crowdsourcing , jay_rosen , journalism , opensource

promiscuous materials   05.23.2007, 7:19 AM

This began as a quick follow-up to my post last week on Jonathan Lethem's recent activities in the area of copyright activism. But after a couple glasses of sake and some insomnia it mutated into something a bit bigger.

Back in March, Lethem announced that he planned to give away a free option on the film rights of his latest novel, You Don't Love Me Yet. Interested filmmakers were invited to submit a proposal outlining their creative and financial strategies for the project, provided that they agreed to cede a small cut of proceeds if the film ends up getting distributed. To secure the option, an artist also had to agree up front to release ancillary rights to their film (and Lethem, likewise, his book) after a period of five years in order to allow others to build on the initial body of work. Many proposals were submitted and on Monday Lethem granted the project to Greg Marcks, whose work includes the feature "11:14."

What this experiment does, and quite self-consciously, is demonstrate the curious power of the gift economy. Gift giving is fundamentally a ritual of exchange. It's not a one-way flow (I give you this), but a rearrangement of social capital that leads, whether immediately or over time, to some sort of reciprocation (I give you this and you give me something in return). Gifts facilitate social equilibrium, creating occasions for human contact not abstracted by legal systems or contractual language. In the case of an artistic or scholarly exchange, the essence of the gift is collaboration. Or if not a direct giving from one artist to another, a matter of influence. Citations, references and shout-outs are the acknowledgment of intellectual gifts given.

By giving away the film rights, but doing it through a proposal process which brought him into conversation with other artists, Lethem purchased greater influence over the cinematic translation of his book than he would have had he simply let it go, through his publisher or agent, to the highest bidder. It's not as if novelists and directors haven't collaborated on film adaptations before (and through more typical legal arrangements) but this is a significant case of copyright being put to the side in order to open up artistic channels, changing what is often a business transaction -- and one not necessarily even involving the author -- into a passing of the creative torch.

Another Lethem experiment with gift economics is The Promiscuous Materials Project, a selection of his stories made available, for a symbolic dollar apiece, to filmmakers and dramatists to adapt or otherwise repurpose.

One point, not so much a criticism as an observation, is how experiments such as these -- and you could compare Lethem's with Cory Doctorow's, Yochai Benkler's or McKenzie Wark's -- are still novel (and rare) enough to serve doubly as publicity stunts. Surveying Lethem's recent free culture experiments it's hard not to catch a faint whiff of self-congratulation in it all. It's oh so hip these days to align one's self with the Creative Commons and open source culture, and with his recent foray into that arena Lethem, in his own idiosyncratic way, joins the ranks of writers shrewdly riding the wave of the Web to reinforce and even expand their old media practice. But this may be a tad cynical. I tend to think that the value of these projects as advocacy, and in a genuine sense, gifts, outweighs the self-promotion factor. And the more I read Lethem's explanations for doing this, the more I believe in his basic integrity.

It does make me wonder, though, what it would mean for "free culture" to be the rule in our civilization and not the exception touted by a small ecstatic sect of digerati, some savvy marketers and a few dabbling converts from the literary establishment. What would it be like without the oppositional attitude and the utopian narratives, without (somewhat paradoxically when you consider the rhetoric) something to gain?

In the end, Lethem's open materials are, as he says, promiscuities. High-concept stunts designed to throw the commodification of art into relief. Flirtations with a paradigm of culture as old as the Greek epics but also too radically new to be fully incorporated into the modern legal-literary system. Again, this is not meant as criticism. Why should Lethem throw away his livelihood when he can prosper as a traditional novelist but still fiddle at the edges of the gift economy? And doesn't the free optioning of his novel raise the stakes to a degree that most authors wouldn't dare risk? But it raises hypotheticals for the digital age that have come up repeatedly on this blog: what does it mean to be a writer in the infinitely reproducible non-commodifiable Web? what is the writer after intellectual property?

Posted by ben vershbow at 07:19 AM | Comments (5) | TrackBack
tags: books , collaboration , copyright , film , gift_economy , jonathanlethem , opensource , writing