I have just read an article on the JCMC journal site called ‘IM=Interruption Management? Instant Messaging and Disruption in the Workplace’ It discusses how IM can help disturbance in the workplace, and whether it is effective in reducing the amount of time spent on ‘interruptions’. It is interesting to gain another perspective on how Internet communication can be used. In any workplace, interruptions when completing tasks is a common problem ‘it can significantly hinder productivity by disrupting thought processes and work flows, causing individuals to take longer to complete tasks’ (Gillie & Broadbent, 1989). By using IM, workers can track the availability of others especially if they cannot physically see each other. Rather than phoning, workers can quickly type a message to another co-worker and gain an instant response- or can they? There is no doubt that IM is a brilliant service, however I do wonder how great a help it is when it comes to office disturbances.
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The study shows that the 46-55 age category had the most respondents and also the most IM usage. However, I would suggest it is extremely likely that a majority of these workers (if not all) would be digital immigrants. I have already discussed in previous posts that immigrants do not have the computer skills of natives, because they have not grown up using the technology. Therefore, would using IM prove more of a disturbance than picking up the phone for example? Remember, they have to first understand how to work the IM service before even being able to type messages to people in an instant. I know from personal experience from immigrants I know, when they use IM they cannot keep up with the ‘twitch speed’ (Prensky, 2001) that is expected of IM communication. This makes me think that yes, for those that are more ‘natively’ inclined, it is a good idea as it means they do not have to leave their desks and information can be exchanged within seconds. It would not stop interruptions, that will never be possible in business, but it will reduce the time of the interruption. On the other hand, for those more likely to be immigrants it could be more hassle than it is worth. Then again, maybe once they have got used to the ways of IM they might find it quicker to use computer mediated work communication rather than f2f. This will be done anyway in breaks and after work.
References
Garrett, R. K., & Danziger, J. N. (2007). “IM=Interruption management? Instant messaging and disruption in the workplace”. Journal of Computer-Mediated Communication, Volume 13 Issue 1 article 2. http://jcmc.indiana.edu/vol13/issue1/garrett.html [Accessed 24/03/2009]
Prensky, M (2001) “Digital Natives, Digital Immigrants”, On the Horizon, Volume 9 Issue 5 pp.2
Thursday, 26 March 2009
Wednesday, 25 March 2009
Week 10: Question 1- How might Wenger's notions on practice communities relate to Prensky's on education?
Wenger’s and Prensky’s notions refer to different groups within society, both of which tend to categories people on a generalised basis. Digital natives can interact with each other online using Multi User Environments (MUE). Either intentionally or incidentally, communities of practice will be created as more and more users come together because they have shared interests in technologies.
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One thing that relates the two notions is the idea of the ‘authorised word’. For Wenger, CofPs can be led by a ‘leader’ either someone or an organisation that holds a higher standing in the community hierarchy. Looking at Prensky, he focuses on educators having authority, even if they may be digital immigrants.
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Natives have different methods of thinking and learning to immigrants- many tend to have shorter attention spans and thus can find learning more of a chore in a world where answers can now be found with just a click of a button. The same could be applied between different CofPs; some groups will learn in one way, whereas others may enjoy using other methods in creating/bringing together joint enterprise.
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Finally, the term ‘Community of Practice’ refers to a social phenomenon that goes back for centuries. It has always been there, but it is not until recent years the phenomenon has been recognised, studied and given a name. The digital native/immigrant concept could be considered very similar. Although a much newer phenomenon, is something that has been socially created. The digital divide could not be deemed completely natural as it was provoked by man-made technology; however both have only been able to develop through human interest in particular topics. (I hope that makes sense!)
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One thing that relates the two notions is the idea of the ‘authorised word’. For Wenger, CofPs can be led by a ‘leader’ either someone or an organisation that holds a higher standing in the community hierarchy. Looking at Prensky, he focuses on educators having authority, even if they may be digital immigrants.
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Natives have different methods of thinking and learning to immigrants- many tend to have shorter attention spans and thus can find learning more of a chore in a world where answers can now be found with just a click of a button. The same could be applied between different CofPs; some groups will learn in one way, whereas others may enjoy using other methods in creating/bringing together joint enterprise.
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Finally, the term ‘Community of Practice’ refers to a social phenomenon that goes back for centuries. It has always been there, but it is not until recent years the phenomenon has been recognised, studied and given a name. The digital native/immigrant concept could be considered very similar. Although a much newer phenomenon, is something that has been socially created. The digital divide could not be deemed completely natural as it was provoked by man-made technology; however both have only been able to develop through human interest in particular topics. (I hope that makes sense!)
Week 10: Question 2- What difference might the 'Digital Divide' make?
a) The term ‘Digital Divide’ has always been used to classify society into two specific groups. It has highlights the difference in access rates for computers and the Internet between different socio-economic groups. Those who have more money tend to have higher access rates than those who have very little, and where people live can have a major effect. Living in an urban and industrial environment may mean you have higher access to computers and the Internet more so than those who live in the countryside where there is little demand for that type of technology.
The more abundant the digital divide becomes, the larger the divide will become. Those who have access will be able to develop their skills as the technology improves, for example moving to Web 3.0 usage. On the other hand those who have little access (who were at a loss to begin with) will have even more of a struggle at entering today’s digital world because they have a smaller to no skills to begin with. This will certainly have social effects for all ages; children may have to use computers in school, but because they do not have one at home, they cannot understand the work that other children can. Similarly, people at work will have varying levels of I.T skills. It may be OK for some as they can accept they do not understand computers or they do not have to use them. For others it may affect their self esteem and feel degraded because they cannot use something that so many others can with great ease. Both of these examples may mean that different CofP will emerge between users and none users’ or rather digital natives and digital immigrants, as people will naturally bond/come together with those who have the same ideas and who have interests in the same things.
b) Global access issues across countries and regions can link largely with peoples’ socio-economic status. Most countries such as third world LEDCs (less economically developed countries) or LLEDCs will have never had the facilities to even have electricity in many regions, let alone access to the Internet. ‘Third world’ says it all, they are in a completely different world where there is no virtual there is no networking or browsing because of the little development the country has undergone, whether it be through war, government debt or other reasons. The difference the digital divide makes within regions of these countries is none- as they have never seen anything digital for there to be a divide. On a global scale, the divide has created a huge difference. I doubt that poorer countries will ever have the access that wealthier ones do now.
Talking about the digital divide in such a way makes me think- could we live without all this technology to hand? It does sound extremely materialistic but I doubt we could; we use it for social and business use. The way of life would change dramatically, and we would be living as people did before the computer was ever invented for personal and commercial use. I think we are extremely lucky to even have the ability to have a divide.
The more abundant the digital divide becomes, the larger the divide will become. Those who have access will be able to develop their skills as the technology improves, for example moving to Web 3.0 usage. On the other hand those who have little access (who were at a loss to begin with) will have even more of a struggle at entering today’s digital world because they have a smaller to no skills to begin with. This will certainly have social effects for all ages; children may have to use computers in school, but because they do not have one at home, they cannot understand the work that other children can. Similarly, people at work will have varying levels of I.T skills. It may be OK for some as they can accept they do not understand computers or they do not have to use them. For others it may affect their self esteem and feel degraded because they cannot use something that so many others can with great ease. Both of these examples may mean that different CofP will emerge between users and none users’ or rather digital natives and digital immigrants, as people will naturally bond/come together with those who have the same ideas and who have interests in the same things.
b) Global access issues across countries and regions can link largely with peoples’ socio-economic status. Most countries such as third world LEDCs (less economically developed countries) or LLEDCs will have never had the facilities to even have electricity in many regions, let alone access to the Internet. ‘Third world’ says it all, they are in a completely different world where there is no virtual there is no networking or browsing because of the little development the country has undergone, whether it be through war, government debt or other reasons. The difference the digital divide makes within regions of these countries is none- as they have never seen anything digital for there to be a divide. On a global scale, the divide has created a huge difference. I doubt that poorer countries will ever have the access that wealthier ones do now.
Talking about the digital divide in such a way makes me think- could we live without all this technology to hand? It does sound extremely materialistic but I doubt we could; we use it for social and business use. The way of life would change dramatically, and we would be living as people did before the computer was ever invented for personal and commercial use. I think we are extremely lucky to even have the ability to have a divide.
Week 10: Question 4- Potential problems of tailoring education
Potential problems may emerge if ‘education’ is tailored to fit to peoples’ cultural and personal preferences. “Much as one may sometimes deplore it in others, people are different!” (Handy,1995). A person’s environment, background and personality will shape preferences. Even one person will have a range of preferences when it comes to education without even realising it. For example how to write essays, or how they prefer to conduct group work- individualism will always have a large impact. Therefore, if people were allowed to tailor education, there could be no set standard for quality of work or assessments.
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It also would prove a stored problem for those who teach the ‘education’. If all students/learners set their own standards and ways of working, should teachers be allowed too? Although teachers do have preferred teaching methods, they still have to work to specific guides set by academic boards, as the same quality of teaching should be available to all.
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Education is there to help the masses ‘learn’ so it is impossible to cater for everybody’s’ individual needs. This would raise problems in terms of how employers would differentiate between candidates, (as discussed in week seven topic Distance Learning). As how could the quality of an education be defined? It would be extremely difficult, as one person’s preference is another’s worst nightmare.
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It is arguable, how much you would learn if education were tailored to individuals. On the one hand, you could learn a great deal more because it is a subject that interests the individual so they find it motivating. On the other they could learn less if they are not pushed to explore new topics. I know from personal experience, that I have learnt a majority of topics at university that I have found interesting; previous to coming to university, I would not have even thought to learn about some of these things. I think it is important for there to be some guidance rather than making up your own rules-as you could miss out on learning about areas of potential interest to you.
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This has made me also go a little off track and think of religious preferences. There have been a couple of very high profile cases considering Muslim girls wearing burqas and hijabs to school. It is their preference to wear these, but would it be ethically right to stop, say a catholic wearing Rosary Beads, it is their preference to wear them in an educational environment? I think this issue is a complex one, and steers a little off subject, but it does prove what problems could arise through tailored education.
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Another thought about tailoring education is that Prensky suggests education should be tailored to the digital minds of the young. In this sense, a certain level is needed to keep them interested but also able to learn. If they do not understand material being taught to them because of the methods used, then some compromise must be made between the students and the immigrant teacher (if the teacher is an immigrant).
References
Handy, C.B (1995) 4th edition, Gods of Management: The changing work of organisations, USA: Oxford University Press
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It also would prove a stored problem for those who teach the ‘education’. If all students/learners set their own standards and ways of working, should teachers be allowed too? Although teachers do have preferred teaching methods, they still have to work to specific guides set by academic boards, as the same quality of teaching should be available to all.
XXXXX
Education is there to help the masses ‘learn’ so it is impossible to cater for everybody’s’ individual needs. This would raise problems in terms of how employers would differentiate between candidates, (as discussed in week seven topic Distance Learning). As how could the quality of an education be defined? It would be extremely difficult, as one person’s preference is another’s worst nightmare.
XXXXX
It is arguable, how much you would learn if education were tailored to individuals. On the one hand, you could learn a great deal more because it is a subject that interests the individual so they find it motivating. On the other they could learn less if they are not pushed to explore new topics. I know from personal experience, that I have learnt a majority of topics at university that I have found interesting; previous to coming to university, I would not have even thought to learn about some of these things. I think it is important for there to be some guidance rather than making up your own rules-as you could miss out on learning about areas of potential interest to you.
XXXXX
This has made me also go a little off track and think of religious preferences. There have been a couple of very high profile cases considering Muslim girls wearing burqas and hijabs to school. It is their preference to wear these, but would it be ethically right to stop, say a catholic wearing Rosary Beads, it is their preference to wear them in an educational environment? I think this issue is a complex one, and steers a little off subject, but it does prove what problems could arise through tailored education.
XXXXX
Another thought about tailoring education is that Prensky suggests education should be tailored to the digital minds of the young. In this sense, a certain level is needed to keep them interested but also able to learn. If they do not understand material being taught to them because of the methods used, then some compromise must be made between the students and the immigrant teacher (if the teacher is an immigrant).
References
Handy, C.B (1995) 4th edition, Gods of Management: The changing work of organisations, USA: Oxford University Press
Tuesday, 24 March 2009
Week 10: Question 6- How does it differ from Web 3.0?
After hours of researching I still find the differences between Web 3.0 and Semantic Web a little confusing. However, I found that the main difference between the two is that Web 3.0 uses Semantic Web (see picture).
http://www.computer.org/portal/cms_docs_computer/computer/homepage/Jan09/r1web.pdf
“We are going from a web of connected documents to a web of connected data” (Spivack in Markoff, 2006). Web 3.0 uses a mix of Web 2.0, Semantic and other data technology. Semantic web search technology will help Web 3.0 to ‘mine’ the web more effectively, leaving no need for Web 3.0 to rely on the likes of comments and keywords to share and find information.
It is still in the development stages so the name is really a commercial term for advancements. There is no exact definition of what Web 3.0 is at present but experts say it will probably be with us in the next two to three years.
“You don’t need to apologize for calling it Web 3.0. Of course the Web does not upgrade in one go like a company switching to Vista. But there is a definite phase transition from current technologies. My personal Web 3.0 definition is ‘the combination of Web 2.0 mass collaboration with structured databases’…If you don't like the Web 3.0 title, just call it the semantic web, no one really knows what that means either." (Abraham, 2008).
Therefore there is a difference, but it is not very clear, even to experts in the field. Web 3.0 could be classified as just a name for a discussion, as we users have not seen any changes to Internet services. However, in saying this, will we notice when Web 3.0 is used or will it be a smooth transition we won’t realise we were apart of until many years time?
References:
Markoff, J (2006) “Entrepreneurs See a Web Guided by Common Sense” New York Times, 12/11/06 www.nytimes.com/2006/11/12/business/12web.html [Accessed 21/03/09]
Abraham, S (2008) “Semantic Web-Web 3.0” Stephen’s Lighthouse. http://stephenslighthouse.sirsidynix.com/archives/2008/02/ [Accessed 21/03/09]
Week 10: Question 5- What is the 'Semantic Web'?
The semantic web is the next generation of Internet and the World Wide Web. The word semantic is very similar to that of syntax- sentence structure, but rather than showing what is said, semantics are the meanings behind what is said. Semantic web has been around for a while, but this development is only just stepping out into the limelight.
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The technology basically hopes to enhance the user experience and will help computers ‘understand’ the likes of web pages that we ‘ask’ them to visit, as at present they only recognise web pages themselves and not the content on/in them. By using this on a range of computers it will lead to a universal medium, a framework that makes data sharing across many online communities far more accurate and quicker ‘a knowledge intended structure’ (www.internetrevolution.com, 2009). It could be thought of as an extension of the Internet, as it uses the basics of what it has now, but develop it into a much more user and computer friendly structured system. It is led by the W3C (World Wide Web Consortium) along with partners such as the RDFA and researchers.
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This was a term I had never come across before researching for this week. However, I found this site to be extremely useful. Visit the YouTube page-Intro to the Semantic Web. I also found the W3C website very informative. Visit the W3C Homepage.
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The technology basically hopes to enhance the user experience and will help computers ‘understand’ the likes of web pages that we ‘ask’ them to visit, as at present they only recognise web pages themselves and not the content on/in them. By using this on a range of computers it will lead to a universal medium, a framework that makes data sharing across many online communities far more accurate and quicker ‘a knowledge intended structure’ (www.internetrevolution.com, 2009). It could be thought of as an extension of the Internet, as it uses the basics of what it has now, but develop it into a much more user and computer friendly structured system. It is led by the W3C (World Wide Web Consortium) along with partners such as the RDFA and researchers.
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This was a term I had never come across before researching for this week. However, I found this site to be extremely useful. Visit the YouTube page-Intro to the Semantic Web. I also found the W3C website very informative. Visit the W3C Homepage.
Friday, 20 March 2009
Week 9: Education 'stretching' a person
I consider ‘stretch’ to be challenging or to push someone. To ‘stretch’ someone’s mental abilities allows for new skills to be made and strengths to be heightened. Education needs to be challenging in order for the student to learn. It will never work unless the student has to work towards a goal that cannot be reached before they enter into the education. It broadens the mind and in turn creates new opportunities.
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