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.
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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
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.
Week 9: A- The oldest digital native I know
I find this extremely hard to answer as the more I consider the ‘Digital Divide’, the more the edges are blurred between natives and immigrants. However, the oldest native I know is a woman who is 25 years old. Every day she works with a range of technology and never seems to have trouble using it. When she returns home at night she will check her Facebook and IM friends (if she has time). She will use a range of other technologies with ease such as the microwave and oven for dinner and the television to watch her favourite drama series. Constantly the phone or her mobile will be to hand. Using these is just second nature to her, and never has to think of how to use them- she instinctively knows! The only problem occurs is when a piece of technology breaks. It is only at this time she realises how simple technology can make tasks, and how much we consume in our everyday lives for both entertainment and general living.
Week 9: B- The youngest digital immigrant I know
The youngest immigrant I know is a man who is in his early 30’s. This does make me think about where the cut-off point between natives and immigrants. Between the oldest native and the youngest immigrants I know, there are approximately six years or so difference- a long time in terms of how much technology may have developed. For the purposes of this question though, I find it strange that actually there is little difference between what the eldest native and the youngest immigrant does with technology. The one main difference is the extra time it takes for the immigrant to use certain applications. For example the immigrant finds it hard to navigate round web 2.0 sites because they use more complex software. What would seem simple to a native can bamboozle an immigrant! He very rarely engages in technology he does not know or has had had to become accustomed to, as he feels its far too demanding and complex for him to understand.
Week 9: C- A person that threatens the digital native/immigrant notion
I can think of one immigrant straight away who defies the native/immigrant discourses. He is 45 years old and knows a great deal more about digital culture than the immigrant in his early 30’s, and about the same amount as myself. One main reason is that I do not think he realises himself just how habituated to the digital world he really is. When looking at common characteristics of the two groups, this would seem a trait of a native. Another point is that he is always eager to learn new things and will happily ask those who are obviously natives (from seeing them use technology) how to do things, for example how to use Skype. In this sense, is he a native or an immigrant? Do immigrants want to learn or is it a case of having to learn for the likes of the modern workplace? The notion that natives want ‘instant gratification’ can also be applied to immigrants; as in this man’s case, he learns skills so he can do tasks easier and quicker in the long run.
Week 9: D- A Fictional Neo-luddite
More and more universities are using technology to help aid the learning and development of their students. For my neo-luddite student (Jo) it must be frustrating how much technology is relied upon for the completion of university work. A vast majority of referencing and research for most is done primarily on the Internet. Although there are the library resources for Jo to use and facilities to set up individual tutor sessions/ discussions with her lectures, there is still a heavy dominance of technology on the way syllabuses are taught. To hand in assignments, everything must be typed up rather than handwritten which she prefers.
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It is not just in the classroom that is influenced by the technology of today. Jo goes back to her flat and finds that all her mates are sitting in the kitchen and in their rooms glued to their laptop screens. They all use the likes of social networking sites, produser sites etc like many students. This could make the neo-luddite Jo feel a little bit of an outcast. She would begin to wonder whether it is worth leaving her beliefs and try to integrate into this new and intimidating world of ‘the online’.
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It is not just in the classroom that is influenced by the technology of today. Jo goes back to her flat and finds that all her mates are sitting in the kitchen and in their rooms glued to their laptop screens. They all use the likes of social networking sites, produser sites etc like many students. This could make the neo-luddite Jo feel a little bit of an outcast. She would begin to wonder whether it is worth leaving her beliefs and try to integrate into this new and intimidating world of ‘the online’.
Week 9: E- A Fictional Technophile
The year is 2020 and a society that was deliberating whether or not it was techno-determinist just 10 years ago- now definitely is! By no means is all the world made of chrome (like some theories of yester year). For the generation that were once digital natives, they are now immigrants, as more technology has emerged and a whole new generation has grown up with it, and this includes Ben.
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University life is not a breeze, but is much simpler than it once was. No more does the student (Ben) need to go to f2f/ meatspace lectures, and really does not need to leave his room to be a part of the university, as all lectures are conducted online and interaction with fellow students is done through web cam. The students of today (2020) have many more resources than those who studied in 2009. There is the library for Ben to use, but to be honest, he does not really know how to find the articles he wants in there- it’s far too big!
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University life is not a breeze, but is much simpler than it once was. No more does the student (Ben) need to go to f2f/ meatspace lectures, and really does not need to leave his room to be a part of the university, as all lectures are conducted online and interaction with fellow students is done through web cam. The students of today (2020) have many more resources than those who studied in 2009. There is the library for Ben to use, but to be honest, he does not really know how to find the articles he wants in there- it’s far too big!
Thursday, 19 March 2009
Week 8 Red Questions: 4) Academic articles abstracts
Bayne, S and Ross J (2007) "A Dangerous Opposition", presented at the Annual Conference of the Society for Research into Higher Educatin (SRHE), University of Edinburgh.
This examines the assumptions about the 'Digital Native' discourse. It investigates the hierarchical violence between natives and immigrants and states that one term will always dominate over another, or rather 'occupy the commanding position'. Attention is drawn to 'professional development' agendas where skills are now developed through the usage of technologies such as E-Learning. It also brings the argument that students do not necessarily desire more technologically driven approaches to teaching and learning. It discusses the metaphor of the immigrant and how it relates to current socio-economic issues. Overall it argues that yes, we should be rethinking how people are taught, however old methods shouldn't be dismissed altogether.
Robinson, M (2008) "Digital nature and digital nurture: libraries, learning and the digital native" Library Management Vol 29 Issue 1/2 pp. 67-76
This study focuses on the library resources available to today's digital natives. It explores the role academic librarians have in helping students-the first generation of digital natives to learn. Although the need for changes in teaching and service provision have been recognised, have they been implemented? It uses Hong Kong academic libraries as case studies to further discussion. Libraries shouldn't try to compete with the likes of the Internet, but should look at the design of the services they offer. If this is done, students will be less tempted to rely on and research with web 2.0 applications.
Clark L.S, Demont-Heinrich C and Webber S.A, (2004) "Ethnographic Interviews on the Digital Divide", New Media and Society Vol 6 Issue 4 pp. 529-547
The article argues that individualism acts as a filter that can manipulate the digital divide. It includes a range of interviews with users and non-users of technology from varying socio-economic backgrounds in the USA. Those who are at an economic disadvantage are more likely to be immigrants even if young. The article reflects the corporate interests and social policies regarding the technology of today.
Prensky, M (2001) "Digital Natives, Digital Immigrants", On the Horizon, Vol 9 Issue 5
The article highlights that those who use the education system are now not those who the system was originally made to teach. Digital immigrants retain accents and think much differently to natives. Different experiences lead to different brain structures and as a result natives thrive on instant gratification. Therefore if immigrants want to teach natives, they need to adopt or adapt more to modern methods of learning and modern methods of thinking.
Livingston, S (2007) "Internet Literacy: Young People's Negotiation of New Online Opportunities" The John D and Catherine T McArthur Foundation series on Digital Young, Innovation, and the Unexpected Vol 1 pp. 101-122
Based on a series of case studies, the article challenges how much youngsters expertise extends on using the likes on the Internet. Critical analysis should be made to help educators understand what the young need to learn. It draws comparisons between traditional and Internet literacy. Overall we should not estimate the youngs' literacy skills as it could potentially be hazardous.
This examines the assumptions about the 'Digital Native' discourse. It investigates the hierarchical violence between natives and immigrants and states that one term will always dominate over another, or rather 'occupy the commanding position'. Attention is drawn to 'professional development' agendas where skills are now developed through the usage of technologies such as E-Learning. It also brings the argument that students do not necessarily desire more technologically driven approaches to teaching and learning. It discusses the metaphor of the immigrant and how it relates to current socio-economic issues. Overall it argues that yes, we should be rethinking how people are taught, however old methods shouldn't be dismissed altogether.
Robinson, M (2008) "Digital nature and digital nurture: libraries, learning and the digital native" Library Management Vol 29 Issue 1/2 pp. 67-76
This study focuses on the library resources available to today's digital natives. It explores the role academic librarians have in helping students-the first generation of digital natives to learn. Although the need for changes in teaching and service provision have been recognised, have they been implemented? It uses Hong Kong academic libraries as case studies to further discussion. Libraries shouldn't try to compete with the likes of the Internet, but should look at the design of the services they offer. If this is done, students will be less tempted to rely on and research with web 2.0 applications.
Clark L.S, Demont-Heinrich C and Webber S.A, (2004) "Ethnographic Interviews on the Digital Divide", New Media and Society Vol 6 Issue 4 pp. 529-547
The article argues that individualism acts as a filter that can manipulate the digital divide. It includes a range of interviews with users and non-users of technology from varying socio-economic backgrounds in the USA. Those who are at an economic disadvantage are more likely to be immigrants even if young. The article reflects the corporate interests and social policies regarding the technology of today.
Prensky, M (2001) "Digital Natives, Digital Immigrants", On the Horizon, Vol 9 Issue 5
The article highlights that those who use the education system are now not those who the system was originally made to teach. Digital immigrants retain accents and think much differently to natives. Different experiences lead to different brain structures and as a result natives thrive on instant gratification. Therefore if immigrants want to teach natives, they need to adopt or adapt more to modern methods of learning and modern methods of thinking.
Livingston, S (2007) "Internet Literacy: Young People's Negotiation of New Online Opportunities" The John D and Catherine T McArthur Foundation series on Digital Young, Innovation, and the Unexpected Vol 1 pp. 101-122
Based on a series of case studies, the article challenges how much youngsters expertise extends on using the likes on the Internet. Critical analysis should be made to help educators understand what the young need to learn. It draws comparisons between traditional and Internet literacy. Overall we should not estimate the youngs' literacy skills as it could potentially be hazardous.
Week 8 Red Questions: 2) Website Urls
1) The Times Online: http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/article683193.ece
2) Webpage from the University of Wisconsin-Madison:
http://www.wisc.edu/depd/html/TSarticles/Digital%20Natives.htm
3) Webpage from National Communications and Informations Administration, U.S Department of Commerce:
http://www.ntia.doc.gov/ntiahome/fttn99/contents.html
4) Webpage on Blogscholar:
http://www.blogscholar.com/content/view/72/2/
5) A Declaration of the Independence of Cyberspace:
http://homes.eff.org/~barlow/Declaration-Final.html
2) Webpage from the University of Wisconsin-Madison:
http://www.wisc.edu/depd/html/TSarticles/Digital%20Natives.htm
3) Webpage from National Communications and Informations Administration, U.S Department of Commerce:
http://www.ntia.doc.gov/ntiahome/fttn99/contents.html
4) Webpage on Blogscholar:
http://www.blogscholar.com/content/view/72/2/
5) A Declaration of the Independence of Cyberspace:
http://homes.eff.org/~barlow/Declaration-Final.html
Week 8 Red Questions: 1) Digital Immigration
No one can agree on an exact definition of a 'Digital Immigrant'. However, generally speaking they are considered to be those who once never used technology such as computers or the Internet, but now do; whether they have been influenced or not, and to what degree they use the technology (arguably) doesn't matter as everyone is put into one of the two categories-there is no 'middle ground'.
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Some academics in the field care that immigrants have been forced by our modern techno-determinist society to use technology, others want to understand the different attitudes between immigrants and 'Digital Natives'. The general attitude shared is that it is older generations that are more likely to be immigrants and the young to be natives. The idea behind this is that the young have grown up with technology around them.
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Some academics in the field care that immigrants have been forced by our modern techno-determinist society to use technology, others want to understand the different attitudes between immigrants and 'Digital Natives'. The general attitude shared is that it is older generations that are more likely to be immigrants and the young to be natives. The idea behind this is that the young have grown up with technology around them.
Friday, 13 March 2009
Week 8-Article 1
This is a very detailed article, however lengthy and in places very monotonous. It challenges the claims of the expertise that the youth of today has online. At the beginning of the article it says youths are ‘conscious’ that they are the first generation to grow up with the Internet. In contrast, I would suggest that many of these youths would not think about it. Due to growing up with it, they do not think of times past when it was not there, unless asked by older immigrants. The author herself would not know whether all youngsters are consciously aware, because she is an older immigrant herself. To ask youngsters if they are aware would be pointless, as it would make them consciously think about it so accurate results could never be gained (if that makes sense!) The author also suggests that Internet literacy could be different from other written literacy in books etc. She is correct, but in disagreement with her point, I think they could be the same; written literature will always be alike- a formation of symbols in a pattern that society recognises as words, regardless of how it is viewed.
Week 8-Article 2
The article again like many of the others focuses on students, and seems to forget that there are other young users who are not students of the same age and others of different ages. At least it uses a different country as its study! The article states that studies showed that students thought search engines were more reliable sources of information than libraries. I would agree that is usually one of the first ports of call with any research students do, but for many that I know, the library proves to be more of a reliable source of published information.
Week 8-Article 3
There is little I can disagree with in this article, but it does just focus on the USA. It suggests that the dissemination of digital technology can be seen as one event-I would question whether this can be so, unless it is an event that has lasted several decades. It goes on to state that all students nowadays are all Digital Natives. There may be those who have little access such as distance learners or those in LEDCs for example. Students should not be grouped like that and academics should know not to generalise in such a way. One major point is that the author gives characteristic examples of Digital Immigrants. However, two of these ‘characteristics’ I would possibly do myself, and I’d consider myself to be a Digital Native.
Week 8-Article 4
Although this online journal navigates away from the search item of ‘digital immigrant’ it is an interesting read that demonstrates the impact of individualisation on the Digital Divide and how it represents the social divide in meatspace. Again it was published a few years ago and studies the USA rather than the UK that could be seen as a negative part to the journal page. It relates to the findings of scholars, but does have a tendency to keep referring back to the same ones over and over, which decreases the usability in terms of people citing its own ideas in academic writing. It describes studies made by a ‘research team’, though no mention is made as to who the members are- how do we know they are reliable and are practicing the studies they say they are? The study also focuses more on one economic status group than another, which will inevitably gage biased results. (A stronger focus on the one group was intended but for the reader, it leaves them wondering about the possible results of the other group to compare the two.
Week 8- Article 5
It examines the presumptions made by other scholars about Digital Immigrants and Digital Natives, and says there isn’t a great deal of writing that offers alternative perspectives on the often over-simplified discourses. However, through this research I have found numerous pieces of literature- highlighting that although it was only published in 2007, this article is already becoming out of date. In one section it explores the reasons why immigrants cannot be natives and will never be as good as them. I would argue the point that many people have been born into the native ‘generation’ but are not computer literate or just do not like using digital technology. It is also a hypercritical point, as now this author is categorising and generalising when it was previously arguing against another cited author for doing the same.
They refer to another author who was ‘constructing immigrants as Asylum Seekers’ because they cannot go back to their original ways and are not prepared to use the technology offered to them. However, I feel that in some- not all cases, people have the choice. If someone wants to use ‘legacy’ methods of communication for example snail mail, they can do. They do not need to research on the Internet, they can look in newspapers, in libraries etc. Yes, it would be difficult in such a modern techno-determinist society, but the methods are there is people wish to use them instead.
They refer to another author who was ‘constructing immigrants as Asylum Seekers’ because they cannot go back to their original ways and are not prepared to use the technology offered to them. However, I feel that in some- not all cases, people have the choice. If someone wants to use ‘legacy’ methods of communication for example snail mail, they can do. They do not need to research on the Internet, they can look in newspapers, in libraries etc. Yes, it would be difficult in such a modern techno-determinist society, but the methods are there is people wish to use them instead.
Week 8- Website 1
This is the most unconventional page I found, and implies the differences between Digital Immigrants and Digital Natives in rather a striking manner. It defiantly practices what it preaches and could be an interesting (not necessarily a reliable) source to quote in academic writing. The page itself is over a decade old, therefore for this topic probably not the best source to use. The large criticism I have is the tone in which the author’s opinions are expressed; it is very overbearing to read on the Internet (but in certain social situations it could be deemed extremely empowering for natives).
Week 8- Website 2
This website is more of a blog, though the thoughts of an educated individual. I looked at the second part of the discussion about the generation gap in the Digital Divide, and although I was prepared to disagree with his counter arguments of another academic’s ideas, I found myself agreeing with a lot of what he said. My one criticism would be that all his sources used were now very old and that he possibly specifies terms too much just to further his argument more.
Week 8- Website 3
This site is extremely easy in terms of usability, and probably the simplest one I found. The main disadvantage is that the site is made up of blogs of those who the user cannot tell is an academic or not. The ideas of those are not as usable as published ideas or the beginnings of a study say, because they are fairly vague in their discussion. However, it does serve its purpose and on the other hand could be considered useful as the starting point for research into the field.
Week 8- Website 4
This is a fairly complex site that holds a report relating to the Digital Divide. When it comes to usability, it is reasonably simple but lacks a great deal in character; The main aim is to show data and to study society, however people will not read it if it isn’t attractive, and consequently reduces its odds of being used as a reliable source of information.
Week 8- Website 5
This is a page on a popular website, and could be argued that the company and author are dependable sources. It is a few years out of date which slightly compromises its reliability, however extremely easy to use and navigate. The main issue on this page is the restraints of generation determining whether someone is a Digital Immigrant or Digital Native.
At the beginning of the text, it has set ideas about what determines the category a person may be in; however, the further into the article, the more the writer’s ideas are challenged and to such an extent it does not come to a satisfactory conclusion. It touches upon the effects of digitality on business and discrimination. It also uses an interesting case study (but could be very biased and unreliable for some) but suggests the minds of natives are physically different to immigrants’. I would disagree with this, as all human life has the same physical brain, it is the environment it is subjected to that changes its function and the way it processes information. I do understand what the page is saying in this case, but it could be phrased a little better.
At the beginning of the text, it has set ideas about what determines the category a person may be in; however, the further into the article, the more the writer’s ideas are challenged and to such an extent it does not come to a satisfactory conclusion. It touches upon the effects of digitality on business and discrimination. It also uses an interesting case study (but could be very biased and unreliable for some) but suggests the minds of natives are physically different to immigrants’. I would disagree with this, as all human life has the same physical brain, it is the environment it is subjected to that changes its function and the way it processes information. I do understand what the page is saying in this case, but it could be phrased a little better.
Friday, 6 March 2009
Week 7: E-Learning for farmers in Africa
The practicality of E-Learning is very important in Africa, as although it may sound a little extreme, it can mean the difference between life and death. This has been the case for children who have to go to school in areas prone to cholera outbreaks. Similarly it can have a positive effect on the livelihoods of Kenyan farmers as they can learn new ways to grow crops ‘rural farmers in Kenya face huge constraints on a daily basis due to an inability to access information that would boost proper crop and livestock husbandry’ (http://www.elearning-africa.com/newsportal/english/news163.php).
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The site and web page content has a community feel, because it details a range of issues debated at the 4th International Conference on ICT for Development, Education and Training. It could even be said it is a community of practice as a group of people share a concern for something, and learn how to make it better by interacting regularly (Wegner circa 2007). The BioVision Foundation is the ‘expert’ of the CofP and leads the way in producing free information relevant to farmers needs (http://www.infonet-biovision.org). Although the article on the website says there has been a ‘mobile phone penetration in rural areas’ (ibid), it does question the accessibility of this portal and its information for poorer, remote farmers; surely not all farmers that need the information have access to the Internet or a mobile? Hopefully, it will spur produsage between supporting foundations and farmers, eventually opening communication channels and getting the word to those without access. This should also reduce the digital divide between RL and the virtual.
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Another discrepancy with E-Learning is that it involves ‘educational elitism’ (Lecture slide 12) where a majority of online education is written and delivered in English- which for a majority of Africans will not be their first language; It would prove difficult for them to read and cost a lot for website translation facilities. In terms of quality, it is an environment whereby people are to an extent free to provide information, but all that is published is quality controlled so the foundation is shown to provide truthful and reliable information.
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The site and web page content has a community feel, because it details a range of issues debated at the 4th International Conference on ICT for Development, Education and Training. It could even be said it is a community of practice as a group of people share a concern for something, and learn how to make it better by interacting regularly (Wegner circa 2007). The BioVision Foundation is the ‘expert’ of the CofP and leads the way in producing free information relevant to farmers needs (http://www.infonet-biovision.org). Although the article on the website says there has been a ‘mobile phone penetration in rural areas’ (ibid), it does question the accessibility of this portal and its information for poorer, remote farmers; surely not all farmers that need the information have access to the Internet or a mobile? Hopefully, it will spur produsage between supporting foundations and farmers, eventually opening communication channels and getting the word to those without access. This should also reduce the digital divide between RL and the virtual.
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Another discrepancy with E-Learning is that it involves ‘educational elitism’ (Lecture slide 12) where a majority of online education is written and delivered in English- which for a majority of Africans will not be their first language; It would prove difficult for them to read and cost a lot for website translation facilities. In terms of quality, it is an environment whereby people are to an extent free to provide information, but all that is published is quality controlled so the foundation is shown to provide truthful and reliable information.
Week 7: China RTVU since 1960s- who knew?
It was surprising to read on the World Bank link, just how developed some RTVU actually are. I thought the Open University was one of the pioneers of alternative education- how wrong was I! I never even thought that there would be anything such as this in the 1960’s. After reading the article, the Chinese seem to have a very well organised and structured system in place; however it will have its limitations and disadvantages like any other method of distance learning e.g. the article mentions limited transmission times.
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I found the part interesting where it stated RTVUs ‘share their responsibilities on the basis of balancing centralisation and decentralisation’. It got me thinking about the topic of digital democratisation we talked about in week 5. It gives the 28 PRTVUs and branch school an element of power to enable them to provide what they would deem to be educational (as long as they abide to regulations set by the CRTVU). I would imagine different areas of China to have more scholars learning certain subjects e.g. agriculture in rural areas and mechanical engineering in the more industrious areas? I may be a bit presumptuous there but if so, the lecturers providing/creating these broadcasts can focus learning on these areas more.
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The article also made me question the differences of this new media literacy offered and the traditional. Ofcom define media literacy as ‘the ability to access, understand and create communications in a variety of contexts…Media literacy has parallels with traditional literacy; the ability to read and write text’. However, in terms of education the traditional can cost substantially more for tuition fees etc. New media is able to reach a mass population and in turn provide mass education using just one piece of teaching material ‘over 1 million audio-visual copies of teaching materials are produced and duplicated each year’, which has obviously helped with the success of the RTVUs.
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I doubt that the Chinese would have provided this ‘free information’ had they not wanted to boost their education system to the standards of the developed world. Nevertheless, it seems that there is still a lot we do not know about when it comes to distance learning. It has had a very positive impact on the Chinese education, so do you think in years to come the UK will be providing university-level education TV and radio transmissions?
http://www1.worldbank.org/disted/Technology/broadcast/tv-02.html
http://www.ofcom.org.uk/advice/media_literacy/
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I found the part interesting where it stated RTVUs ‘share their responsibilities on the basis of balancing centralisation and decentralisation’. It got me thinking about the topic of digital democratisation we talked about in week 5. It gives the 28 PRTVUs and branch school an element of power to enable them to provide what they would deem to be educational (as long as they abide to regulations set by the CRTVU). I would imagine different areas of China to have more scholars learning certain subjects e.g. agriculture in rural areas and mechanical engineering in the more industrious areas? I may be a bit presumptuous there but if so, the lecturers providing/creating these broadcasts can focus learning on these areas more.
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The article also made me question the differences of this new media literacy offered and the traditional. Ofcom define media literacy as ‘the ability to access, understand and create communications in a variety of contexts…Media literacy has parallels with traditional literacy; the ability to read and write text’. However, in terms of education the traditional can cost substantially more for tuition fees etc. New media is able to reach a mass population and in turn provide mass education using just one piece of teaching material ‘over 1 million audio-visual copies of teaching materials are produced and duplicated each year’, which has obviously helped with the success of the RTVUs.
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I doubt that the Chinese would have provided this ‘free information’ had they not wanted to boost their education system to the standards of the developed world. Nevertheless, it seems that there is still a lot we do not know about when it comes to distance learning. It has had a very positive impact on the Chinese education, so do you think in years to come the UK will be providing university-level education TV and radio transmissions?
http://www1.worldbank.org/disted/Technology/broadcast/tv-02.html
http://www.ofcom.org.uk/advice/media_literacy/
General Musings of Distance Learning
It is quite ironic that distance learning is this week’s topic, as it is only now that I have started to realise how much I took going to IRL lectures and seminars for granted (as most of you know I am on placement). There are many advantages to distance learning but there are also many disadvantages. From my experience so far it is an interesting and I would say innovative (rather than being ‘radical’) learning domain and experience, compared to that of the traditional f2f lectures we are used to as students. However, I would agree with Rachael Foster’s comments in her post ‘Blogging 6 weeks later’ http://rachaelfoster.blogspot.com/ whose blog I was looking at earlier; I wouldn’t choose to learn this way again, or ever do a full distance course like those at TVUs in China for a number of reasons. Although I know I have chosen to go on placement, I do miss having direct f2f communication with tutors and peers, and I need to keep my motivation up to do NMC work- even if it is in an evening after work. It is self paced learning, but there are still deadlines to meet and it is still difficult to juggle the work between other organized working hours- I’m sure most of you will feel the same having to work round the scattered lecture slots, plus doing all the work for other units.
It must be remembered though, that this is only my view of distance learning from the experience I have had so far, and others may have different views. I would imagine it to be of great use to a stay at home parent who wants to further themselves or a mature student for example. It all depends on the individual I guess.
It must be remembered though, that this is only my view of distance learning from the experience I have had so far, and others may have different views. I would imagine it to be of great use to a stay at home parent who wants to further themselves or a mature student for example. It all depends on the individual I guess.
Thursday, 26 February 2009
Topic 6.1 - A CofP I am a member of!
What is it about?
One ‘Meatspace’ CofP that I belong to is the group of apprentices at the City of Lincoln Council. This is based in the ‘community’ of council employees, however our CofP is based on all the apprentices wanting to learn and experience a real working environment as part of our studies. Although I am not an apprentice, I still feel I belong to this CofP because I have shared/joint enterprise with the ‘real’ apprentices. We work at the Council to learn rather than to make money unlike all the other Council employees.
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Lave and Wenger illustrated their theory of CofP ‘by observation of different apprentices’ (www.infed.org: 4) and I can understand why. Members’ status’s within my CofP is very interesting. It seems it is one that any youngster joining the council immediately becomes apart of, and bit by bit relationships are made and nurtured through practices of learning and interaction. (This is when you have become a fully fledged member). At present, I feel I am just out of the ‘newcomer’ stage, but not quite an ‘expert’ (in relation to Sue’s diagram, Week 6 study guide). This is because I am understanding how it feels to be an apprentice and I am building both working and personal relationships with them through “legitimate peripheral participation” (Lave and Wenger, 1991:29) when I first began my placement.
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How it functions?
The CofP I am apart of at the Council functions in two different ways. Firstly, at work it is very formal. To build a good repertoire with other Council employees, we need to have full commitment and produce quality work. However, the CofP will always be associated with apprentices in a ‘bootlegged’ way (Wenger, 1998: 5). Therefore, however great our repertoire and the resulting positive collective identity, the CofP will still be considered a select/exclusive community of practitioners that no other type of worker can join.
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The second function can only happen if the first has been accepted (though this is generally unspoken-members from their own ideas of others). This is the shared mutual engagement outside of work. The CofP in this context is much more fluid as we have no ‘outsiders’ of the CofP assessing us etc. By interacting outside the constraints of the organisation, the CofP develops and in my case has resulted in friendships. Although this does not necessarily have to factor into the success of the CofP, for mine it does- as the relationships built extend back into the workplace environment.
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What capability has it produced?
As previously mentioned, the apprentice CofP has a very good repertoire between members and other Council employees. There is not any specific vocabulary or routines we undertake that other Council employees do not use. Different members have different levels of capability though. There is no sense of hierarchy between members, even though some are more experienced and have been in the CofP for longer. However I may have a slightly different view to other members as I am not a proper apprentice.
One ‘Meatspace’ CofP that I belong to is the group of apprentices at the City of Lincoln Council. This is based in the ‘community’ of council employees, however our CofP is based on all the apprentices wanting to learn and experience a real working environment as part of our studies. Although I am not an apprentice, I still feel I belong to this CofP because I have shared/joint enterprise with the ‘real’ apprentices. We work at the Council to learn rather than to make money unlike all the other Council employees.
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Lave and Wenger illustrated their theory of CofP ‘by observation of different apprentices’ (www.infed.org: 4) and I can understand why. Members’ status’s within my CofP is very interesting. It seems it is one that any youngster joining the council immediately becomes apart of, and bit by bit relationships are made and nurtured through practices of learning and interaction. (This is when you have become a fully fledged member). At present, I feel I am just out of the ‘newcomer’ stage, but not quite an ‘expert’ (in relation to Sue’s diagram, Week 6 study guide). This is because I am understanding how it feels to be an apprentice and I am building both working and personal relationships with them through “legitimate peripheral participation” (Lave and Wenger, 1991:29) when I first began my placement.
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How it functions?
The CofP I am apart of at the Council functions in two different ways. Firstly, at work it is very formal. To build a good repertoire with other Council employees, we need to have full commitment and produce quality work. However, the CofP will always be associated with apprentices in a ‘bootlegged’ way (Wenger, 1998: 5). Therefore, however great our repertoire and the resulting positive collective identity, the CofP will still be considered a select/exclusive community of practitioners that no other type of worker can join.
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The second function can only happen if the first has been accepted (though this is generally unspoken-members from their own ideas of others). This is the shared mutual engagement outside of work. The CofP in this context is much more fluid as we have no ‘outsiders’ of the CofP assessing us etc. By interacting outside the constraints of the organisation, the CofP develops and in my case has resulted in friendships. Although this does not necessarily have to factor into the success of the CofP, for mine it does- as the relationships built extend back into the workplace environment.
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What capability has it produced?
As previously mentioned, the apprentice CofP has a very good repertoire between members and other Council employees. There is not any specific vocabulary or routines we undertake that other Council employees do not use. Different members have different levels of capability though. There is no sense of hierarchy between members, even though some are more experienced and have been in the CofP for longer. However I may have a slightly different view to other members as I am not a proper apprentice.
Topic 6.2- 'Organisational Units'
I think Wenger means an ‘organisational unit’ to be something that is formally constructed such as a business, whereby those involved are there to complete a specific task. This task does not need or involve an interest from the individual in learning, nor do they have a ‘concern or a passion for something they do’ (Wenger circa, 2007).
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A CofP is different to an ‘organisational unit’ because it is unofficial. As in Wegner’s Communities of Practice: Learning as a Social System (1998:5), CofP are the ‘informal fabric’. Without CofP in an ‘organisational unit’ the unit would be hard to successfully maintain, because if people do not build at least working relationships, it is harder to get tasks done/. For example http://autoforums.carjunky.com/Automotive_Repair_C1/General_Discussions_F5/ is an organisational unit. Knowledge is developed through the informal interactions between members of the website. The more the CofP moves from ‘coalescing’ to ‘active’ development (Wegner, 1998: 3), the greater its importance. This is because carjunky.com almost depends on more members engaging, to keep revising knowledge and adding to it. This will help maintain and possibly increase the ‘communal memory’ (ibid) and keep a high amount of hits on the website-as they need hits to keep the featured advertisers happy!
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A CofP is different to an ‘organisational unit’ because it is unofficial. As in Wegner’s Communities of Practice: Learning as a Social System (1998:5), CofP are the ‘informal fabric’. Without CofP in an ‘organisational unit’ the unit would be hard to successfully maintain, because if people do not build at least working relationships, it is harder to get tasks done/. For example http://autoforums.carjunky.com/Automotive_Repair_C1/General_Discussions_F5/ is an organisational unit. Knowledge is developed through the informal interactions between members of the website. The more the CofP moves from ‘coalescing’ to ‘active’ development (Wegner, 1998: 3), the greater its importance. This is because carjunky.com almost depends on more members engaging, to keep revising knowledge and adding to it. This will help maintain and possibly increase the ‘communal memory’ (ibid) and keep a high amount of hits on the website-as they need hits to keep the featured advertisers happy!
Topic 6.3 - 'Joint Enterprise'
I have looked at the website http://www.elleuk.com/. It is a commercial website, however there is a sense of CofP because it is ‘organised around what matters to its members’ (Wenger, 1998:6). It also gives guides, ‘best practices, tips and feedback’ (ibid) if members have asked questions on forums.
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On the forums there are both newcomers and experts with little and lots of fashion knowledge. Everyone who logs onto the website has the 'joint enterprise' of wanting to get the latest information on fashion trends, beauty and hair. This site definately encourages learning by practice, as it suggests different ways to do makeup etc on dedicated forums.
There is a definite hierarchy of experts, as any anonymous members (even if they know a lot) have to write on the forums; whereas those who work for Elle have personal blogs they can post on. They are considered to be those with the most power and expertise in the field, thus making them leaders of the CofP and the educators. The ‘re-conceiving of learning’ (www.infed.org/biblio/communities_of_practice.htm, 2009:2) is constant, as development and changes in fashion means the joint enterprise is always being updated.
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On the forums there are both newcomers and experts with little and lots of fashion knowledge. Everyone who logs onto the website has the 'joint enterprise' of wanting to get the latest information on fashion trends, beauty and hair. This site definately encourages learning by practice, as it suggests different ways to do makeup etc on dedicated forums.
There is a definite hierarchy of experts, as any anonymous members (even if they know a lot) have to write on the forums; whereas those who work for Elle have personal blogs they can post on. They are considered to be those with the most power and expertise in the field, thus making them leaders of the CofP and the educators. The ‘re-conceiving of learning’ (www.infed.org/biblio/communities_of_practice.htm, 2009:2) is constant, as development and changes in fashion means the joint enterprise is always being updated.
Topic 6.4 - Is this a CofP?
I do think our NMC work is a CofP. Wenger (1998: 4) says ‘A community of practice is different from a team in that the shared learning and interest of its members are what keep it together. It is defined by knowledge rather than by task’. It is true, we all have a joint enterprise on here and people ‘participate in different ways and to different degrees’ (ibid). We are all engaging in the process of learning about NMCs though mutual interaction. However, it is organisationally led (i.e. by the university) and most of us would not be talking about NMCs if it was not a work ‘task’. On the other hand, our participation is self sustaining and all of us are keeping it together whether we find the subject matter interesting or not. What do others think?
Tuesday, 24 February 2009
Website Analysis
The website I have chosen to analyse is http://www.armyjobs.mod.uk/. This website has been created to answer any questions someone may have about joining the army.
A.) How is your chosen site structured?
This is a very complex website, however extremely easy to use. The main feature is a large photograph of an army convoy. Embedded within the website, on top of the photograph, are rich media helicopter graphics to simulate the convoy as being live. The homepage is based on a hierarchical navigation structure. If the yellow hyperlinks in the centre are clicked on, they each take you to a different page where a video can be streamed regarding the topic chosen; for example Army Life. The typeface is bold and strong, symbolising the stereotypical image of the army, and the basic colours are those seen on camouflage material.
The surrounding hyperlinks take you to related articles that are placed in a sequential structure. This is used because once you have got to the area you want, it is easier to describe what happens in the army though step by step articles; for example How do I join? http://www.armyjobs.mod.uk/howdoijoin/pages/default.aspx
B.) What is it about on a cultural level?
The ideology of the website is to promote the army as a good career choice, and through this, gain more recruits. It has been made to appeal to a mass, public audience so uses plain English and all articles and videos have positive spins on them. It is a government website therefore extreme care has been taken into how things are worded, to present the army as being a highly efficient and well skilled organisation. The website also shows the army as having a sense of community. This is apparent in the video interview with women officers: http://www.armyjobs.mod.uk/armylife/dailylife/Pages/WomenIntheArmy.aspx
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Relating the website to work we have done, Shawn P.Wilbur refers to the Internet as ‘the emancipatory discourse of cyberspace’ (An Archeology of Cyberspaces: Community, Virtuality, Mediation, Commerce, 1995). The user should feel liberated and empowered to take control of their future, and most of all feel they have the choice of numerous roles if they were to become part of the army. Stewart Brand (Lecture Notes Week 4) said: ‘Information wants to be free’. Although that refers to the gift economy on the likes of open publishing websites, it does relate to the army jobs website; those in the army want the organisation to be perceived as being as open as possible. They want to give the user large access to information, so they gain your trust and you are encouraged to join http://www.armyjobs.mod.uk/contactus/Pages/default.aspx.
There is also an interactive ‘Army Pathfinder’ a fun questionnaire that tells you your perfect job in the army. However it is possible to do the questionnaire over and over again, which links to ‘identity experimentation’. Online ‘the self is a multiple’ (Turkle, www.wired.com/wired/archieve/4.01/turkle_pr.html) and people can complete the questionnaire using a range of different characteristics or identities in order to find what they think is the ‘right’ or ‘better’ outcome.
C.) What is the appeal for you as a user?
I was initially attracted to the website through the medium of television. To promote this fairly new site, a range of television adverts have been made, showing real action footage (or so it seems) that you can only see the end of online. I was inquisitive, like a lot of our ‘information hungry’ society and logged on. I did find the website to be extremely informative and opened my eyes a little bit to what life was really like in the army. The way in which the site is structured and its easy navigation through the hyperlinks and search boxes, made me want to keep looking at various articles. I did find myself becoming extremely interested in the organisations work and although I have no interest in joining the armed forces, it made me think about whether I would like a career in the army- which is exactly the website’s aim!
A.) How is your chosen site structured?
This is a very complex website, however extremely easy to use. The main feature is a large photograph of an army convoy. Embedded within the website, on top of the photograph, are rich media helicopter graphics to simulate the convoy as being live. The homepage is based on a hierarchical navigation structure. If the yellow hyperlinks in the centre are clicked on, they each take you to a different page where a video can be streamed regarding the topic chosen; for example Army Life. The typeface is bold and strong, symbolising the stereotypical image of the army, and the basic colours are those seen on camouflage material.
The surrounding hyperlinks take you to related articles that are placed in a sequential structure. This is used because once you have got to the area you want, it is easier to describe what happens in the army though step by step articles; for example How do I join? http://www.armyjobs.mod.uk/howdoijoin/pages/default.aspx
B.) What is it about on a cultural level?
The ideology of the website is to promote the army as a good career choice, and through this, gain more recruits. It has been made to appeal to a mass, public audience so uses plain English and all articles and videos have positive spins on them. It is a government website therefore extreme care has been taken into how things are worded, to present the army as being a highly efficient and well skilled organisation. The website also shows the army as having a sense of community. This is apparent in the video interview with women officers: http://www.armyjobs.mod.uk/armylife/dailylife/Pages/WomenIntheArmy.aspx
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Relating the website to work we have done, Shawn P.Wilbur refers to the Internet as ‘the emancipatory discourse of cyberspace’ (An Archeology of Cyberspaces: Community, Virtuality, Mediation, Commerce, 1995). The user should feel liberated and empowered to take control of their future, and most of all feel they have the choice of numerous roles if they were to become part of the army. Stewart Brand (Lecture Notes Week 4) said: ‘Information wants to be free’. Although that refers to the gift economy on the likes of open publishing websites, it does relate to the army jobs website; those in the army want the organisation to be perceived as being as open as possible. They want to give the user large access to information, so they gain your trust and you are encouraged to join http://www.armyjobs.mod.uk/contactus/Pages/default.aspx.
There is also an interactive ‘Army Pathfinder’ a fun questionnaire that tells you your perfect job in the army. However it is possible to do the questionnaire over and over again, which links to ‘identity experimentation’. Online ‘the self is a multiple’ (Turkle, www.wired.com/wired/archieve/4.01/turkle_pr.html) and people can complete the questionnaire using a range of different characteristics or identities in order to find what they think is the ‘right’ or ‘better’ outcome.
C.) What is the appeal for you as a user?
I was initially attracted to the website through the medium of television. To promote this fairly new site, a range of television adverts have been made, showing real action footage (or so it seems) that you can only see the end of online. I was inquisitive, like a lot of our ‘information hungry’ society and logged on. I did find the website to be extremely informative and opened my eyes a little bit to what life was really like in the army. The way in which the site is structured and its easy navigation through the hyperlinks and search boxes, made me want to keep looking at various articles. I did find myself becoming extremely interested in the organisations work and although I have no interest in joining the armed forces, it made me think about whether I would like a career in the army- which is exactly the website’s aim!
Friday, 20 February 2009
Topic 1 Week 5: A/B - What constitutes news on the web?
There is "a shifted boundary of what constitutes news" (paragraph 9, Burnett and Marshall). Their research relates to the concept of 'we media', as audiences are now becoming the creators of news in the Web 2.0 environment. Web users are in constant search for information and its retrieval. One question I have about this is, why do we now have greater rates of reception and production? It is through the radical empowerment of people and the ability to have numerous written exchanges with millions of Internet users, or have we always had these ideas but didn't have them means to communicate them other than in localised 'Meatspace'? I would imagine it being the first, as I think society has become more media aware and thus more media active.
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News on the web is far different to that of conventional television, radio broadcasts or newspapers, because there is no 'monopolising' businesses that can take control of what news is produced- the Internet is far to decentralised. A large constitute of news on the web is 'cultural democratisation' as the net 'allows more people to become involved in discussing and debating their interests with others than ever before' (lecture notes, Week Five).
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News on the web is far different to that of conventional television, radio broadcasts or newspapers, because there is no 'monopolising' businesses that can take control of what news is produced- the Internet is far to decentralised. A large constitute of news on the web is 'cultural democratisation' as the net 'allows more people to become involved in discussing and debating their interests with others than ever before' (lecture notes, Week Five).
Topic 1 Week 5: C - D.I.Y News
Those who both create and participate in 'DIY News' sites are not necessarily part of an alternative culture but obviously have strong opinions about free and democratic expression. Although it is getting simpler, it is difficult in 'Meatspace' to voice your opinion without spending time and effort writing to newspapers or phoning radio stations (the likes of whom dominate and control a majority of media output). Whereas in the virtual world, it is easier and very quick to say what you want; it is all written down. People are more likely to voice their views on the net because of this. It will influence other Internet users to participate, meaning bit by bit communities and cultures are formed.
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George McKay who created the term 'DIY culture' defines it as "a youth centred and- directed cluster of interests and practices..." (paragraph 14, Meikle) could be considered to be cultures in their own right; all of which must have originated form someones DIY idea (because how would the cultures have been made). Therefore the contributions to DIY news online could also exist offline- if that makes sense?
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John Downing said it is "politically dissident media that offer radical alternatives to mainstream debate" (paragraph 13, Meikle). In this sense, those who are involved in DIY news can be thought of as being apart of an alternative culture, because they challenge conventional and more traditional 'Meatspace' media.
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Although very different to Indymedia, www.Twitter.com could also be seen as a DIY news site. Yes, it could also be considered a SNS, however, people publish news about themselves that they feel is newsworthy to others such as friends and family. With reference to Richard Hell's lyrics (paragraph 14, Meikle) people start off as a 'blank' online identity until they start posting messages about what they are doing. This relates back to the Week Three topic of individualism. At present, some would say Twitter is a new alternative culture. However, I think in time this too will become part of mainstream media, as not only will individuals use it, but also different media forms. For example, BBC television has used it to publish 'their news' to followers who sign up for the service.
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George McKay who created the term 'DIY culture' defines it as "a youth centred and- directed cluster of interests and practices..." (paragraph 14, Meikle) could be considered to be cultures in their own right; all of which must have originated form someones DIY idea (because how would the cultures have been made). Therefore the contributions to DIY news online could also exist offline- if that makes sense?
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John Downing said it is "politically dissident media that offer radical alternatives to mainstream debate" (paragraph 13, Meikle). In this sense, those who are involved in DIY news can be thought of as being apart of an alternative culture, because they challenge conventional and more traditional 'Meatspace' media.
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Although very different to Indymedia, www.Twitter.com could also be seen as a DIY news site. Yes, it could also be considered a SNS, however, people publish news about themselves that they feel is newsworthy to others such as friends and family. With reference to Richard Hell's lyrics (paragraph 14, Meikle) people start off as a 'blank' online identity until they start posting messages about what they are doing. This relates back to the Week Three topic of individualism. At present, some would say Twitter is a new alternative culture. However, I think in time this too will become part of mainstream media, as not only will individuals use it, but also different media forms. For example, BBC television has used it to publish 'their news' to followers who sign up for the service.
Topic 1 Week 5: D - Is open news quality news?
This is a very difficult question to answer, as what someone may think is quality news, another might not. There are many advantages and disadvantages to any arguments that could be made in relation to the quality of news. One being, if you look back to the traditional mediums of television, newspaper, radio etc it has always been thought by many (not everyone) that they deliver quality news, because at one time that was all we new and it is their business to do so. However, who can say what these mediums are publishing/broadcasting is the truth? [This could lead to a discussion about representation and mediation of reality in media products-but I won't for now!]. We have to form our own opinions on what we think is quality news, as we will never know the truth of every news story if we haven't been there to witness it firsthand.
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Transferring this question over to the Internet- the same principles apply, but news is more available in open publication. This could mean more chance for users to lie, create or alter news, but on the other hand open publication allows for more research and opportunity for 'the truth' to be published.
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This leads me to the term cyberdemocracy. Publishing 'open news' on the net requires an element of trust between users and contributors, to allow free debate on the news item. As Douglass Kellner notes 'for many users the Internet is one of the only decommodified spaces in the capitalist world' (week 5 lecture notes). By this he means it is one of the only places that society doesn't have to rely on the capitalist market. Linking this back to my point, open news means society doesn't have to rely on the large media companies to supply them with news. Although I do agree with Kellner, I do to an extent agree with the thoughts of Robins and Webster (Week 5 Lecture Notes), who suggest that New Media extends what we already have- capitalism. The more open publishing that occurs, the more competition for media companies to excel in what they do; hence 24 hour news broadcasts, SMS services, as well as developed websites.
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The Internet can be seen as a new way of making money; so although new open news sites are constantly being created, the media companies are still there battling the ever "shifting boundary of what constitutes news" (paragraph 9 Burnet and Marshall).
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After all this, I still cant give a definitive answer to my thought: How can you define quality for a universal user base? In other words, how can you pin point what is quality for something that can be seen all over the world? Any thoughts?
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Transferring this question over to the Internet- the same principles apply, but news is more available in open publication. This could mean more chance for users to lie, create or alter news, but on the other hand open publication allows for more research and opportunity for 'the truth' to be published.
XXXXX
This leads me to the term cyberdemocracy. Publishing 'open news' on the net requires an element of trust between users and contributors, to allow free debate on the news item. As Douglass Kellner notes 'for many users the Internet is one of the only decommodified spaces in the capitalist world' (week 5 lecture notes). By this he means it is one of the only places that society doesn't have to rely on the capitalist market. Linking this back to my point, open news means society doesn't have to rely on the large media companies to supply them with news. Although I do agree with Kellner, I do to an extent agree with the thoughts of Robins and Webster (Week 5 Lecture Notes), who suggest that New Media extends what we already have- capitalism. The more open publishing that occurs, the more competition for media companies to excel in what they do; hence 24 hour news broadcasts, SMS services, as well as developed websites.
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The Internet can be seen as a new way of making money; so although new open news sites are constantly being created, the media companies are still there battling the ever "shifting boundary of what constitutes news" (paragraph 9 Burnet and Marshall).
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After all this, I still cant give a definitive answer to my thought: How can you define quality for a universal user base? In other words, how can you pin point what is quality for something that can be seen all over the world? Any thoughts?
Topic 1 Week 5: E
My initial thoughts about this question can open news ever be completely open? was about the amount of control both users and website owners have over content. I think open news always has had and needed even the smallest restrictions, so that no offensive material can be published such as anything racially discriminative, criminal, rude, or even anything plagiarised (which can be hard to do). However, I do think that this varies depending on the nature of the website.
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People will always take different roles in collaborating and communications democracy whether it be voicing various sides of an argument/discussion, to uploading photos and videos. There are different ways of collaborating; businesses would probably write for example, more formally than the average user would. The you will get the 'lurkers' like we discussed last week, who do not contribute bar raising website hits.
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People will always take different roles in collaborating and communications democracy whether it be voicing various sides of an argument/discussion, to uploading photos and videos. There are different ways of collaborating; businesses would probably write for example, more formally than the average user would. The you will get the 'lurkers' like we discussed last week, who do not contribute bar raising website hits.
Topic 1 Week 5: Meikle F
In a way, the Internet has already facilitated new types of media institution such as P2P, blogging and SNS that were previously impossible. 'The Digital Superhighway' has created user generated and filtered content and a cybersociety that relies on the technology as part of their 'everyday'. With the involvement of those already using open publishing, developers will push the boundaries of the net to create 'a new, more plural, news environment' (paragraph 20, Meikle).
Friday, 13 February 2009
Topic 1 Week 4: Empowering/Disempowering pp.174 Lister et al
On first thought, the Internet is very empowering. It is you the user who decides where you go and what you do online. This relates to one of my posts last week as it again involves the element of choice- as choice is empowering for an individual.
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The need for group belonging is natural for humans - if anyone says they are happier by feeling alone, they are more than likely lying! It is our instinct to feel wanted, so when people get involved in online communities, bit by bit they will gradually feel acceptance. On the other hand, even if the individual does feel accepted, it does not necessarily mean that they are or feel empowered.
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Looking at social networking sites, individuals go on them for many different reasons e.g. to express themselves, create an identity for themselves, to feel accepted by other users, or to simply communicate with friends and family. I think that some parts of social networking sites are empowering and some disempowering. We have all discussed in previous weeks about identity formation, experimentation and the ability to control your own space-all of which I think are very empowering. However, by joining these sites in a strange way it is slightly disempowering. As so many people use the likes of Facebook, MySpace etc it is like more and more are succumbing to the need and social pressure to join these sites. Maybe it is to be as involved and apart of a community as everyone else. This then meaning a sense of individuality is lost. Then again individuals choose to join, and you can express your individuality on these sites- it is a very complicated idea but I hope you understand what I am trying to get at!!
What do others think?
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The need for group belonging is natural for humans - if anyone says they are happier by feeling alone, they are more than likely lying! It is our instinct to feel wanted, so when people get involved in online communities, bit by bit they will gradually feel acceptance. On the other hand, even if the individual does feel accepted, it does not necessarily mean that they are or feel empowered.
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Looking at social networking sites, individuals go on them for many different reasons e.g. to express themselves, create an identity for themselves, to feel accepted by other users, or to simply communicate with friends and family. I think that some parts of social networking sites are empowering and some disempowering. We have all discussed in previous weeks about identity formation, experimentation and the ability to control your own space-all of which I think are very empowering. However, by joining these sites in a strange way it is slightly disempowering. As so many people use the likes of Facebook, MySpace etc it is like more and more are succumbing to the need and social pressure to join these sites. Maybe it is to be as involved and apart of a community as everyone else. This then meaning a sense of individuality is lost. Then again individuals choose to join, and you can express your individuality on these sites- it is a very complicated idea but I hope you understand what I am trying to get at!!
What do others think?
Topic 1 Week 4: Networks as Public Spheres pp.177-178
b). "The age of the public sphere as face to face talk is clearly over ..."(Poster, 1997: 220). This is the first limitation- that in 'real life' face to face is the most abundant (and most taken for granted) form of communication. Although there is now the ability to IM using web cams, watch videos and look at pictures, a vast majority of net content is still in text format. XXXXX
Interaction relies on all individuals being actively engaged, otherwise no discussion would take place. The net as a 'public sphere' can also include the media/press. As Lister indicates, journalism has now branched out onto the Internet, and is increasing. There is no limitation on journalists picking up on interesting posts, news feeds, forums and gossip and turning it into (what they consider) to be a newsworthy story. Unlike in 'real' community, the public get a greater chance to interact with those who create the media, whether they be a journalist who works for the press or an individual who lives thousands of miles away. It creates an open platform for discussion that probably would not happen in 'real' community.
Interaction relies on all individuals being actively engaged, otherwise no discussion would take place. The net as a 'public sphere' can also include the media/press. As Lister indicates, journalism has now branched out onto the Internet, and is increasing. There is no limitation on journalists picking up on interesting posts, news feeds, forums and gossip and turning it into (what they consider) to be a newsworthy story. Unlike in 'real' community, the public get a greater chance to interact with those who create the media, whether they be a journalist who works for the press or an individual who lives thousands of miles away. It creates an open platform for discussion that probably would not happen in 'real' community.
Topic 1 Week 4: Junk and Jerks/ Producers of Culture
c). It has only been in more recent years we have come to understand what dangerous material is lurking on the Internet. The prominence of it is strong, because most people now have to use anti virus, spam software and firewalls to keep their computers and personal information protected from those who produce and disperse the material.
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Ironically, the reason why they exist is due to the great amount of freedom the Internet has to offer us. Therefore, it highlights a darker side to the net where freedom is not so positive. It has catalysed the creation of many online communities of people exchanging information on the latest viruses and how to stop/fix them. They also give software and computer companies a lot more business selling protection software! All these little communities add up to one big Internet user community, fighting back against Junk & Jerks (Kollock).
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d). The possibilities are almost endless for net users to become producers of culture. Although response to media by users is still extremely high, it is now developing the more the Internet does (e.g. video replies to other videos on YouTube). The more active an audience, the more they want to get involved. Users can now create their own content from scratch and use it for whatever they wish. It makes me wonder, if we can do all this now, what will we be able to do in ten years or so? Will there be any powerful media conglomerates and companies left, or will the Internet be completely taken over as one huge public sphere of user-generated content where there is no control of what is produced? It is similar to what is currently being asked about the film industry; as more people create their own films, will we one day see the demise of Hollywood? Scary stuff!
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Ironically, the reason why they exist is due to the great amount of freedom the Internet has to offer us. Therefore, it highlights a darker side to the net where freedom is not so positive. It has catalysed the creation of many online communities of people exchanging information on the latest viruses and how to stop/fix them. They also give software and computer companies a lot more business selling protection software! All these little communities add up to one big Internet user community, fighting back against Junk & Jerks (Kollock).
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d). The possibilities are almost endless for net users to become producers of culture. Although response to media by users is still extremely high, it is now developing the more the Internet does (e.g. video replies to other videos on YouTube). The more active an audience, the more they want to get involved. Users can now create their own content from scratch and use it for whatever they wish. It makes me wonder, if we can do all this now, what will we be able to do in ten years or so? Will there be any powerful media conglomerates and companies left, or will the Internet be completely taken over as one huge public sphere of user-generated content where there is no control of what is produced? It is similar to what is currently being asked about the film industry; as more people create their own films, will we one day see the demise of Hollywood? Scary stuff!
Week 4: Theories of Community
I have had a read through of the online lecture material, and so I thought I'd start off by mentioning Levy's idea that 'old' community is restricted...whereas the Internet frees us from restrictions of space and time. The Internet is a place with no social boundaries, where people can choose what cyberspace they engage in. 'Real' community, I do agree is confined to place.
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Without the social interactions in the 'real', our communication could not be transferred into online web 2.0 communities because we would not have the skills to know how to communicate properly with others. The Internet could be seen as an extension of social interactions from the real world into the virtual.
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Willson argues against the goodness of virtual community as it 'disconnects the individual from the embodied interactions of their environment' and they can experiment. Whereas offline, 'we commit to real communities'. I do understand her thinking, but can't it also be said that our 'real' communities can be optional too? For example- us at university; we have chosen to involve ourselves in this higher education community. At first it was an experiment compared to other communities we had been used to previously. Therefore, I do think Willson's theory to be a little to dramatic in its reasoning!
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The problem with some of the theories of community, is that they have to separate the Internet from 'old' or 'real' community. In reality there are two communication worlds- the everyday living and the virtual online. I am not suggesting everyone thinks of them as one because they are obviously not, but the Internet is not new anymore it is just updated. People need to understand that what was once a hyperreality, has now become part of our reality (I think it is very similar to the hyperreality term used by postmodernist Baudrillard).
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Without the social interactions in the 'real', our communication could not be transferred into online web 2.0 communities because we would not have the skills to know how to communicate properly with others. The Internet could be seen as an extension of social interactions from the real world into the virtual.
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Willson argues against the goodness of virtual community as it 'disconnects the individual from the embodied interactions of their environment' and they can experiment. Whereas offline, 'we commit to real communities'. I do understand her thinking, but can't it also be said that our 'real' communities can be optional too? For example- us at university; we have chosen to involve ourselves in this higher education community. At first it was an experiment compared to other communities we had been used to previously. Therefore, I do think Willson's theory to be a little to dramatic in its reasoning!
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The problem with some of the theories of community, is that they have to separate the Internet from 'old' or 'real' community. In reality there are two communication worlds- the everyday living and the virtual online. I am not suggesting everyone thinks of them as one because they are obviously not, but the Internet is not new anymore it is just updated. People need to understand that what was once a hyperreality, has now become part of our reality (I think it is very similar to the hyperreality term used by postmodernist Baudrillard).
Friday, 6 February 2009
Topic 3.2) Week 3: Web Forum Analysis
http://digg.com/movies/Amazing_Cast_of_Tina_Fey_Downey_Stiller_On_Master_Mind
I chose a forum on the website digg.com for this analysis. I came across a discussion an article named Trio in Talks for 'Master Mind' in the entertainment section.
Expression:
People use screen names from the simple likes of jcroweall7 to the weird SaladCactusKing- some with and without profile pictures to go with them. Very little people have photographs of themselves (or what you think is them). A majority just have cartoon pictures. Digg is a very laid back site and will publish even controversial comments about a post. People tend to say what they think, but it is obvious some say things to provoke a response. Why is this? Is it because this is an argumentative cyber-identity they want to create or is it simply a reflection of their real personailty and is something they would say in real life?
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Interaction:
People interact in a slightly more advanced way than on Blogger. You can post a reply back or give it a thumbs up or down by clicking on an icon. You can also choose to 'digg' an article i.e. show to other users you found it interesting. People present themselves to others in a very 'chatty' manner- like in a normal conversation you would have with a friend. Most comments are stated rather than users posing questions to others. It doesn't seem the place where you would meet up with or make online friends as analysis of the topic within responses is very limited.
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What kind of people are they?:
It is difficult to say, but you do get an idea about the type of people they are based on assumptions and stereotyping related to their screen names, pictures, the style of writing and the types of stories they 'digg'. Stereotyping is wrong I know, but because you cannot see the person you do instinctively begin to see 'screen/online stereotypes'- which you base on mainly personality traits, rather than stereotypes in the real world that involve a number of influences e.g. looks.
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Site Structure:
Again, very simple green and white are the basic colours with only the odd picture or advert here and there. This is probably so that users are more focused on the forum conversations and are therefore more likely to get involved, rather than browsing at pictures.
I chose a forum on the website digg.com for this analysis. I came across a discussion an article named Trio in Talks for 'Master Mind' in the entertainment section.
Expression:
People use screen names from the simple likes of jcroweall7 to the weird SaladCactusKing- some with and without profile pictures to go with them. Very little people have photographs of themselves (or what you think is them). A majority just have cartoon pictures. Digg is a very laid back site and will publish even controversial comments about a post. People tend to say what they think, but it is obvious some say things to provoke a response. Why is this? Is it because this is an argumentative cyber-identity they want to create or is it simply a reflection of their real personailty and is something they would say in real life?
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Interaction:
People interact in a slightly more advanced way than on Blogger. You can post a reply back or give it a thumbs up or down by clicking on an icon. You can also choose to 'digg' an article i.e. show to other users you found it interesting. People present themselves to others in a very 'chatty' manner- like in a normal conversation you would have with a friend. Most comments are stated rather than users posing questions to others. It doesn't seem the place where you would meet up with or make online friends as analysis of the topic within responses is very limited.
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What kind of people are they?:
It is difficult to say, but you do get an idea about the type of people they are based on assumptions and stereotyping related to their screen names, pictures, the style of writing and the types of stories they 'digg'. Stereotyping is wrong I know, but because you cannot see the person you do instinctively begin to see 'screen/online stereotypes'- which you base on mainly personality traits, rather than stereotypes in the real world that involve a number of influences e.g. looks.
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Site Structure:
Again, very simple green and white are the basic colours with only the odd picture or advert here and there. This is probably so that users are more focused on the forum conversations and are therefore more likely to get involved, rather than browsing at pictures.
Topic 1 Week 3: Online Indentity Continued...
d) Analysing both paradigms on page 168 I do agree with parts of both. Cyberidentities are like an extension of an already existing social reality, because we wouldn't know how to communicate with each other (if that makes sense?!) However, it can be a retreat from social reality- a kind of escapism. In Turkel's reading it gives the case study of Doug a college junior. He mentions how he has different characters, all with different characteristics. All of these are, I would imagine, completely different to what he is like in real life- hence me leaning towards the idea that cyberidenitities are more of an escapism than extension of reality. What do others think?
e) Online relationships aren't the same as offline ones-especially if you don't know the person you are communicating with. Exceptions are the likes of Facebook and MSN etc because you tend to have communicated in real life first. In Turkel's reading, a man called Stewart said "...within a week you feel like you've been friends forever...". I think relationships can be built quicker on the net, because if you are in the same chat room, using the same MUDs or MOOs then there is already a common interest there.
e) Online relationships aren't the same as offline ones-especially if you don't know the person you are communicating with. Exceptions are the likes of Facebook and MSN etc because you tend to have communicated in real life first. In Turkel's reading, a man called Stewart said "...within a week you feel like you've been friends forever...". I think relationships can be built quicker on the net, because if you are in the same chat room, using the same MUDs or MOOs then there is already a common interest there.
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