Week 9/10 - How does it differ from web 3.0?

Both the semantic web and web 3.0 are looking at ‘personalising’ the web so it allows for a more individual browsing experience in order to make information more accessible for the users through their preferences, as opposed to everyone experiencing the same hyperlinks (Web 2.0) through a process of integration. The World Wide Web has developed through web 1.0, web 2.0 and as I type, it is advancing to web 3.0. This identifies the constant developments of technology; some may say an inevitable change. Web 2.0 focuses on interaction where web 3.0 is taking this further. This is where it differs from semantic web because semantic web is a separate development. Is it fair to say that semantic web is enabled because of the internet, but isn’t a direct or ongoing advancement. We could link this to the notion of open architecture, there is something which is still being built outwards and upwards, but semantic web is like building something extra, like a conservatory- something that is added to make the house better and you could even say more accessible.

Week 9/10 - What is the 'Semantic Web'?

The semantic web is the notion that computer applications will ‘learn’ to accommodate users through “data integration, knowledge representation and analysis, cataloguing services, improving search algorithms and methods, social networks, etc.” (http://www.w3.org/2001/sw/SW-FAQ) In terms of hyperlinks (web 2.0) these won’t be apparent in that there will be more of an integration to make an easier way of using the internet and linking pages and site. Accessing information and using the internet will be more efficient for new technology users. Semantic web runs along with the developments of the internet as a separate part of the internet to increase and improve access of the internet for the next generation.

Week 9/10 - Tailoring education for cultural and preferences...

Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?

It’s quite empowering to think that society now have the chance to mould education to fit around our own preferences through the developments of technology, an example of social-determinism.
However although this can be seen as a positive happening, when it comes to education, could it be seen as though computers are replacing the fact that students needed to be ‘stretched’ within their studies. Using new media is to me seen as a compromise of two separate elements and although arguably has a success rate, is it deferring away from traditional elements of education. By neglecting these traditional aspects of education I think is neglecting valuable skills which are attained through the interaction of students IRL situations therefore practical work is being missed out on. There needs to be a high amount of maintained motivation because “those with low motivation may fall behind.” (see link)

However, everything in society has its disadvantages. So going back to the ‘empowerment’ the internet gives us, it does give the majority of people (providing they have internet access) the chance to learn, as it works to diminish geographical issues. There are potential problems, but society is aware of these, and what doesn’t have potential threats?

http://www.newman.ac.uk/Students_Websites/~m.m.friel/dis.htm

Week 9/10 - What difference would this make to a digital divide - B

The internet has enabled for people to be connected all over the world which we’ve looked into the over the last few weeks of blogging, i.e. online learning, virtual communities, online relationships etc. yet when we look at Wenger’s Community of Practice, the digital divide disable from everyone being part of an online community if they have limited or no access at all. This is just as applicable to the factor of online learning from a global perspective. In the journal I looked at in the a) section of this question, by Newholm, T et al, they proposed 4 different types of community in terms of their ICT skills being taught in a community – Learning community, Excluded community, Individuated society, elsewhere concerned. These four types all differ in the amount of time and access they have to a learning community, and Brady would describe ‘elsewhere concerned’ as having bigger problems that getting connected to the internet. Therefore is this diminishing and dividing the digital divide further by neglecting those without access.
In terms of online communities too, as the number of internet users is increasing, Davies and Crabtree would argue the internet is becoming ‘more local’, (2004) and research has been undertaken to show that technology is also coming to communities as well as communities going global. Now although this shows globally how societies are able to advance, there is still nothing accommodating the digital divide. Communities of Practice are still not available to everyone globally because of access issues, and digital immigrants wouldn’t be able to teach digital natives through video games for the same reasons. An advantage of online communities is that they connect people with similar cultural views, interests in a wide range of factors globally, but the digital divide still restricts this notion is fulfilling its extent within online community.

http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fnms.sagepub.com%2Fcgi%2Freprint%2F10%2F3%2F413.pdf%3Fxdata%3D212219220116&ts=1237983344198&cs=4202479868&userName=5845157.ipdirect&emCondId=5845157&articleID=36937180&yevoID=2261717&titleID=144954&referer=1&remoteAddr=212.219.220.116&hostType=PRO

Week 9/10 - What difference would this make to a digital divide - A

a) To socioeconomically related access issues within a society?

With everything rapidly going online it has to be asked what will happen to the ‘digital divide’ and will it get wider. In terms of ‘lower income families’ not affording internet access, there are arguments to say that there are ways around this ‘divide’, Brady (2000) would say that “even lower income families could find a way to get wired if they viewed it as a high enough priority.” However, in counter argument this could be seen as a view from someone who does have new media access, and therefore takes it for granted possibly?

“Of those over 65 years of age, only 7% have ever accessed the internet. Of the poorest 10% of the United Kingdom's population, only 12% have ever accessed the internet.” (Wong) the validity of this quote may be questioned, (it was taken out of a different context – one regarding internet and health) but I think the percentages do highlights how the internet can be seen as marginalising parts of the digital divide.

However, could it still be said that these ‘marginalised’ divides don’t necessarily want to use the internet… as we’ve all looked into ‘digital immigrants’ it was found commonly that older generations didn’t want to access the internet, but with society being constantly directed towards using the internet as an internet alternative, will people be able to neglect the internet for much longer? Will they succumb to an online world and become adapted to technology, or will the digital divide become even more so divided?

Should techno-determinism take hold again and accommodate the internet minorities who are unable to access the internet as apposed to society determining technology for the majority?

http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fnms.sagepub.com%2Fcgi%2Freprint%2F10%2F2%2F295.pdf%3Fxdata 3D212219220116&ts=1237984389663&cs=693993184&userName=5845157.ipdirect&emCondId=5845157&articleID=36253616&yevoID=2224839&titleID=144954&referer=1&remoteAddr=212.219.220.116&hostType=PRO
http://www.bmj.com/cgi/content/full/328/7449/1200-b (Wong)

Week 9/10 - How might Wenger's notions on practice communities relate to Prensky's on education?

Both Wenger and Prensky notions relate to each other in the sense that both ideas are promoting online learning. They both also relate to the fact that there is a ‘teacher’ and then ‘students’, maybe more so Prensky but Wenger still maintains there is a hierarchy of knowledge to some extent. There is also the factor that within these two concepts where education is becoming more relatable to students because it’s trying to educate in a way that is enjoyable, therefore creating educational strategies to accommodate and relate to students in the most effective way.

However, is education supposed to link in with enjoyable social activities? Although online learning has many advantages, if merged with social activities will the difference between education and socialisation become fused and objectives clouded?

This may be clutching at straws, but could socio-determinism also be a factor that relates to both Prensky and Wenger’s notions? Socio-determinism allows for Communities of Practice to exist online as it isn’t determined by a higher company or organisation. Furthermore, the notion of digital natives and immigrants wouldn’t be as apparent if as a society, the younger generations weren’t shaping technologies in ways to accommodate themselves.

However, with Prensky’s notion in mind, how easy is it to teach ‘digital natives’ if the teachers aren’t up to date on what they are using to aid their teaching?

Week 9 - Experiences of a fictional technophile student in 2020

My fictional technophile student is Steve –

Steve wakes up reaches over to grab his ‘iEducation’ (this is completely made up, but I’m sure there will be some kind of device made my apple to educate society by 2020) as the lecture and seminar tasks have just come online for this week. It’s Monday morning, which means that there has to be a meeting Monday afternoon for students in their course modules with their tutors. University education has a government rule that students have to have some kind of interaction for 30 minutes every week with their tutor. Steve however has a ‘iEducation’ and can virtually hold these meeting through this application, because he’s a technophile. Steve can then spend the rest of the week completing the tasks and posting them through the internet to be marked.

This may seem like a far fetched account, but over the next ten years I think produserism and social determinism will shape technology in order for education to be completed in a different ways. It may not be as extreme but technophiles will have first hand technology and will rely on this to go about their everyday lives. The upgrade culture does not show any signs of slowing down and I think the factor of online learning and the convenience of it all will keep advancing within society.

Week 9 - Some daily frustrations of a neo-luddite at University.

My fictional neo-luddite is called Sophie …

After waiting around for 20 minutes on her own for a print out of her timetable, Sophie went off to her first seminar. Unlike everyone else, Sophie couldn’t access her timetable online because she didn’t know how to. As she walked through campus she heard groups of people laughing and joking about new photos and applications on Facebook, she didn’t have an account so didn’t know what they were talking about and couldn’t join in. Once in her seminar room, Sophie was relieved there weren’t any computers – at least she wouldn’t have to ask for constant help on how to log on etc. once the introduction to the module started, 50% was an essay, the other 50% was a group presentation. As she confessed to her new group that she wasn’t very computer literate, everyone was shocked to learn she didn’t have one at home. Moreover, when it came time to swap numbers and Facebook names, how embarrassing was it when Sophie had to explain she didn’t own a mobile. Therefore, the group decided to have a meeting the following Wednesday at 12….
Wednesday at 12 – Sophie waited for an hour but no one turned up. She had to wait until the next week’s seminar to find out that the two other people in her group couldn’t make the meeting due to certain situations.

This is only a brief look at certain situations a neo-luddite could face. It also highlights a few of the elements of university that we take for granted when having to access information etc.

Week 9 - Someone who threatens the notion of Digital Immigration...

A family friend of mine is 35 years old (Bill) – therefore Prensky would describe him as a ‘Digital Immigrant.’ I am 20 years old - therefore I would be described by Prensky as a ‘Digital Native.’ However Bill has more technological knowledge and capabilities than me. He also has a need for technology more than me, for example the minute the iPhone was available, he had one. That’s not to say I wouldn’t want one, but the ‘newest’ technology isn’t something I would say I keep religiously up to date with, unlike Bill.

Therefore, Prensky’s opposite notions have been swapped around in terms of defining Bill and I, and surely this isn’t just an odd example. When it comes to Prensky’s definitions, was he too specific? And also too prominent in expecting ‘digital natives’ to immediately be technology whizz’s? as I’ve previously mentioned in last week’s blogs, maybe it doesn’t matter what age you are in terms of being able to grasp technological concepts, but older generations will always be aware of the fact they are being influenced therefore will be more conscious to resist?

Week 9 - The Youngest Digital Immigrant

The youngest digital immigrant is my Auntie, who is 28 years old. I have a large family with a lot of younger cousins who are constantly nudging her to get up to date with technology, but unlike other trying to learn the ‘new technology language’ my auntie refuses to learn it and uses more traditional means of communicating, gaining information etc. She still does her banking in meat space, if she wants to book a holiday – she’ll go into a travel agent, her job doesn’t need a computer as she’s a hair-dresser. Recently she bought her first mobile phone, but only so she can contact her kids when she’s out and a about, or visa versa. She only knows how to make and receive calls though, and hasn’t got a clue how to text.

How long will she be able to keep using traditional methods to go about her daily life, will technology soon take over completely and stop her from doing so?

Week 9 - The Oldest Digital Native

The oldest digital native I know is one of my friends from home, who goes to another University. They solely depend upon the internet to go about their daily lives; they use text messages and Facebook to interact more than they do it real life and use their laptop to make notes within a lecture. I think that my friend would fit into Prensky’s definition because the internet is her main source of information; she neglects other forms of information orientated media unless she really has to.

Prensky’s definitions are solely based on age, which isn’t applicable to everyone. Although not classed as a digital native, my granddad who is nearly 80 can text on a mobile just as quick as I can, and also uses the internet a considerable amount. He would quite possibly use the internet before going for print based media to find something out because it is just as convenient for him to look on the internet, as it is for digital natives.

Week 9 - Should education stretch a person?

Education should stretch a person, in the sense that it fulfils their potential. The reasons for education (in my opinion) are to provide goals for students to work hard to reach and or excel within their areas of study. Education is all about challenging individuals to reach their educational potential and to be prepared for life once they have gained their qualifications. The question that I ask here is, can new media accomplish this criterion for education? I see that social-determinism is playing a large role here in shaping what technology offers us. Therefore, is new media allowing us to learn in a way accommodated to our wants, rather than ‘stretching’ us in a way that education needs. By referring back to Prensky’s notion on teaching Digital Natives through video games, isn’t this merging two different factors in society together, i.e. education and out of school activities. Shouldn’t there be a clear distinction between these two factors so that students can learn to easily recognise the difference? If they are merged together I think it could possibly diverge away from what is expected from students as they become less aware they are learning and more complacent with playing video games.

Week 8 - Harvard Style Academic Article Links.

Website 1 - Cheong, P (2008) “Investigating Internet use and Problem Solving behaviours of Young Adults in Singapore.” The Young and The Techless? Vol 10. http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fnms.sagepub.com%2Fcgi%2Freprint%2F10%2F5%2F771.pdf%3Fxdata%3D212219220116&ts=1236717425304&cs=3641694702&userName=5845157.ipdirect&emCondId=5845157&articleID=38393175&yevoID=2347498&titleID=144954&referer=1&remoteAddr=212.219.220.116&hostType=PRO [09/03/09]

Website 2 - Livingstone, S. Bovill, M (2000) “Young people, New Media.” http://www.mediacultureonline.de/fileadmin/bibliothek/livingstone_young_people/livingstone_young_people.pdf [09/03/09]

Website 3 - Ito, M (No Date) “Mobile communications: Re-negotiation of the Social Sphere.”
Mobile Phones, Japanese Youth, and the Re-Placement of Social Contact http://www.itofisher.com/mito/archives/mobileyouth.pdf [10/03/09]

Website 4 - Livingstone, S. (2003) “Children’s Use of the Internet: Reflections on the Emerging Research Agenda.” New Media and Society. Vol 5. Page 146 – 166. http://nms.sagepub.com/cgi/reprint/5/2/147 [10/03/09]

Website 5 - Anonymous (2008) “New Media Age” Page 10. http://proquest.umi.com/pqdweb?index=36&did=1488064121&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1236704336&clientId=57096 [10/03/09]

Week 8 - Abstract 5

Although a short article, this article gives researched statistics implying the growing disinterest of young people and the news. From this article the internet and mobiles could be seen as distracting young people away from using new technology to source information, and possibly with the large variety of social aspects etc on the internet, neglecting finding out world wide issues. However, television is still a top source of gaining news, but how long will this stay like this for?

Week 8 - Abstract 4

The article highlights the risks with the ever advancing internet, and how the advancements are playing a larger role in the lives of young children more than ever.
Studies show that in the U.K double the amount 7-16 year old use the internet compared to the populations of adults. (Wigley and Clarke 2000) Therefore the risks within the internet are expanding, and more likely to affect the young users of this new media. Thus, the article highlights factors of identity, communication, interaction and participation within the internet, and also the digital divide of the internet.

Week 8 - Abstract 3

This journal specifically looks at the impact of mobile phones in different areas of society, e.g. – “home, classroom, public spaces… space of peer connectivity enabled my mobile phones.” It has been high-lighted that there are a variety of cross-cultural likenesses when it comes to using mobile phones. With the author looking at Japanese culture specifically it demonstrates where the ‘Upgrade Culture’ rapidly exists within the world. With interviews with how the population of youth use their mobile phones, ‘even in lessons’ show how this type of technology has become a large important factor of youth’s everyday life and how they adapt this technology to meet their every day needs. There is also the element of connecting people in different places, therefore meeting the need of the geographically immobile, which enhances the convergence of different elements within technology to help advance society technologically.

Week 8 - Abstract 2

This journal looks at children and the effects of new media in general on young people and how the different media has different effects. It highlights how young people adapt themselves to the uses of the different types of media by taking each medium separately with occasional reference to digital divides among British families. By looking at the different types of media and effects enables the author to pinpoint different ‘characteristics’ that come from the new media, and how they effect different areas of social lives, enhancing the impact of new media on society.

Week 8 - Abstract 1

The author here is looking at the fact that “digital natives” like everyone else gain their technological understanding through practice, specifically to research done in Singapore with reference to the digital divide. The article’s finding questions the ideology of young people being so technologically advanced, without the influence of socio/demo/psycho-graphic influences. The article identifies that there may be secondary digital divides playing a role.

Week 8 - Websites used for Task 3

1 - http://feedraider.com/item/4288852/Connectivism-Blog/Digital-natives-and-immigrants-A-concept-beyond-its-best-before-date/

2 - http://technologysource.org/article/digital_natives_digital_immigrants/


3 - http://net.educause.edu/ir/library/pdf/EQM0627.pdf

4 - http://www.latrobe.edu.au/news/articles/2009/opinion/are-digital-natives-a-myth

5 - http://www.marcprensky.com/writing/Prensky-The_Emerging_Online_Life_of_the_Digital_Native-03.pdf

Week 8 - Task 1 - What is Digital Immigration?

Digital immigration is the notion that “previous generations” aren’t technologically able in the sense that they haven’t been brought up surrounded by new media, therefore new media hasn’t shaped their lives. Mark Prensky constructed this concept, and it’s conflicting notion ‘Digital Natives’, which refers to newer generations and the fact they have been surrounded by technology since they’ve been born. Therefore they are more likely to source information from the internet, in comparison to those of older generations who will source from books and print orientated media.

Prensky believes that Digital Immigrants are incapable of teaching Digital Natives as they are out of tune with technology, he believes that younger generations should be taught through interactive media, i.e. video games as they would be able to grasp and get more out of teaching through that media. However, I think that Prensky is over-emphasising how much technology actually effects young people in terms of media, students will be missing out on invaluable experiences through real life education because they are seen to be more capable then they actually are. Therefore, it has to be questioned whether video game learning is as effective as Prensky claims, as there have been criticisms. There is a difference in how older and younger generations use and interact with new technology; however they aren’t speaking a completely different language which Prensky is insinuating.

To question the concept of ‘Digital natives and Digital immigrants’ further, there has always been a difference between teachers and students, surely technology is just another element of this clash of statuses. Teachers don’t necessarily grasp the latest technologies that students bring in with them to school, but this is because they haven’t grown up with it all. Is it fair to compare ‘natives’ and ‘immigrants’ when they come from different social contexts? However, technology isn’t something that as a society we will go back on which society has to accept, just like the differences there will be between pupils and teachers.

http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
2001. MCB University Press. Vol 9.

Week 8 - Article Disagreement 4

The disagreements I have with this particular article are highlighted within the text, so I've decided to expand on them. The author here refers a great deal to the digital divide, however if there is evidence showing that the ‘digital divide’ is expanding, therefore in terms of teaching how do teachers propose to keep teaching through means of the internet if there are people being deprived of the media. This particular journal fails to answer this. The internet can't be as 'revolutionary' and playing apart in 'digital natives' lifes to the extent originally said because if it was wouldn't every one be able to have easy access to the internet?
It cannot be assumed that all children are being affected negative influences which defer away from traditional sources of education (online education). As argued within the article too, the research within the ‘risks’ of the internet tend to overlook children and focus on more frequent users of the internet i.e. older. Therefore is it fair to say they are affected to the extent being expressed? I’m not for one minute diminishing the stories of the risks of what is on the internet, but the media only express the risks, alike they do with other types of going on-s in society.

Week 8 - Article Disagreement 5

One of my major disagreements with this article is the fact that the statistics given are from an anonymous source. However, although the statistics given do mirror what is seen to be happening between new media and society, is it a reliable source? Is it too much of a “wide assumption” to link these statistics into what is basically a negative view on the effects of new media on young people. Could it be biased in using the statistics to manipulate the thoughts that are already existent on the stereotypes of young people and how new media isn’t necessarily a positive integral part of their lives.

Week 8 - Article Disagreement 3

This journal has a disadvantage because it although cross cultural effects are distinguishing it is still solely based on the Japanese culture. Therefore it is only specific to a culture that is renowned for fast moving technologies. There is also the fact that younger audience are going to be more inclined and more easily influenced by technology because it is part of a younger culture. Older generations are more aware of the fact that mobile phones are ‘new’ therefore may be less disposed to be influenced by the new media.

Week 8 - Article Disagreement 2

One disagreement I have with this journal I looked at is the extent to which the author believes that virtual interaction doesn’t ‘necessarily’ challenge face to face relationships. Whereas I think that there is a change where students will become more inclined to use online interaction compared to IRL because of the convenience of it all. As we have discussed in previous blogs, I maintain there is a large impact from online interaction which effects meat space communication. However, the journal is from 2000, which is nearly a decade ago; therefore the effects may not have been as apparent.

Week 8 - Article Disagreements 1

This article is an example of technologies advancing in societies. It states in this journal that ‘growth rates’ of internet advancements are stabilising. Therefore is this resulting in users of the internet advancing at a more stable rate in relation to this? Moreover, this study gives a satisfactory amount of evidence yet is only looking at Singapore and therefore isn’t representative of young people and technology as a whole. As mentioned in the same article, but as a counter point… Even though younger people are supposedly more able with technology they do still look up to elder people for help when they are stuck, i.e. in a teaching environment.

Week 8 - Website 5

The author acknowledges that there are Digital Natives and Digital Immigrants, but furthermore recognises that technologies are aiding both notions, but in different ways in which they can still maintain their status as ‘student’ and ‘teachers.’ This acknowledgment shows how technology advancements affect both in different ways. However, the counterpart still does imply that teachers are at a disadvantage, but is that just because we are more aware of being influenced? Therefore, because people are more aware of being affected, they are less likely to let it happen. Is technology having the same effect on trying to influence and shape us all as a society? Yet students have been surrounded by the advancements running parallel with their own.

Week 8 - Website 4

This article gives evidence that students aren’t as technology as it has previously been expressed. Therefore questioning whether Digital Natives are existent or not. As an up to date source there is a perspective which is of the most current within social issues. Although this article assumes Digital Natives don’t necessarily exist but how are students who are born now, who will be learning high education in 20 years in relation to technology? This is furthered by the quote “exaggerated, pop sociological accounts of student abilities to do little to enable young people to develop and practice these skills.”

Week 8 - Website 3

This article doesn’t look specifically into a counter argument for Digital Natives and Digital Immigrants but does highlight some elements within areas of new technology enabling users of the internet, including both teachers and students to just the internet more conveniently. The developments of society, and this article gives elements for “teacher to consider their possible used in the classroom.” One of these is being demonstrated now, i.e. blogs. Also, identified are elements such a produserage, i.e. Wiki’s “Web-publishing tools.” However, as discussed in previous weeks, there is the question of validity of these elements. There are also factors mentioned, “Voice over IP, Social bookmarking, and Social networking.” This is an example of social determinism as teachers are being using technological developments as aids. However are these sources as good as meat space alternatives? Could this article be trying to justify the internet as a means to educate?

Week 8 - Website 2

This article disagrees with distinguishing between Digital Natives and Digital immigrants as there needs to be reference to the developments of technology with the education system. The author would argue that society is “largely subjecting them to a mode of thinking (linear, certainty based) that is at odds with how they (students) experience life.” The article being discussed is up to date, but is only from one particular point of view. It doesn’t take into account the fact there needs to be preparation for students being educated, and aren’t we a great deal more dependent on technology these days, and wont we continue with being more so dependent on it? It has been argued that the internet allows for different things to be taught but isn’t it just the same material, in a different way which others are finding hard to grasp? Although the article can be criticised it does still allow for it to be used to see a counter part to Digital Immigration. It does enhance how out of education, students are more inclined to use new media as a social source, not just through education.

Week 8 - Website 1

Within this article the author questions the extent to which Digital Immigrants and Digital Natives can be distinguished, as well as the extent to which a generation actually changes. It has been assumed that generations with as little as 10 years between two people cause them to speak in a different ‘language’ so to speak. As long as students are being educated, doesn’t that allow for the same amount of education in any situation? “Thinking is engaged by activities, which can be fostered by computers or teachers.” As long as students are learning in the end, is their a major problem? One quote, “The technologies used to support such asynchronous communication are not flashy or fast-paced” demonstrates that societies developments aren’t as radical as initially portrayed. However, this article is from 2003, therefore a few years ago. Therefore, could how ‘radical’ the internet is seen have had more of an impact on society 6 years ago, and now we have become more used to the changes, and how technology has become revolutionised.

Week 7 - E learning example

I looked at the website http://www.elearnuk.co.uk/ where there are 21 different categories of subjects which can be learnt online. Although this may seem a ‘standard’ website to look at in reference to this weeks tasks and not as adventurous as it could be, I still think it highlights the basic points of online learning and the availability and flexibility for students. “The rapid growth of the Internet and the needs of a mobile society have made OLEs very attractive options to those seeking higher education.” (Journal – Collaboration Tools in Online Learning Environments: Jim Clark) For example with elearnuk.co.uk, you can enroll at any time during the year, therefore enhancing the added flexibility compared to restricted term times you have with meat space learning, which makes this development of technology accessible for people. However, referring back to previous weeks is this encouraging people to defer away real life situations and therefore missing out on communicational skills that could be gained from traditional methods of education because of the convenience the internet allows us to enhance. Although, in the journal that I found shows how e learning is trying to introduce more ‘collaborative tools’ such as “through discussion, group projects, group papers and the other methods discussed to create group bonds and make the students more central to their education should be continued.” (Clark Journal) Therefore, what is being demonstrated here is that although technology has developed, there still needs to be influences that mirror society to maintain its success as an option for a new media.

One last point… is online learning defeating the object of freedom on the internet? Although it is convenient there is a clear one way direction of information coming from a higher source which in effect takes away from Turkle’s idea of freedom. The student is not a ‘produser’ of the internet but they are just receiving the information that is being told to them to pass the course. Yet alike the communities e learning does allow for freedom in the sense that there is “the availability of the new technologies to all citizens in all nations” because now people are necessarily not being excluded from gaining education through “economic disadvantage, (mentioned in Zambia post) geographic isolation or physical impairment.”
Book - (E Learning: Concepts and Practice: Holmes and Gardiner: Page 132: 2006)

http://www.elearnuk.co.uk/ (Website)

http://www.aln.org/publications/magazine/v4n1/clark.asp (Journal)

Week 7 - Zambia

There are many different issues surrounding online education, for and against virtual learning. First I’m going to concentrate on ‘Zambia’ and an issue I found on the website (link below) in how e-learning is beneficial to the African culture. After a breakout of cholera earlier this year, schools in Zambia had to be closed. “The government found itself unprepared to provide alternative means of education to school children.” Therefore, this is offering e-learning as an alternative to an area like Zambia which is prone to outbreaks of diseases which consequently restricts some of the children’s education. The technological developments allow for Zambia to have options when it comes to teaching, whereas beforehand teaching and learning was jeopardised to some extent when outbreaks of disease etc occurred because of the poverty as such they didn’t have the developments for alternatives. The hegemony of the African culture is being developed parallel with the technological expansion to give the culture more options for certain elements via the new media of the internet. However, there are disadvantages of e-learning within this culture as highlighted in a book I found (Human resourse Management in South Africa: Warnich et al: page 519) because of factors such as access to computers and whether the culture is prepared as "not all trainees may be ready for e learning" and "not appropriate for all training content."

Generally speaking, with reference to the lecture there are other factors which can in some ways, discourage the use of e-learning in Africa. For example, as mentioned a couple of weeks back, the internet is dominated by the English accent. Therefore African users are at a disadvantage because of the lack of familiar content. Moreover there is the factor of “educational elitism” (lecture) where countries such as America and Australia have had greater experience and success within online learning. There is also the cost factor with online learning, which is an identification of capitalism expressed through the internet through businesses mainly in Britain, U.S.A and Australia, obviously which countries like Africa lack.



http://www.elearning-africa.com/newsportal/english/index.php

Week 7 - China

I can’t believe this type of education has been going on for over 40 years! “In I975, the enrolment rate in China's higher education was less than 2 per cent, whereas in ninety-two other developing countries the rate was over 4 per cent.” (Yuhui) This shows the success of distance learning as it has encouraged people to get a higher education. Is this a demonstration of ‘techno-determinism’? Although China does have Universities, therefore the convenience of technology has encouraged more of the population to get a higher education. Or is it social-determinism because after the Cultural Revolution society needed to create something to encourage society to take higher education?
XXXXX
I understand I may be biased, but can degrees gained through teaching by “television and radio” have the same value as a degree gained by traditional methods. Although I know that China, as a country must be acceptant of this and maybe I have a Westernised view on the matter but would someone who had gained a degree through the TVR system get the same recognition for it if they were to apply for a job in Britain? My preconceptions of a degree personally would entail more than just online learning as I think the real-life interaction etc plays a role within the whole experience of gaining a degree. There are only a limited amount of courses available within China’s distance higher education system therefore there are only a limited array a skills being transferred into the Chinese population. In saying this, I do believe the popularity of online learning will continue to grow, and at some entails the opportunity to over-shadow ‘meat-space’ education.

http://www1.worldbank.org/disted/Technology/broadcast/tv-02.html

Website Analysis - Part C

What is the appeal for you as a user?

The main appeal from Topshop is the convenience element. The clothes can literally come to you without you having to step front outside the door. For women, one problem with IRL shopping is changing rooms, what you try on in the shop, often looks completely different once you get home. So trying on clothes in the comfort of your own home is a great appeal. Also, you can view the latest fashions, and find really good fashion websites for new tips, and what is happening in the world of fashion. With reference to techno/social determinism, technology enabled us to have the freedom and opportunity of online interaction. However, the expediency the internet has given us produced us to create opportunities like online shopping. Social determinism has enabled us to mirror existing elements of our culture, and incorporate them into the internet for our convenience.


(Article I have quoted from for my Website Analysis)
http://findarticles.com/p/articles/mi_m0OGT/is_3_5/ai_n16619676/pg_4?tag=content;col1
Online Shopping: What factors are important to shoppers? Journal of Academic Business and Economics. March 2005 Chuleeporn Changchit, Shawn J. Douthit, Benjamin Hoffmeyer

Website Analysis - Part B

What it is about on a cultural level?

Topshop.com is a convenient way for people to shop online, to see the latest fashions, and to be referred to the latest fashion news.
In terms of some of the issues we have covered within the unit so far –
Online communities – this aspect isn’t so much relevant to Topshop.com, yet you still have to register and become a ‘member’ so to speak. From registering you can then have a personal account with Topshop and you’re able to purchase items. There is also the ‘wish list’ where you can add items you ‘wish’ you had; this is only for account holders. Therefore there is still a community feel in that being a member is being part of something and you have additional privileges.
Users also have the freedom to use the site to shop without the pressures of being in real life; they can sit in the comfort of their own home. With reference to a Journal “This capability creates a different dynamic in the consumer-business relationship, placing more control in the consumer's hands.” (Online Shopping: 2005) Although there are control and moderations, the internet still allows for freedom to be increased.
However, with reference to ‘freedom and the internet’ the Topshop website automatically opens as the ‘U.K shopping site’ but users have the option of transferring to the U.S.A website, therefore we can see here how ‘freedom’ is predominantly provided by the U.K and the U.S.
There is another element… celebrity culture. Kate Moss has her own range within Topshop, and this also can emphasise the British culture because Kate Moss is world known for being one of the most famous British models. Furthermore… Cheryl Cole is reportedly set to do her own clothing range in Topshop, which will also be available online.

Website Analysis - Part A

http://www.topshop.com/
How is your chosen website structured?

Topshop.com is structured to reflect and portray the real-life store so users can have a shopping experience closet to that IRL. The layout of the homepage allows for user to choose an interactive route around the website. Down the left hand side there are the different sections of fashion users can look in (all hypertexts) which is structured in a convenient way to suit the user and what they are specifically looking for. In the middle there is an image of a model, along with other images in relation to other links users can look into. Although that some would argue this approach is “non-linear” (Lister page 27) for this website it allows users to choose exactly what section they want to look at. On the right hand side there are other hypertext links to other fashion options i.e. ‘London Fashion Week.’ When the cursor if on the options, the image in the middle of the homepage changes to one that links in better with the hypertext link. This adds to the interactivity of the website and allows for users to do more than just shop online, which fits in with how the structure of the site is done so in a way that users get more out of their online shopping experience and are allowed more options then they would necessarily have in real life. “Potential customers take a different role with their ability to be more active in determining what information is viewed.” (Online Shopping: 2005)

http://findarticles.com/p/articles/mi_m0OGT/is_3_5/ai_n16619676/pg_4?tag=content;col1
Online Shopping: What factors are important to shoppers? Journal of Academic Business and Economics. March 2005 Chuleeporn Changchit, Shawn J. Douthit, Benjamin Hoffmeyer

Week 6 - An example of C of P

From looking around online I found of an example that could be classed as a ‘C of P’ when applying it to Wenger, and what I’ve read up about C of P so far in general.
This website is set up by ‘Christine’ and on the homepage is welcoming people to join up. What initially made me see this is a community was in how she explained what the site was about – i.e. the members of the community have two things in common – “1. We have a real passion for making jewellery 2. We all have a spirit of sharing and helping each other.” Now this wouldn’t be my particular preference for a community site, but I think what is said straight away does imply what we’ve been reading. There is also mention that there are ‘amateur and professionals’ which furthers that fact that anyone is welcome – and its all to do with the fact that the users have the interest of making jewellery.
I’ve posted the link – it’s a bit of a random site but I think it still highlights the main factors of what is entailed within a community of practice.

http://www.how-to-make-jewelry.com/

Week 6 - New Media Cultures as a C of P

New Media Cultures can be seen as an example of ‘Communities of Practice.’ Although there are tutors, I wouldn’t say their authority is as prominent in comparison with other subjects. This could be because they have their blogs too? Therefore we have more in common as we seen to be interacting and working in the same way i.e. commenting on each others blogs. We have the same shared goal in that we want to complete this unit through the posts we are making on our blogs. Our joint enterprise is us working together and defining the unit through the constantly changing world of technology. In terms of other members of the ‘community’ we can support and help each other say if one member doesn’t quite understand a certain reading and someone else does.

The social capital could be applied to the position of the tutors, however, within this status they are also giving us feedback, and commenting on our work not necessarily as tutors, but giving their opinions as a member of blogger.com. Maybe the comments and the interaction through our blogs could be seen as the ‘negotiation’ between the members in constructing the blogs? Together we are creating liability for New Media Cultures as a community.

Week 6 - C of P, Organsational units, Joint Enterprise...

The differences between C of P and ‘Organisational Units’... and Joint Enterprise.

I think Wenger may have meant that ‘organisational units’ have more of a stronger hierarchy of importance. Communities of practice do maintain an element of power i.e. a teacher, but they don’t diminish other members of the group from having any power. For example, in ‘Dance Mania’ the teacher would sometimes ask for our advice, or take some of our ideas and link them in with the dance she was teaching. Therefore, talking about social capital and Lesser and Storck, the following quote links it with the effectiveness of how my C of P worked, 'change that results in greater knowledge sharing, which in turn positively influences business performance.’ (Wenger) They believe that there is a behavioural change in C of P through the ‘social capital’ – the leader which provokes positive outcomes.

I would describe ‘organisational units’ more like the positions within jobs for instance, you certain job titles and you work to uphold that title. You have different departments, department leaders, secretaries, deputies, and bosses, all which have a specific hierarchical structure which can’t necessarily be deferred from. As communities of practice are described by Wenger as ‘informal’ it could be said that ‘organisational units’ differ in that they have more formalities within its structure.

In terms of joint enterprise – because joint enterprise is resulted from all members of the community, alike mutual agreements - I wouldn’t apply this to Organisational units. I see organisational units as having existing structure, which isn’t necessarily to do with the members, but is already apparent and has to be adhered to in a particular and agreed way.

Joint enterprise is essential to a community of practice in making it work, because it entails working as a community. It “is the result of a collective process of negotiation.” (Wenger: Chap 2) therefore every member’s contribution is equally accepted as part of the community continuation. The collaboration of all members’ views etc allows the community to be defined in a particular way to “develop around things that matter to people.” (Wenger)

One last though… However… can organisational units still be communities because they still work together to attain goals, work towards targets etc…
Wenger would argue that they are not because communities of practice constantly work together, not when they are just working towards targets. What do you think?

Week 6 - My C of P

I can apply Wenger’s ‘Communities of Practice’ to when I use to be a part of a dance club back home called ‘Dance Mania.’ The club started over ten years ago, and is still going on today. Classes were held once a week, and there were many different classes for children of all ages, teenagers, young adults and adults, with one dance teacher called Lisa. Everyone was there to learn new dance routines to prepare for two dance shows every year, one in summer, and one in February. Although everyone was there to learn, not everyone HAD to participate in the shows. It was also a change to socialise as although we were learning, I still made friends within the dance group. ‘Power’ was held with Lisa, the teacher, however if group members were struggling, had missed a week, or had newly joined fellow group members would help the others to catch up or learn the routines. Therefore this can be applied the quote from Wenger - “These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise.” (Wenger: C of P)
My Community of Practice applied to the 3 characteristics of C of P by Wenger-
The domain – the interest of learning to dance/learning dance routines.
The community – one teacher, but everyone would help each other.
The practice – attending the lessons and working as a ‘team’ in preparation for two yearly shows.

A post on Techno/Social Determinism

General Thinking ...
I hope I’m not sounding too repetitive but as it was mentioned in the lecture again about how techno and social determinism affect how freedom is perceived on the net. Habermas would argue that civil society has advanced through to new media in that society itself articulates new principles etc, “it’s the production and exchange” (Sparknotes) therefore the public are producing and developing technology to fulfill their own new media needs. There is also the argument of direct democracy where the audience/public/users all make a direct effort and role in the production of what is entailed in the newest of media, and to stop businesses trying to “make everything (as) controllable as mass media.” (Lecture page 3)
A question – Internet anarchists – is this supporting techno-determinism because it can be seen that there is not a hierarchy (so to speak) within society influencing and shaping technology? The freedom the internet provides shapes society.

As a counter point though, the internet to some extent mirrors society, because you have the freedom to write what you like, but there are still regulations and rules, just like the existent ones in ‘meatspace.’ Also, another point made in the lecture is that the status quo of society is maintained and on the internet because the majority of websites are in fact all in English, therefore giving British and American dominance reflecting the hegemony of society – “seeming natural to the vast majority of the empire.” (Lecture page 6)
Additionally, within reference to this weeks lecture and copyright, companies within the internet use copyright as a means of control. Copyright allows to a certain extent what can be published on the internet. This mirrors how other types of media are controlled by a dominant source influencing what the public are exposed to.

I hope this makes sense!!

Week 5 - Bruns C

I think there will always be produsage on the internet, not necessarily the future of the net, but it is more than a trend. Commercial forces may exploit some of the produsage on the internet, but all in all I think they will co-exist for some time. One main reason for this is the need our society has to ‘informational news.’ (Meikle, 7) There has to be an allowance for producing back out what we’ve consumed from society and produsers do this. Internet users escape within this media to find like minded people, to gain the ability to voice their opinions with things they don’t agree with and have the availability to research a world wide range of information (among many other reasons) and this in my opinion will see the existence of produsers for while.
In saying this…
However, is there such a thing as too much information?? As produsers will there come and time where they is too much production coming from users?? Will the effect of produsage become saturated?

Week 5 - Bruns B

Moderation functions online are a way of controlling what is put on the internet. I wouldn’t describe this as defeating the purpose of ‘free for all’ sites like Wikipedia as such because I would explain it as being inevitable. There is a constant need for regulations IRL therefore there is bound to be some reflection on this in cyber societies. There also has to be something put in place because the internet would most likely get majorly out of hand if there wasn’t some sort of restraint to follow by. In my opinion I’m quite glad they do have these functions, with new media having such a large impact on today’s society, I agree that there should be a certain amount of control with these services. I agree with the statement by Bruns that if users don’t have some sort of system to adhere to then “cohesion is likely to be lost.” (Page 4) without some guidelines to follow, it could easily get out of control. The internet still allows for a great deal more freedom of speech in comparison to other media, conventionally our society is used to having policies so I wouldn’t say it’s defeating the object.

Week 5 - Bruns A

My understanding of …
‘Produser’ – A produser is a producer and user of the internet. Someone who uses the internet for finding information, playing games etc and who also produces the internet in the sense that they are contributing to new media. Examples of this can be BlogSpot, because people are adding to what the internet has enabled us to do in terms of our freedom. I think this links in well with the concept of the internet being ‘open architecture.’ People can build on from what has already been built; therefore they are using existing knowledge to further the ‘building’ more.
‘Produsage’ - The “collaborative and continuous building and extending of existing content in pursuit of further improvement.” (Bruns page 2) From the examples given in the reading, Wikipedia and the SIMS I would describe Produsage as something that is produced but is carried on/built by the internet users. It could be seen as someone putting the scaffolding up, and then the users construct the building… if we’re still talking about the internet as open architecture.
‘Intercreativity’ – To me I see inter-creativity as what created ‘open source software’ etc by interlocking what the internet has produced, and the freedom that is available to users. Therefore it’s been produced and produsers are using this intercreativity to build and create their internet. As I’ve mentioned in previous posts when talking about immersive interaction, Habbo Hotel is an example of how users can use the software to ‘build’ in their virtual worlds.
XXXXX Furthering this there is another ‘Virtual world’ on the internet called ‘Second Life.’ I thought I would just mention this to link back to previous topics, I find the name of the world quite explanatory whereby it is making people aware that by interacting on this game it can be their second life, making it seem quite dominant by using life, but still maintains the word second, implying people shouldn’t neglect their first, ‘meatspace’ life. Just a little something extra there.
www.secondlife.com

Week 5: Meikle – D and E

Can open news be quality news? There is a great deal of ‘quality’ news on the internet, however, as discussed within paragraph 18 there are issues with priorities of what’s seen on the internet. In terms of ‘quality’ I think stories can still have quality to them, but unlike the news like BBC the reliability of the source can be questioned, due to the fact that anyone can become a journalist through websites like indymedia. We don’t know who is writing the stories, and the stories aren’t going through the same processes that BBC for example would do.
Then there is the factor of them being edited.
The fact the news is edited can raise the question is open news ever really open? With all the information, stories etc being on the internet in front of all online users they can easily be edited and changed into different formats. Therefore although people may see this as open news, there are still restrictions in how they are actually expressed over the internet.
Does this mean that 'open' news is mirroring what is going on with other types of media, i.e. gatekeeping?

Week 5: Meikle – C and F

DIY news online is part of the internet culture, I wouldn’t necessarily say that it’s an alternative culture. Within society today, people have been given the opportunity through the internet to express themselves; therefore it is a development of our culture. In terms of the news, it gives people the chance to inform others of their take on the news. When referring back to internet users being ‘researchers’ I think when people are on the internet, they are essentially looking for peoples opinions and not the mass media news. When it comes to other types of media, people can’t add, retaliate or adjoin their thoughts. Blogging could be seen as another example of this is in how users express themselves and the ‘news’ but from their perspectives. The net is “enabling changes to the nature of news and newsmakers” (Meikle 20) and could well “facilitate new types of media institution,” (Meikle 20) because of the constant developments that keep going continuing to enable anyone and everyone to contribute in some way to society. Indymedia is also an example of ‘Civil Society’ as we are shaping technology in order to get our opinions seen.

Week 5: Meikle – A and B

To me I would class online news as being the websites for BBC, ITV etc, consequently news channel websites. I’m aware that may seem narrow minded in saying that, but I think even though I have grown up with technology progressing, if I want to see, hear or watch the news I would go straight to bbc.com. However, I am aware, and do agree with what Burnett and Marshall say when they identified a “shifted boundary of what constitutes as news.” (Page 9) With reference to the internet and news, I think to some extent people don’t necessarily want mass media news, they want opinions and are looking for views on on-going social issues that they can read, and reply with their own views. A new chance compared to usually just being told the news. XXXXX
In terms of indymedia, it’s a specific site where people have the chance to be journalists, and recognised for it. This is a further expression of the ‘freedom’ that the internet has given us. Therefore, there are ‘new kinds of journalists’ because “audience members are transformed into researchers.” (Page 8) People online read and research the internet and as a result of this want to post their views for the world to see, and this is possible for internet users.

Lecture Week 5

One quote I found interesting is from the book ‘An Introduction to Cyber-cultures’ and it links in with some of the topics raised in this weeks lecture, where Terranova would say that the internet acts as a “’high-tech gift economy’ where labour is freely given, where ideas and products can be freely circulated in ways that are profoundly anti-capitalist.” (Bell, 2001, 20) Moreover, this is supported by Lessig (lecture) who promotes open source software; manipulation etc providing it’s all free. This could be a contradiction to what was mentioned in the lecture about Chomsky believing that capitalists work in a way to make media work as to not undermine capitalism through the structure of what is put through on the internet, for the use of commercial gain within society. However, this is concerned more with traditional mass media where everything could be manipulated through the one way channel of information. Another point that interested me was this notion of “attention economy.” How the internet is a more complex than other media because there isn’t a direct source of communication whereby the audience are acceptant or not. XXXXX
I would still say that although there is an unlimited amount of freedom on the internet what is shown can still be edited, re-formed and manipulated in different ways. Users are free to write what they want, but it may not always be the case that it stays that way when on the internet. This demonstrates how essentially the internet is democratic - with it being produced by culture, yet there are still controlling elements which come from political production. XXXXX
There are just a few thoughts from this weeks lecture.

Week 4 - Topic 3

Over the last few years the way music is consumed has changed dramatically due to file-sharing, online downloading and new material being networked. To some extent, people don’t have to pay for music anymore because of programmes like ‘limewire.’ Even with buying music off iTunes, people don’t have to go out and buy music anymore; it’s literally at a click of a button. It’s not just popular music available; there is a varied amount of music available from over the decades.

It has changed popular music in the sense that anyone online could potentially ‘make it’ and have a number one hit because it’s compiled with sales and downloads, therefore any band who is online and has the capabilities to get their music downloaded could entered in the charts. Kate Nash is an artist who was spotted on social networking site ‘MySpace’ by Lily Allen, therefore the chance to spot new musical talent is also available at a click of a button. I believe that this will continue to develop and go on changing popular music.

There will always be media companies because some elements are integral, but the need for them is decreasing because of the convenience with distribution and production of ‘cultural products’ directly. In saying that, over the next few years will there be something more even more ‘new’ to produce/distribute/consume music?

There seems to be never-ending progression.

Week 4 - Topic 2

User generated content sites allows anyone and everyone to share with the world, really what ever they want to. It is a chance for people to express themselves without being edited like other types of media, which links back to Turkles’ idea of the internet and freedom. From discussions I’ve had or heard when it comes to sites like ‘YouTube’ it’s more about creating fun for other people to view over the internet. It’s become such a phenomenon that there’s even a Channel 4 programme devoted to the most recent, most humorous videos added to ‘YouTube.’
In terms of social-networking sites, the most popular one between my seminar peers is ‘Facebook’. I’ve been on Facebook for about two years, and initially joined as the impression I was given was it was a site mainly used by University students, however, since joining from what I’ve noticed is that the age ranges of Facebook have increased to young adults – middle aged users. Facebook can be called an online community, if applied to Preece’s summary of most online communities then Facebook does involve “joining and leaving the community, receiving and reading messages, composing and sending messages, searching for messages, information and people on archives, and consulting additional sources i.e. web-pages.” (Online Communities, 2001, page 218.) Moreover, when looking at communities Facebook allows for people to join networks which are sorted through means of things like; city, workplaces, different regions, school, and social events.

Week 4 - Topic 1 - Blanchard B/D/F

There are definitely different roles people can take on as members of a community. Lurkers are part of a community because, as described by Nonnecke and Preece 1999 “others become so familiar with the community that they feel they belong to it in-spite of their bystander behaviour.” (Preece, 2001, Online Communities, page 87) However, because they aren’t actually participating are they taking on a role within the community? As part of a community it’s fair that people want to know what’s happening, but without contributing I don’t believe they can be seen as an active member, although there is no doubt they do exist. Linking in with ‘Virtual Settlement’ it seems to emphasise the need for interaction. The discourse of online communities does entail interaction and some kind of dialogue. “… public interaction among a minimal number of participants.” (Blanchard) XXXXX

However, as a counter point, community can be in the eye of the beholder, people have the choice to make what they want to out of what is being offered to them. Alike what was mentioned in interaction in last weeks blogs, people have a longer amount of time to contribute to the communities’ topics etc. An example of this can be for new forum/online community users who “want to assess the community’s ambience and get a feel for the style of interaction.” (Preece, 2001, Online Communities, page 100)

Week 4 – Topic 1 - Blanchard A/C/E

Right, I am merging some of the questions together but have identified the different points I’m making!

Communities in my opinion can be classed as a collection of likeminded people, with similar interests who are able to offer advice and support for other members of that community. There are so many various groups online; it’s hard to say that they are all communities because the word ‘community’ implies more than just an interaction of a group of people, it seems to involve more ‘togetherness’ which is why it may be hard to apply it to online communities because the technological aspect diminishes the real-life connection which has been associated with communities for so long now. XXXXX
This isn’t to say that online communities do not exist because they quite clearly do; it’s just a case of distinguishing between actual communities and online groups.
XXXXX
In relation to McMillan and Chavis (1986) and their 4 characteristics, with reference to the fourth one I can agree with their need to have a “spirit of community” (Blanchard) but I don’t 100% agree with the need to have an “emotional connection.” I think there needs to be a certain link between the members, but I wouldn’t say it’d be as much as emotional, but just to have enough interest to be involved throughout the community. However, this could just be me still relating emotion to more real life situations as I wouldn’t say I have ever really felt a sense of community online. I am part of/ a member of Facebook etc, but I wouldn’t class that as a community. The closest I have to a community online is to be part of the Lincoln network, but that comes with being a student at the University, to me a community can be more of a choice you make to get involved with.
XXXXX
This can be linked to the Julie/Julia Project as it was found that “81% of the respondents were female at an average age of 38 years of age.” I think this shows how online interaction will sometimes consist of people of the same gender and age, because they are likeminded in their interests. Personally I don’t really think of this as an online community, I would class the project as a group of people with an interest in the project, wouldn’t you?

Week 4 - Topic 1 - Lister C/D

Following on from my previous blog, are people given too much freedom on the net? I think that the ‘dangerous materials’ that are online agree with the statement that there is too much freedom given, and creates a negative portrayal of the internet. I wouldn’t say that these materials are too prominent on the internet, because they aren’t plastered all over the internet, but they can be accidently found which is why there should be precautions taken i.e. blocks on websites to protect children from finding these sites. Although internet users are aware of these dangers, it is still scary for online users and people interacting. Is a new public sphere online creating more dangers online?

I think anyone online can produce different online cultures, but how much are they actually influenced by other factors that are already existent online? There are so many websites, forums, groups online that it’s easy for people to influence and manipulate others. The internet as a medium allows for everyone and anyone to put their views and opinions online, it’s not like other Medias where there is only one source of information being circulated. However in terms of ‘ordinary’ net users, I wouldn’t say they are necessarily taken as seriously in what they are saying even though they have the ability to voice it.

Week 4 – Topic 1 - Lister A/B

Online communities allow for people to feel empowered as there is the option for such a varied number of users to get involved. “There’s always another mind out there.” (Lister, page 173) This emphasises the point of cultural variety, and although online communities are criticised for not being localised, at the same time people who may not agree with their surrounding groups, can go online and find likeminded people and be part of a community.
It is here where the internet can provide a ‘public sphere’ because people can interact by talking of societal issues etc from all over the world. However, it’s been argued that as a public sphere online has become too much and isn’t taken as seriously as before, this is identified by Habermas 1989 “mass media has played a key role in the dissolution of a healthy public sphere by replacing a discourse of critical reason with entertainment and spectacle.” (Lister, 177) This is obviously applying mass media to the internet.XXXXX
This is a counter point in what Lister says about a “lack of diversity” (174) there is however the factor of ‘disempowerment’ as there is a “lack of diversity of age, ethnicity and social class.” (174) still apparent. It can be argued whether communities are real because they don’t necessarily mirror a real life community. XXXXX
Moreover, as mentioned in blogs from last week people are able to voice their opinions and beliefs without the added pressure of in real life where sometimes you are ‘put on the spot.’ Therefore people are more empowered in that they can express themselves freely; however are people able to express themselves too freely, can online interaction create too much empowerment??

Week 4 - The Lecture

Online communities are an opportunity for people all over the world to get together and become part of a “virtual community” as Rheingold would say. There is the inevitable stereotype of a community being towns and villages meeting once a week to discuss the goings on within the neighbourhood, but online communication allows this to be furthered, where geographical state doesn’t need to necessarily be an issue. Being online has advanced us from associating a community with solely where we are in the world, it can be “talk of groups with common interests, shared goals, activities and governance.” (Preece, 2001, 9) These factors described by Preece can be applied to online communities. I do agree with Levy in that an online community “offers nothing less than the rebirth of the social bond through real time direct relationships among all people.” (Lecture) Therefore traditional communities can continue to exist.
XXXXX
A question raised in the lecture is that … is technology creating the ability for online communities to exist, or have we created them to help assist us in our lives? Have we allowed ourselves to continue the social bond in communities into online interaction?
XXXXX
Here is a quote that I found quite interesting by Winston Churchill, which also links in with last week’s topic of the ‘open architecture’ of the internet…

“There is no doubt about the influence of architecture and structure upon human character and action. We shape our buildings, and afterwards our buildings shape us.”

I think this shows how techno-determinism has affected us in that social-determinism is now playing more of a role in how we use the internet to create online communities connecting more people which isn’t possible in real life.

Week 3 - Topic 3 ... The Guardian

For this topic I looked at The Guardian online and was quite surprised at how negative and angry the comments seemed to be. I have always associated the Guardian as a respectable newspaper, but some of the comments shocked me because I didn’t anticipate people to ‘rant’ as much as they did. That’s probably naivety on my part because there will always be controversy and disputes between what is raised in the press and the public, I just hadn’t connected it with responding to a newspaper. XXXXX
Screen-names – out of the 7 comments posted on the story I looked at, only 2 had screen-names containing their actual names, and even then they were just forenames. I raise the question that although these ‘comments’ are purposely used so people can voice their opinions, do their screen-names act as a way of hiding so people can’t tell who they are. The posts are arguing/questioning against the actions of the police-force, one comment was actually removed from the site. Therefore although people are voicing their opinions and expressing themselves in a strong manner to get themselves heard, they still don’t have complete freedom in what they are saying/typing, linking into the power of the media. XXXXX
I think the users who comment online, would discuss these issues with the same opinions offline, more so however within a ‘group’ with the same opinions, alike the comments that other people would be leaving. I don’t think they would be as passionate about the subject if they weren’t in the knowledge that other people around them would be backing them up. Additionally, it is easier to get carried away online because people don’t know who you are. XXXXX
Here's the link, if you wanted to know what I was talking about....
http://www.guardian.co.uk/news/blog/2009/feb/05/police-giant-snowball?commentpage=1

Week 3 - Topic 2 - Online Identity and Relationships

When taking part in online social interaction, in whichever group, you are bound to enhance the characteristics most related to what that group entails in shaping your identity. This may happen subconsciously but people will express themselves in ways to fit in, to ensure that they are part of that group’s interaction. In a way this can be seen as manipulation, but then again the users want to be manipulated to be accepted by the group. Online I probably come across more confident when talking over MSN or Facebook than I actually am in ‘meatspace.’ You become less reserved online because I think it’s easier to be, you can think about what you want to say etc. As I’ve mentioned before in a previous blog, I think altering personalities online is bound to happen because people want to enhance their personality traits, but when false identities are created and they become out of hand I think it becomes morally wrong. XXXXX
I can identify with why people don’t use their full names on the internet, with all the risks about it is understandable. People don’t walk around with name badges on all the time do they? The factor of privacy in the real world does pass over into online interaction, especially when you don't know 100% who they're talking to. There are so many risks with online communication, i.e. paedophiles, identity fraud etc… This sometimes can over-shadow the good things of CMC.

Week 3 - Topic 1 - D and E

However much new media and online is a major part of our culture in today’s society, I don’t think cyber-identities can constitute for an alternative ‘normal social reality.’ In saying this, as new media progresses I’m not saying that one day the ideology of ‘normal social reality’ won’t become that of an online ‘normal social reality’ but as it stands now, people in my opinion living as solely a cyber-identity aren’t living in reality. As formerly discussed users on cyber identities are often portraying different characteristics to what they would be doing in the real world. Although being online allows an escape and withdrawal from society, it can’t replace the real world. Cyberspace isn’t a “separate or distinct realm… (it’s) part of our already existing social reality.” (Lister page 168) This ‘second paradigm’ explained in Lister furthers my views as Cybersociety isn’t a separate world, therefore it can be retreated to but not lived in as such. XXXXX
When it comes to relationships online there is no question that they exist and are real, but they aren’t the same as offline relationships because there is no ‘meatspace.’ Online users can build relationships online, but a relationship online, and one offline are different. Obviously they can be combined, there is a great deal of evidence that relationships start off online, and then become offline. This section from ‘Who Am Me?’ I think distinguished why offline and online relationships differ (it’s a bit lengthy sorry!)

“It is as if they are seeking to underscore that although today's machines may be psychological in the cognitive sense, they are not psychological in a way that comprises our relationships with our bodies and with other people. Some computers might be considered intelligent and might even become conscious, but they are not born of mothers, raised in families, they do not know the pain of loss, or live with the certainty that they will die.”

Sorry if that’s a bit deep guys but I think it portrays that online relationships may involve a connection, but it doesn’t necessarily have the emotion from a real life offline relationship, consequently showing their disparity.

Week 3 - Topic 1 - B and C

“Some people are leading double or multiple lives in cyber-space, even with different gender identities.” (Jones: Cybersociety 2.0: 1998) Being able to not be seen allows people to experiment with their own personalities, in a way that they would not do so in a ‘meatspace’ situation. I think it can give people confidence to say things they wouldn’t say, and generally express themselves in a way they don’t feel they can do in real life. Personally, I can see this in a positive way until people online lie about their identities. To an extent I understand why people do this, and it does allow people to disconnect and experience new identities, as described again in the lecture its can create a “better self.” However, I agree with the post-modern views - “technological embodiment of a post structualist theory” (Lister page 167) when the element of escapism is taken over when seen to be real-life. Moreover, when screen-names etc aren’t just an expression of another part of someone’s personality, but are in fact a false identity. This is evident within the case study in Lister page 168, the “Cross Dressing Psychiatrist.” Although an experiment, when it genuinely goes on so much over the internet I think it becomes a problem. What we can’t see for ourselves makes it hard to trust!
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With reference to the lecture, in real-life people do have to ADAPT their personalities to suit certain situations, whereas online I think the difference is that people can CHANGE their personalities and sometimes transform them into different people, i.e. changing their age, sex, gender etc which people can not possibly do in real life situations.

Week 3 - Topic 1 - Open Architechture

The net can be seen as “open architecture” in the sense that it is constantly open, and there are no plans for it to finish being built. Additionally, it is open for all users of the internet to add and build on. In my opinion, the internet has become more “open” as it has progressed because the online population are constantly contributing to the internet as a whole, networks are expanding. “The quantity of human labour and ingenuity that has gone into building net-based communication systems in a very short space of time is unprecedented.” (Lister page 164.) This quote sums up how the expansion of networks and online communicating or CMC has worked in unison to create such a massive online construction. XXXXX

Within this construction I think there is something that could be described as a hierarchy of authority within the structure of the internet today. Big businesses and more established sites will have more power within what they are adding onto the internet, they are the sites which were able to initially start building upon the foundations of the internet. However, with the large expansion of different networks more and more sites and networks are able to contribute to the “architecture”. There is so much information on the internet; unlike other media information is supplied in so many more ways rather than just one channel.

In relation to Lister … Is the internet just one big architectural base? Or has by users being given their chance to build upon this base, created many more?

Week 3 - The Lecture

After reading through the lecture materials one point stood out for me in particular, in how new media generally “combines the officiality of written text and the informality of the spoken word.” (Lecture 3) There seems to be casualness about e-mails, MUD’s and speaking generally online. I know personally I sometimes have the bad habit of writing how I would speak when it comes to writing essays etc, this is influenced largely from talking on chat sites over the internet, i.e. msn, you get used to chatting online but mirroring a face to face conversation, and this comes through when writing. When speaking online, even in situations where there needs to be a formality, new media interaction I think is labelled sometimes with a more relaxed approach. This links in with one of my previous posts about the convenience of new media, and this could be how it is now perceived as more relaxed because of its expediency.

I just thought I’d blog on this point as it can tie in with last weeks and this week’s forthcoming blogs!

Week 2 - Topic 2 and 3 - "Asynchronous Online Seminars"

This blog is a merge of topic 2 and 3 and I'm discussing both blogs and forums!
Asynchronous online seminars allow us to express ourselves in different ways. People can post, comment and reply to other posts when they want to instead of having the pressure to respond in ‘meatspace’ seminars. Therefore, as a positive factor, people have more time to construct a response when online. Also, the fact there are tasks on a weekly basis help me get my work done as the seminar prep has to be posted. It is a different and well organised way of learning, the forum and blogs together are a different way of learning because you are on your own, with your own online space but with support from your peers and tutor online. In terms of ‘authority and identity’ I don’t feel there’s as much of a student/tutor difference as in my other modules because the tutors are getting involved more, if that makes sense? You can use the blogs and comment them in your own time, where as the forum to me is a faster online interaction.
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In comparison to real life seminars, the communication in my opinion is very different, and although it has advantages, I think it could have a large impact on they way people do communicate and interact. I wouldn’t want to learn through asynchronous online seminars within all of my modules, I personally think face to face interaction is still very much important. I wouldn’t want to rely too much on the internet because with reference to media literacy, I’m not very good at it. Obviously it would take getting used to, but I think the flow of a face to face conversation sometimes is more beneficial in solving problems etc. Moreover, speech and writing isn’t as much as a necessity, because the forum and blogs do not have academic writing styles, which is something I think I need to keep practising because I think I could easily stop using is all seminars were asynchronous. The blogs and forums I think construct a number of different online conversations in which you have to keep checking and be alert on else you can lose track of what’s going on between your peers. Forums i think have more of a similarity to face to face conversations because in the real world conversation is more staggered in comparison to those in the blogs. Highlighted overall is a difference between online and face to face interactions. It can be furthered by Livingstone saying "...marks the greatest disjunction in the literacy requirements of old and new media.” (Lecture 2)

Week 2 - Topic 1 - "non linear/multi linear"

You can literally click on a link and it could take you anywhere around the world. I’ve been doing some background reading and it seems that a lot of people think that the web is set out “non linear” and with no structure. I found a quote particularly interesting by Wise (2000) in “Cybersociety” by David Bell … “hypertext was developed to reflect the nonlinearity of human thought processes – and the complexity of maps that trace links clearly illustrates this.” I disagree with this, maybe because I don’t see the net as complex at all…

I agree with Lister in that the web isn’t non linear, it gives readers a “Multi linear experience.” (Lister page 27) Although people argue that its non-linear when compared to other mediums like reading a book, which is seen as “sequential reading and writing” (Lister page 27) but you can still skip chapters when you don’t want to read particularly about something, websites are still understandable. An example of this can be how magazines can now be read online; they are still set out in a way that the viewer/reader will recognise. I usually read heat online http://www.heatworld.com/2 and it mirrors the actual magazine. This is also evident with online newspapers. Just because one link doesn't follow on from another isn't complex, it just allows for people to pick and choose what they want to read, they can still read link after link, like a chapters of a book.

Week 2 – Topic 1 - Interactive Websites, Immersive & Extractive

Interactivity can be seen as the distinction between old and new media. Websites are now interactive for a number of different reasons, and unlike new media the audience become “produsers” (Lecture 2) meaning that don’t only have to look and take a medium at face value, like reading a newspaper, they can now use new media to edit and express their opinions within a matter of seconds.

Habbo Hotel would be one of my first uses of interactive media. For those of you who don’t know what Habbo hotel is, it’s a interactive online game where you create your own character within this ‘cyber town.’ There are many similar websites, and I personally would apply this type of interactivity to Lunenfeld’s ‘immersive interactivity’ notion because it is “simulation 3D worlds” (Lister page 21) which users live in as their characters. However, a negative of this type of interaction is obviously the fact that people live their lives as their characters and get engrossed within these 3D worlds. I would distinguish this from “extractive” interaction as I would describe extractive interaction as taking what you want and need from a website, not necessarily getting involved within the site.

Week 2 - Topic 1 - "newness of media"

Is technology keeping up with the demands of society, or does society have to keep up with the developments of technology?

People have argued that capitalist societies are what has produced new media, but nowadays is this necessarily the case? Now technology is shaping society to some extent because its constant developments now need us having to upgrade to keep up with technology. Although it hasn’t happened yet, people are turning to digital within the next few years and they haven’t got a choice in this, therefore is this an example of us having to keep up with technology. As a whole society we have not chosen for this to happen, the developments of technology are enabling us to use media for the better by going to digital.

Obviously this is just one example, and it is still the case that our society does have a constant demand for new media, (our demand for new media could be an example of why it is still called new media, because we need the reassurance that it’s still new and exciting?) but it still shows that technology is advancing at a faster pace. XXXXX

I’m not sure, but the fact it has to be new could link in with the next point of “ideology of progress.” As a society I think progress within new media is a requirement, people want or “have” to have the latest technology. Civilisation has to keep up with the latest trends, that’s part of the new media culture in my opinion. If technology stopped progressing, what would happen to the ideology of progression??

The Internet Today

The internet has managed to change the way that society works

significantly over the last 20 years or so.

However it is only successful when all risks are being prevented. The internet has now become a major convenience in our lives, you can online shop for everything, do your banking, pay bill, work from home, interact in many forms... you can live your live through the internet but there are precautions that need to be taken. There are millions of viruses, fraud is a major concern when typing in credit card details etc. Although convenient, like most things the internet isn't safe. People are also exposed to 'bad' websites because people can literally post everything and anything on the internet, and also people can pretend to be who they aren't. Especially when it comes to children, there should always be locks on certain websites to protect them from the bad parts of the internet. The convenience part of the internet can sometimes stop people from being aware of the bad areas, and this is when, in my opinion the internet can stop being such a great revolution in society.

Reading back it sounds like i'm really negative about the internet, which i'm not at all because I depend on it so much, there are just a lot of harmful risks within this "new media."