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A Social Web, A Social World
| Date post: | 15-Jan-2015 |
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A Social Web, A Social World
I
a social web
TB-L’s original vision
The original thing I wanted to do was to make
it a collaborative medium, a place where we (could) all meet and read and write.
http://www.digitaldivide.net/articles/view.php?ArticleID=20
1985: Born — Internet 2 years old; Nintendo release 'Super Mario Brothers'
1990: Start primary school — WWW being conceived
1992: 7 years old — first SMS message sent
1995: Amazon, eBay founded
1996: Heading towards secondary school — Hotmail launched;
pay-as-you-go mobile tariffs; instant messaging
1998: Teenage years — Google founded
1999: Studying for GCSEs — Napster; Blogger
2001: Wikipedia; iPod
2002: Studying for A Levels — social-networking services appear
2003: University — Skype
2005: Graduation approaches — YouTube
John Naughton: http://oscal.files.wordpress.com/2007/05/lecture-text.pdfSee also: http://www.preoccupations.org/2007/05/making_the_poin.html
http://www.technologyreview.com/TR35/
There’s much more to social software than
Facebook …
Slide courtesy of Bradley Horowitz, Yahoo! (http://tinyurl.com/3cjgpp; pdf)
Slide courtesy of Bradley Horowitz, Yahoo! (http://tinyurl.com/3cjgpp; pdf)
www.slideshare.net/jyri/microblogging-tiny-social-objects-on-the-future-of-participatory-media, Jyri Engeström, 2007.
www.slideshare.net/jyri/microblogging-tiny-social-objects-on-the-future-of-participatory-media
, Jyri Engeström, 2007.
Amazon: http://tinyurl.com/2lxfye
The Internet as a technology teaches
us one value more deeply than any
other: the joy of being connected.
David Weinberger
http://www.hyperorg.com/blogger/mtarchive/000473.html
Evidence is mounting that younger people don’t
think of the Internet as a collection of content that
other people produce for them to consume ...
[they] think about it as a dynamic, emergent &
peer-produced repository to which they’re eager to
contribute …
Andrew McAfee (June, 2007)
http://blog.hbs.edu/faculty/amcafee/index.php/faculty_amcafee_v3/never_email_anyone_over_30/
www.flickr.com/photos/lynetter/156714082/in/set-72057594139269787
II
the social web and education
http://thegordonschools.typepad.co.uk/ratemymates/
http://del.icio.us/Preoccupations/scholarship
… and you can do much of this in Facebook
… how intrinsic the use of Facebook is today among
younger scholars - grad students & junior faculty - in
their scholarship & teaching. Facebook, for now, is often
the place where they work, collaborate, share & plan …
O'Reilly Radar: Working in Facebook (2007)
http://radar.oreilly.com/archives/2007/07/working_in_face.html
http://www.facebook.com/group.php?gid=2463880684
http://www.myspace.com/edexcelresults
III
employment
Thomas Vander Wal’s slide, from a talk given at St Paul’s: www.slideshare.net/vanderwal/going-social
Thomas Vander Wal’s slide, from a talk given at St Paul’s: www.slideshare.net/vanderwal/going-social
Algis Leveckis, co-CEO of QuestG:
A generation of people is coming to the office and
saying, ‘You expect me to use this?’
(from the FT article cited by Thomas Vander Wal, available online at http://tinyurl.com/2nefeh)
IV
SPS
the 4ths
Autumn Term
• ICT at school, home ... mobile
• Internet & web: key figures and events
• Reading the social web: browsers, RSS and search
• Communicating & collaborating, on- and off-line I: Office(s);
webmail, IM, chat, VoIP
Spring Term
• Communicating & collaborating, on- and off-line II:
blogs & wikis
video- and photo-sharing
social bookmarking and tagging
maps
Summer Term
• Responsibility and Identity
Wikipedia (critical reading, responsible writing)
Social software (privacy, safety, digital identity)
• The Law:
copyright (links, permissions, problems);
music (file-sharing, DRM);
defamation and abuse (rights and responsibilities)
• Games
• Virtual Worlds
assemblies & elsewhere …an open office
Persistence
Searchability
Replicability
Invisible audience
Mirroring
Magnification
Mediated spaces
Mediated publics are here to stay; yet they are complicating many aspects of daily life. The role of
an educator is not to condemn or dismiss youth practices, but to help youth understand how their
practices fit into a broader societal context. These are exciting times; embracing societal change and
influencing the norms can only help everyone involved.
danah boyd: http://tinyurl.com/2zad37
from http://meish.org/2007/08/16/facebook-and-the-perils-of-prodigious-sociability/
from http://meish.org/2007/08/16/facebook-and-the-perils-of-prodigious-sociability/
http://www.facebook.com/networks/?nk=50432225
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=998565
the “nothing to hide” argument stems
from a faulty premise
that privacy is about hiding a wrong
We can't solve every potential privacy issue on the web
or in real life. But we can and do use technology to
empower people to make their own choices about the
availability of their information.
Chris Kelly, Chief Privacy Officer, Facebook
http://tinyurl.com/yr5vto
“BBC Two’s Newsnight commissioned an artist to paint this version of a photo showing Conservative leader David Cameron (back row, second left) while a member of the Bullingdon Club, an elite Oxford dining group. The photo can no longer be published.” BBC News
The Daily Telegraph has the original, online, here.
http://preoccupations.tumblr.com/post/5508106
http://mildlydiverting.blogspot.com/2007/07/facebook-aga-anti-gay-alliance.html
going forward
http://www.netcaucus.org/events/2007/youth/video.shtml
More than most, educators are well positioned to directly engage youth about their networked practices. They can posit moral conundrums, show how mediated publics differ from unmediated ones, invite youth to consider the potential consequences of their actions, and otherwise educate through conversation instead of the assertion of power. …
Internet safety is on the tip of most educators’ tongues, but much of what needs to be discussed goes beyond safety. It is about setting norms and considering how different actions will be interpreted. It’s important to approach this conversation with an open mind and without condescension because, often, there are no right or wrong answers.
danah boyd
http://kt.flexiblelearning.net.au/tkt2007/?page_id=28
• Create a public identity
• Expect unexpected audiences
• Write comments as if you were writing on your own
blog
• Treat video and audio just like text
www.slideshare.net/Preoccupations
www.preoccupations.org
