Web 3.0 seems to be the newer version of web 2.0. Facebook, YouTube and the other social networks and blogs that fall within the scope of 'Web 2.0'.
According to the Times Online, "in a little over a decade, according to the engineers building the internet of tomorrow, the web will be able to connect every aspect of our digital lives - be it a website, an e-mail, or a file on our PC - to every other aspect. It will know, for instance, when you are typing an e-mail, what the subject of the e-mail is, and be able to suggest websites and books as well as documents, photos and videos you have saved that may be relevant to that topic." http://technology.timesonline.co.uk/tol/news/tech_and_web/the_web/article2726190.ece
Mr. Spivack, the founder of Radar Networks, a leading Web 3.0 company, says, "We have had the first decade of the web, or Web 1.0," which was about the development of the basic platform of the internet and the ability to make huge amounts of information widely accessible, "and we're nearing the end of the second decade - Web 2.0 - which was all about the user interface" and enabling users to connect with one another.
"Now we're about to enter the third decade - Web 3.0 - which is about making the web much smarter."
There seems to be confusion as to how much the semantic web and web 3.0 differ. It is apparent that the semantic web will develop when web 3.0 does and vice versa, meaning that we are still in the era of web 2.0. By adding the semantic web to Web 2.0, critics argue that the closer to web 3.0 we will get. So there is difference between web 3.0 and the semantic web, albeit a very small one. Both seem to rely on each other to develop and operate.
Monday, 23 March 2009
What is the 'semantic web'?
"The Semantic Web vision was conceived by Tim Berners-Lee, the inventor of the World Wide Web. The World Wide Web changed the way we communicate, the way we do business, the way we seek information and entertainment – the very way most of us live our daily lives. Calling it the next step in Web evolution, Berners-Lee defines the Semantic Web as “a web of data that can be processed directly and indirectly by machines.” (http://www.altova.com/semantic_web.html)
It seems the semantic web is simply a way for computers to understand information, so that they can perform the tedious jobs of finding, sharing and combining information on the web.
Tim Berners-Lee originally expressed the vision of the semantic web as follows:
"I have a dream for the Web [in which computers] become capable of analyzing all the data on the Web – the content, links, and transactions between people and computers."
Web 2.0 is focused on the user of a computer. The Semantic web is focused on how the computer and machines operate. The Web requires a human operator, using computer systems to perform the tasks required to find, search and aggregate its information. It's impossible for a computer to do these tasks without human guidance because Web pages are specifically designed for human readers. The Semantic Web aims to change that by presenting web page data in such a way that it is understood by computers, without needing a human operator.
It seems there is not just one single semantic web, there is thousands or maybe even millions, all of which are universally accessible, and none are owned or governed by one company. This will surely mean it will run in the same way that the Web already does.
It seems the semantic web is simply a way for computers to understand information, so that they can perform the tedious jobs of finding, sharing and combining information on the web.
Tim Berners-Lee originally expressed the vision of the semantic web as follows:
"I have a dream for the Web [in which computers] become capable of analyzing all the data on the Web – the content, links, and transactions between people and computers."
Web 2.0 is focused on the user of a computer. The Semantic web is focused on how the computer and machines operate. The Web requires a human operator, using computer systems to perform the tasks required to find, search and aggregate its information. It's impossible for a computer to do these tasks without human guidance because Web pages are specifically designed for human readers. The Semantic Web aims to change that by presenting web page data in such a way that it is understood by computers, without needing a human operator.
It seems there is not just one single semantic web, there is thousands or maybe even millions, all of which are universally accessible, and none are owned or governed by one company. This will surely mean it will run in the same way that the Web already does.
Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?
Of course there would be a problem, because people won't be able to then cope with change or alternatives to their own preferences. There will be no balance if people only learn about what they want to learn, and will consequently become culturally naive and misguided.
I think that for most people the idea of learning about other cultures and cultural practices is incredibly important to their education, not only does it have the potential to make people more balanced individuals, but the fact that today we are living in a multicultural society, surely it makes the world a more equal place?
I know alot of people and had alot of friends who didn't see the point in learning a foreign language whilst at school. While this was their preference, it seems there is now a regret as this has cost some of them the chance to get a job they wanted, simply because of their learning preferences at 14 years old. If it was complusorary to learn a language maybe they would have that job....
In a general sense, this would surely mean there would be a divide between the levels of education in schools worldwide. Not everyone is motivated enough to be able to have there own learning preferences, therefore a lot of people would be cut adrift as a result.
And how would it even be possible to teach everyone based on their own cultural and learning preferences, as some would benefit from experiments, some from exams and others from using technology.
Strange example to use, I know, but, if a shepard decided to let all his sheep out and gave them the freedom to roam where they wanted and take their own course in life, how would he ever be able to round them up again? The sheep would be at different stages, levels and wouldn't survive as a group if this was the case. Human education would suffer in the same way.
Instead of having individual preferences, you need a balance of different learning styles, such as tv, websites, books etc, so that people have the freedom to learn the best way they can. But there still needs to be restricitons around this, so that education isn't tailor made for certain people and not others. Some would become lazy, some empowered and others wouldn't know what to do!
I think that for most people the idea of learning about other cultures and cultural practices is incredibly important to their education, not only does it have the potential to make people more balanced individuals, but the fact that today we are living in a multicultural society, surely it makes the world a more equal place?
I know alot of people and had alot of friends who didn't see the point in learning a foreign language whilst at school. While this was their preference, it seems there is now a regret as this has cost some of them the chance to get a job they wanted, simply because of their learning preferences at 14 years old. If it was complusorary to learn a language maybe they would have that job....
In a general sense, this would surely mean there would be a divide between the levels of education in schools worldwide. Not everyone is motivated enough to be able to have there own learning preferences, therefore a lot of people would be cut adrift as a result.
And how would it even be possible to teach everyone based on their own cultural and learning preferences, as some would benefit from experiments, some from exams and others from using technology.
Strange example to use, I know, but, if a shepard decided to let all his sheep out and gave them the freedom to roam where they wanted and take their own course in life, how would he ever be able to round them up again? The sheep would be at different stages, levels and wouldn't survive as a group if this was the case. Human education would suffer in the same way.
Instead of having individual preferences, you need a balance of different learning styles, such as tv, websites, books etc, so that people have the freedom to learn the best way they can. But there still needs to be restricitons around this, so that education isn't tailor made for certain people and not others. Some would become lazy, some empowered and others wouldn't know what to do!
What difference to all this might the 'digital divide' make? a) To socioeconomically related access issues within a society? b) To global access issu
Surely the continuation of this supposed digital divide between the youths and the adults will continue to create problems in everday lives. The way I see it going is as follows; talking about digital natives and digital immigrants will widen the gap between adults (digital immigrants) and the youths (digital natives). The adults will be seen as out of touch and youths will be seen as digitally superior, connoting that they are more powerful. This suggets that by all this it will result in contemporary youth culture being seen as cut off from adult influences.
In 1869, Matthew Arnold wrote that culture "seeks to do away with classes; to make the best that has been thought and known in the world current everywhere; to make all men live in an atmosphere of sweetness and light [...]". (Culture and Anarchy). This notion of culture being unifluenced by class and power will surely be invalid, as those with money and opportunities will benefit from new and innovative technology, whereas those who don't won't be able to keep up with technology, thus losing their status as digital natives, and broadening the digital divide.
By encouraging this Digital divide, it will only create other potential problems for the future in terms of employment. Companies and businesses will only want to employ digital natives as they will have more experience using technology so those people who have access to technology will benefit immensely and have a greater chance of employment.
This sounds abit 'sciencey' for my liking, but this is a huge cause for concern; we, as a world, consume a huge amount of electricity, and this is rapidly running out! Yes there are 'alternatives' , but there is nothing concrete, so what happens when we have to go back to the 'dark ages' and there is not a digital immigrant in sight?
The digital divide between immigrants and natives is growing rapidly in our own country, so what about between us and the world. Especially when you consider that Japan is supposed to be at least 50 years more advanced than we are. Some people in the world will never have seen a computer let alone know how to operate it. Third world countries are struggling to even provide themselves with food let alone the skills to become a country thriving with digital natives.
If young people are more able to digitally 'connect' , surely it would be beneficial to allow them to incorporate thier skills in education in school, to prevent the gap from increasing to much. But also allowing traditional methods to be used so that the emphasis is not placed to heavily upon technonlogy. This would certainly benefit the technologically challenged and the socially rejected to keep up with the modern world.
And maybe more 'natives' should go to thse less priveledge countries, and help to teach those who don't know. the technologically challenged and the socially rejected
In 1869, Matthew Arnold wrote that culture "seeks to do away with classes; to make the best that has been thought and known in the world current everywhere; to make all men live in an atmosphere of sweetness and light [...]". (Culture and Anarchy). This notion of culture being unifluenced by class and power will surely be invalid, as those with money and opportunities will benefit from new and innovative technology, whereas those who don't won't be able to keep up with technology, thus losing their status as digital natives, and broadening the digital divide.
By encouraging this Digital divide, it will only create other potential problems for the future in terms of employment. Companies and businesses will only want to employ digital natives as they will have more experience using technology so those people who have access to technology will benefit immensely and have a greater chance of employment.
This sounds abit 'sciencey' for my liking, but this is a huge cause for concern; we, as a world, consume a huge amount of electricity, and this is rapidly running out! Yes there are 'alternatives' , but there is nothing concrete, so what happens when we have to go back to the 'dark ages' and there is not a digital immigrant in sight?
The digital divide between immigrants and natives is growing rapidly in our own country, so what about between us and the world. Especially when you consider that Japan is supposed to be at least 50 years more advanced than we are. Some people in the world will never have seen a computer let alone know how to operate it. Third world countries are struggling to even provide themselves with food let alone the skills to become a country thriving with digital natives.
If young people are more able to digitally 'connect' , surely it would be beneficial to allow them to incorporate thier skills in education in school, to prevent the gap from increasing to much. But also allowing traditional methods to be used so that the emphasis is not placed to heavily upon technonlogy. This would certainly benefit the technologically challenged and the socially rejected to keep up with the modern world.
And maybe more 'natives' should go to thse less priveledge countries, and help to teach those who don't know. the technologically challenged and the socially rejected
How might Wenger's notions on practice communities relate to Prensky's on education?
Prensky's theories on education and Wenger's on Communities of Practice are certianly linked. "Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour..." (Wenger 2007). http://www.ewenger.com/theory/
"Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach". (Prensky 2001). http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.htm
Both theorists are discussing the concept of learning through a digitally orientated environment. Wenger talks about a hierachy of group members, with those who have more control, and those who simply participate. Similarly, Prensky talks of those who are 'natives', who are digitally advanced and aware, who are the opposite to those known as the digital immigrants.
Both Prensky and Wenger can be linked through their other ideas. Wenger thinks that learning is central to human identity. Prensky argues that children learn more at home, after school, and this is where they build their own identities.
These two theories are related as Wenger argues that by being part of a CoP, you are able to gain a real sense of identity and belonging, as you are able to communicate with the same people that have the same interests as you. As well as having these interests, Prensky would argue that you needed the same level of capablilities to communicate digitally. Digital natives are deemed to operate out of school and CoP's tend be used and participated in out of school.
"Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach". (Prensky 2001). http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.htm
Both theorists are discussing the concept of learning through a digitally orientated environment. Wenger talks about a hierachy of group members, with those who have more control, and those who simply participate. Similarly, Prensky talks of those who are 'natives', who are digitally advanced and aware, who are the opposite to those known as the digital immigrants.
Both Prensky and Wenger can be linked through their other ideas. Wenger thinks that learning is central to human identity. Prensky argues that children learn more at home, after school, and this is where they build their own identities.
These two theories are related as Wenger argues that by being part of a CoP, you are able to gain a real sense of identity and belonging, as you are able to communicate with the same people that have the same interests as you. As well as having these interests, Prensky would argue that you needed the same level of capablilities to communicate digitally. Digital natives are deemed to operate out of school and CoP's tend be used and participated in out of school.
Thursday, 19 March 2009
e) Describe the experience of a fictional technophile student in 2020.
Freddie is a technophile. Freddie gets up for his first day of uni. Freddie wakes up via his Ipod super duper docking station, which only came out on sale last week. Freddie also has the latest mx 67 Nokia phone. Freddie thinks this is swish.
Freddie logs in to his Lincoln University Virtual Portal campus learning zone to check his emails. Freddie does this on his new mx 67 Nokia phone. It is point 1 milli seconds quicker than his new Apple Mac laptop. Freddie also checks his Myface page to see if he has any new friend requests. It's been 3 hours since Freddie last checked. Freddie has an virtual online blackbeard seminar at 10, so Freddie sets up his webcam. Freddie then gets his breakfast order in. Freddie stops to reminisce for a minute, about the days when people had to walk to get a Mcdonalds breakfast.
Freddies thoughts are interupted by a vibration. Freddie's Apple Mac screen just vibrated. Freddie got a virtual poke from an old friend. Freddie then plugs his brain into the socket. Freddie like this new innovative technique. It allows Freddie to chanel the thoughts from his brain onto his Apple Mac so Freddie's blogs are done for the week. Freddie likes this no hassle blogging. That's what makes Freddie a technophile.
Freddie logs in to his Lincoln University Virtual Portal campus learning zone to check his emails. Freddie does this on his new mx 67 Nokia phone. It is point 1 milli seconds quicker than his new Apple Mac laptop. Freddie also checks his Myface page to see if he has any new friend requests. It's been 3 hours since Freddie last checked. Freddie has an virtual online blackbeard seminar at 10, so Freddie sets up his webcam. Freddie then gets his breakfast order in. Freddie stops to reminisce for a minute, about the days when people had to walk to get a Mcdonalds breakfast.
Freddies thoughts are interupted by a vibration. Freddie's Apple Mac screen just vibrated. Freddie got a virtual poke from an old friend. Freddie then plugs his brain into the socket. Freddie like this new innovative technique. It allows Freddie to chanel the thoughts from his brain onto his Apple Mac so Freddie's blogs are done for the week. Freddie likes this no hassle blogging. That's what makes Freddie a technophile.
Describe the daily frustrations of a fictional neo-luddite at university now in the UK
The term "neo-Luddite" is often deployed by advocates of technology to describe persons or organizations that resist technological advances. Fact. But to make this more interesting, I think it might be better to put this into perspective by writing a fictional blog entry to demonstrate a neo-luddite's difficulty at uni.
Meet Eddie. Eddie is a simple kinda guy, likes the sea, but detestes the sand between his toes. He is out there. Eddie is about to begin his life at uni. But the thing with Eddie is he is a bit of a neo-luddite. He only managed to apply to go to uni via UCAS because he paid his mates to fill in the form online. And Eddie is yet to realise that the Student Loans Company didn't recieve his letter by post. Eddie didn't realise he had to fill out an online application form. Eddie doesn't like being online.
Eddie is running late for his first lecture as he didn't know how to set his alarm on his phone, and Eddie's usual alarm clock, his mum, isn't there. Next problem Eddie realises is that he hasn't got a timetable for uni. Eddie heard something about printing a timetable off in the library with his unique password and pin. But Eddie doesn't have a unique password in pin. So Eddie sets off in the hope he will find his class. When Eddie gets to class 40 minutes late that day, his tutor tells him to exchange contact details with his peers. But Eddie doesn't have contact details. Eddie hasn't used MSN before. Eddie doesn't even know what Facebook is. Eddie's new classmates seem nice nonetheless, and tell Eddie to get Facebook and MSN, and want Eddie to set up his library user account.
But Eddie is a neo-luddite. A week later, Eddie managed to set up a library user account, with the help of a classmate. Eddie has MSN, but doesn't remember his password, and Facebook proved a diasaster for Eddie. He clicked 'poke' next to some girls name. Eddie didn't realise this is a no-go, being a neo-luddite and all that jazz. The girl now thinks Eddie is a weird boy, who wants to 'poke' her. Eddie is doing the Media culture and communications course, and is already behind, as Eddie doesn't know how to access MC Home.
Eddie is a funny guy though. Eddie makes his tutors laugh. Eddie asked them why they had to study an E-Book. Eddie's mum told him not to do drugs. Eddie also wondered why a modern uni like Lincoln still used a blackboard. Eddie still hadn't seen this blackboard his peers were discussing. Eddie did have a bit of success in his first term though. Eddie thought so. Eddie's Panda Pops label said Eddie had won the competition. All Eddie had to do was enter his unique code online. Eddie never knew if he won. Eddie was a neo-luddite. Eddie will need lots of luck if he is going to get to level 2 and Blogging.
Meet Eddie. Eddie is a simple kinda guy, likes the sea, but detestes the sand between his toes. He is out there. Eddie is about to begin his life at uni. But the thing with Eddie is he is a bit of a neo-luddite. He only managed to apply to go to uni via UCAS because he paid his mates to fill in the form online. And Eddie is yet to realise that the Student Loans Company didn't recieve his letter by post. Eddie didn't realise he had to fill out an online application form. Eddie doesn't like being online.
Eddie is running late for his first lecture as he didn't know how to set his alarm on his phone, and Eddie's usual alarm clock, his mum, isn't there. Next problem Eddie realises is that he hasn't got a timetable for uni. Eddie heard something about printing a timetable off in the library with his unique password and pin. But Eddie doesn't have a unique password in pin. So Eddie sets off in the hope he will find his class. When Eddie gets to class 40 minutes late that day, his tutor tells him to exchange contact details with his peers. But Eddie doesn't have contact details. Eddie hasn't used MSN before. Eddie doesn't even know what Facebook is. Eddie's new classmates seem nice nonetheless, and tell Eddie to get Facebook and MSN, and want Eddie to set up his library user account.
But Eddie is a neo-luddite. A week later, Eddie managed to set up a library user account, with the help of a classmate. Eddie has MSN, but doesn't remember his password, and Facebook proved a diasaster for Eddie. He clicked 'poke' next to some girls name. Eddie didn't realise this is a no-go, being a neo-luddite and all that jazz. The girl now thinks Eddie is a weird boy, who wants to 'poke' her. Eddie is doing the Media culture and communications course, and is already behind, as Eddie doesn't know how to access MC Home.
Eddie is a funny guy though. Eddie makes his tutors laugh. Eddie asked them why they had to study an E-Book. Eddie's mum told him not to do drugs. Eddie also wondered why a modern uni like Lincoln still used a blackboard. Eddie still hadn't seen this blackboard his peers were discussing. Eddie did have a bit of success in his first term though. Eddie thought so. Eddie's Panda Pops label said Eddie had won the competition. All Eddie had to do was enter his unique code online. Eddie never knew if he won. Eddie was a neo-luddite. Eddie will need lots of luck if he is going to get to level 2 and Blogging.
c) A person known to me who most threatens the notion of native/immigrant in digital culture
I will stick with my previous examples for this one. Going by Prensky's theories, both my Dad's age (48 I think) and my sister's (15) should mean they are at the opposite ends of the digital native/immigrant cycle. Prensky's theory would class my Dad as a digital immigrant, and my sister as a digital native. Yet, my Dad is better with web surfing and understanding, email, and computers in general. The only thing I can think of where he is not as good is texting. So this is a flaw within Prensky's work.
Prensky wrote his Digital immigrants and natives article in 2001, and maybe at this time there was not such an emphasis on people in jobs at the time to learn computer skills and be digitally literate.
Since this time, both my parents have done ICT courses or days, complusorary with their jobs, and I don't think this is uncommon. It seems workplaces are now wanting all employees to be familiar with computers, and be able to do certain things in a digital sense.
Prensky said that todays younger generation are all "native speakers of the digital language of computers, video games and the Internet." He has categorised every young person and older person, and in my instance is wrong. This shows that if you are a digital immigrant, it is not out of the question for you to be a native, maybe you need work to pressure you, or a family who regularly use a computer.
Prensky assumed that computers and suchlike was only utilised in everyday life by young people, and they were the only ones who are natives, but the world and older generations have had to adapt to a "native speaking" culture and the result is people of all ages and lifestyles can be digital natives.
Prensky wrote his Digital immigrants and natives article in 2001, and maybe at this time there was not such an emphasis on people in jobs at the time to learn computer skills and be digitally literate.
Since this time, both my parents have done ICT courses or days, complusorary with their jobs, and I don't think this is uncommon. It seems workplaces are now wanting all employees to be familiar with computers, and be able to do certain things in a digital sense.
Prensky said that todays younger generation are all "native speakers of the digital language of computers, video games and the Internet." He has categorised every young person and older person, and in my instance is wrong. This shows that if you are a digital immigrant, it is not out of the question for you to be a native, maybe you need work to pressure you, or a family who regularly use a computer.
Prensky assumed that computers and suchlike was only utilised in everyday life by young people, and they were the only ones who are natives, but the world and older generations have had to adapt to a "native speaking" culture and the result is people of all ages and lifestyles can be digital natives.
b) The youngest digital immigrant I know
The youngest digital immigrant I know would be my sister, who is computer literate, she just ain't that great! As with most 15 year olds, MSN is a walk in the park, and she is fine with this. But anything else is just cringeworthy, and she must crash the computer a good 3 times a week at least! Although I think this could sometimes be partly a psychological thing, in the sense that she knows she is a nightmare, she may one day reach the digital native stage.
a) The oldest digital native I know
The oldest digital native I know would probably be my Dad! He isn't that old...but I can't think of anyone older. He often uses the net to buy and sell accordions, which sounds abit lame, but there is a lot of money to be had! Since he is a nocturnal being, he is often found in the early hours negotiating and searching for goods etc. He is pretty good with computers, through training courses at work, so well done Dad, you are my nominee for the oldest digital native I know.
Should education stretch a person?
To stretch a person i think this refers to pushing someone to their limits. Curtis Mayfield said in 'Move on up', that we should "take nothing less than second best." How true and wise. Prensky's suggests that this should be done through technology, which is all well and good, but is not the only way. I never had a computer in the house growing up, and so had to always hand write school work etc. Although this seemed like a lot of effort at the time, it has proven in comparison to friends who did have a computer, that my literacy skills are superior.
Education has to stretch people. By doing coursework, presentations, exams, even blog work, we are all increasing specific skills which test us on different levels. Without these, going into the world of work would be far harder. Children need to be stretched in all areas of their education and not just rely on technology.
'Stretch' means to elongate, broaden, strengthen, widen and extend. Education certainly needs to do this, not only to increase knowledge, but to help people survive with life scenarios. Certain areas seem unuseful or irrelvant (who has used photosynthesis and osmosis since GCSE's!!), but all that we learn may prove invaluable at any given stage. Jobs, having a family, a mortgage, a car, timekeeping, communication skills etc, are all things we learn and adopt through education.
It can be argued that this works both ways, in the sense that education needs to stretch people, and people need to stretch themselves, through education.
The way I see it is that the economy, the government, and effectively the country, would be unable to function without those who push themselves, without people being educated, and without culture developing and necessarily 'stretching' people.
Education has to stretch people. By doing coursework, presentations, exams, even blog work, we are all increasing specific skills which test us on different levels. Without these, going into the world of work would be far harder. Children need to be stretched in all areas of their education and not just rely on technology.
'Stretch' means to elongate, broaden, strengthen, widen and extend. Education certainly needs to do this, not only to increase knowledge, but to help people survive with life scenarios. Certain areas seem unuseful or irrelvant (who has used photosynthesis and osmosis since GCSE's!!), but all that we learn may prove invaluable at any given stage. Jobs, having a family, a mortgage, a car, timekeeping, communication skills etc, are all things we learn and adopt through education.
It can be argued that this works both ways, in the sense that education needs to stretch people, and people need to stretch themselves, through education.
The way I see it is that the economy, the government, and effectively the country, would be unable to function without those who push themselves, without people being educated, and without culture developing and necessarily 'stretching' people.
Journal abstract five
Abstract five
This article by Adams highlights how the modern world has led to young people who are all digital natives, who have been constantly exposed to new media. He says that teachers and suchlike have had to resort to incorporating more digital methods of educating students to keep up with this trend. In this journal, Adams looks at how the Advanced Placement Language and Composition programme incorporates Web 2.0 tools including several Google Applications into education in schools. Adams goes on to discuss the gap between teachers and students, by saying that the teachers need to keep up to date with technology in order for the students to benefit from education.
This article by Adams highlights how the modern world has led to young people who are all digital natives, who have been constantly exposed to new media. He says that teachers and suchlike have had to resort to incorporating more digital methods of educating students to keep up with this trend. In this journal, Adams looks at how the Advanced Placement Language and Composition programme incorporates Web 2.0 tools including several Google Applications into education in schools. Adams goes on to discuss the gap between teachers and students, by saying that the teachers need to keep up to date with technology in order for the students to benefit from education.
Journal abstract four
Abstract four
This journal on Digital pioneers uses another journal “the skin of culture” to talk about electronic realities in relation to blogging and the environment. The article argues that when in a classroom, the students are the ones looking in on the teacher who is the centre of knowledge, whereas in an electronic environment, it is the students who have this ‘power’ and it is the participants who are put in the centre. The article goes on to say that students don’t learn through oral and listening techniques as much as they used to, and more emphasis is put on digital learning to accommodate for this. The author Glogowski, says that a mixture of these skills is needed, so we need to be digital immigrants as well as natives. He says that he needs the ‘native’ skills to put the journal online, and we need the ‘immigrant’ skills (literacy) to read it.
This journal on Digital pioneers uses another journal “the skin of culture” to talk about electronic realities in relation to blogging and the environment. The article argues that when in a classroom, the students are the ones looking in on the teacher who is the centre of knowledge, whereas in an electronic environment, it is the students who have this ‘power’ and it is the participants who are put in the centre. The article goes on to say that students don’t learn through oral and listening techniques as much as they used to, and more emphasis is put on digital learning to accommodate for this. The author Glogowski, says that a mixture of these skills is needed, so we need to be digital immigrants as well as natives. He says that he needs the ‘native’ skills to put the journal online, and we need the ‘immigrant’ skills (literacy) to read it.
Journal abstract three
Abstract three
This article is very female orientated, and focuses around girls and the learning about femininity online, mainly concerning gender and identity. The main topic is based on chat rooms and social networking. The article is constructed from qualitative research, from 16 girls based in Canada. It states that these girls are able to learn things online and then use these skills offline. It continues by delving into the issue of gender boundaries and shows how the girls enjoy being ‘gender rebellious’. The authors, Kelly et al, also look at the implications these bring for girls.
This article is very female orientated, and focuses around girls and the learning about femininity online, mainly concerning gender and identity. The main topic is based on chat rooms and social networking. The article is constructed from qualitative research, from 16 girls based in Canada. It states that these girls are able to learn things online and then use these skills offline. It continues by delving into the issue of gender boundaries and shows how the girls enjoy being ‘gender rebellious’. The authors, Kelly et al, also look at the implications these bring for girls.
Journal abstract two
Abstract two
This article looks at how teenagers today have grown up in a completely different culture in comparison to previous generations. This is said to be mainly as a result of the development and rise of the internet. Hansford and Adlington say how many teenagers are avid online users, on social networking sites, like Facebook, and video share, shop and so on online. The negative result, it is said, is that in school, these teenagers are reluctant to learn through older methods of learning, like reading and so on. The problem is that teenagers want to learn and are more comfortable with new media, and want to ‘teach’ teachers to use these, whereas teachers want to encourage teenagers and young people to use traditional methods.
This article looks at how teenagers today have grown up in a completely different culture in comparison to previous generations. This is said to be mainly as a result of the development and rise of the internet. Hansford and Adlington say how many teenagers are avid online users, on social networking sites, like Facebook, and video share, shop and so on online. The negative result, it is said, is that in school, these teenagers are reluctant to learn through older methods of learning, like reading and so on. The problem is that teenagers want to learn and are more comfortable with new media, and want to ‘teach’ teachers to use these, whereas teachers want to encourage teenagers and young people to use traditional methods.
Journal abstract one
Abstract one
This journal looks at the media and how it has developed in society. It discusses how many households are using multiple forms of media, and how society is progressing towards a ‘mass adoption’. Livingstone questions just how media is actually new. She says that new media is developed, and then made into something new, and constantly developed as opposed to being completely new. She says “there is nothing new under the sun”. She goes on to argue that media doesn’t shape cultural change on its own; this is also done through social, economic and political progress. Livingstone suggests that certain informational products are already out of date by the time they reach the shelves, simply because culture changes and develops sop rapidly.
This journal looks at the media and how it has developed in society. It discusses how many households are using multiple forms of media, and how society is progressing towards a ‘mass adoption’. Livingstone questions just how media is actually new. She says that new media is developed, and then made into something new, and constantly developed as opposed to being completely new. She says “there is nothing new under the sun”. She goes on to argue that media doesn’t shape cultural change on its own; this is also done through social, economic and political progress. Livingstone suggests that certain informational products are already out of date by the time they reach the shelves, simply because culture changes and develops sop rapidly.
Academic articles in the Harvard style
1) Livingstone, S (1999), ‘New Media, New Audience’, New Media and Society Vol.1 pg 59- 68, http://nms.sagepub.com/cgi/reprint/1/1/59 (Accessed 12/03/09)
2) Adlington and Hansford (2009), ‘Digital Spaces and young people's online authoring: Challenges for teachers’, Australian Journal of Language and Literacy Vol 32, http://web.ebscohost.com/ehost/detail?vid=1&hid=7&sid=9a75c748-f7f3-478a-a904-003ac02809d3%40SRCSM2&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=afh&AN=36428102 (Accessed on 12/03/09)
3) Kelly, D et al. (2006), ‘No Boundaries? Girls’ Interactive, Online Learning About Femininity's'’ Youth and Society Vol 38, pg 3-28http://yas.sagepub.com/cgi/content/abstract/38/1/3 (Accessed 12/03/09)
4) Glogowski, K (2005), ‘Blog of proximal development: Teaching. Blogging. Learning - Digital Pioneers?’ http://www.teachandlearn.ca/blog/2005/08/01/literacy-in-the-digital-age-part-ii/ (12/03/09)
5) Adams, D (2008) ‘Gaga for Google in the Twenty-First Century Advanced Placement Language Classroom’ Clearing House Vol 82, Issue. 2. pg 96-98, http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ816791&ERICExtSearch_SearchType_0=no&accno=EJ816791 (12/03/09)
2) Adlington and Hansford (2009), ‘Digital Spaces and young people's online authoring: Challenges for teachers’, Australian Journal of Language and Literacy Vol 32, http://web.ebscohost.com/ehost/detail?vid=1&hid=7&sid=9a75c748-f7f3-478a-a904-003ac02809d3%40SRCSM2&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=afh&AN=36428102 (Accessed on 12/03/09)
3) Kelly, D et al. (2006), ‘No Boundaries? Girls’ Interactive, Online Learning About Femininity's'’ Youth and Society Vol 38, pg 3-28http://yas.sagepub.com/cgi/content/abstract/38/1/3 (Accessed 12/03/09)
4) Glogowski, K (2005), ‘Blog of proximal development: Teaching. Blogging. Learning - Digital Pioneers?’ http://www.teachandlearn.ca/blog/2005/08/01/literacy-in-the-digital-age-part-ii/ (12/03/09)
5) Adams, D (2008) ‘Gaga for Google in the Twenty-First Century Advanced Placement Language Classroom’ Clearing House Vol 82, Issue. 2. pg 96-98, http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ816791&ERICExtSearch_SearchType_0=no&accno=EJ816791 (12/03/09)
Website URL's
The five websites I have chosen are as follows;
. http://technologysource.org/article/digital_natives_digital_immigrants/
. http://www.malts.ed.ac.uk/staff/sian/natives_final.pdf
. http://henryjenkins.org/2007/12/reconsidering_digital_immigran.html
. http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
. http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.htm
I selected these sites as I found them descriptive, and easy to read.
. http://technologysource.org/article/digital_natives_digital_immigrants/
. http://www.malts.ed.ac.uk/staff/sian/natives_final.pdf
. http://henryjenkins.org/2007/12/reconsidering_digital_immigran.html
. http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
. http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.htm
I selected these sites as I found them descriptive, and easy to read.
What is digital immigration?
Digital Immigration is defined on Urbandictionary.com (http://www.urbandictionary.com/define.php?term=digital+immigrant) as;
“Somebody who has popped up on an Internet site because of clicking on a link (sometimes accidentally). They don't have the slightest idea where they are at, but read the site information out of curiosity, and occasionally buy items if they are listed for sale.”
So from this it is apparent that Digital Immigration is simply those who are trying to use modern equipment and media, without having grown up with it. The term seems to be a fairy new one, but the concept of being unused to new things and growing up before the digital age is not. Digital Immigrants in today’s culture are deemed as being those who are fairly new to the internet.
In relation to who cares about it, my answer is everybody. Students like ourselves have been moulded to using new media and using computers, the internet etc, due to it being a huge cultural influence. Workplaces and businesses now train employees to use this new technology and teach them to speak this new “native language”. And many kids in today’s society are all computer literate, so parents have had to adapt to using computers and the internet.
Society’s attitude to this is we must all become computer literate, and if you are a so called Digital Immigrant, then the way that new media culture is developing means Digital Immigrants need to catch up and become familiar/interactive with the modern world.
“Somebody who has popped up on an Internet site because of clicking on a link (sometimes accidentally). They don't have the slightest idea where they are at, but read the site information out of curiosity, and occasionally buy items if they are listed for sale.”
So from this it is apparent that Digital Immigration is simply those who are trying to use modern equipment and media, without having grown up with it. The term seems to be a fairy new one, but the concept of being unused to new things and growing up before the digital age is not. Digital Immigrants in today’s culture are deemed as being those who are fairly new to the internet.
In relation to who cares about it, my answer is everybody. Students like ourselves have been moulded to using new media and using computers, the internet etc, due to it being a huge cultural influence. Workplaces and businesses now train employees to use this new technology and teach them to speak this new “native language”. And many kids in today’s society are all computer literate, so parents have had to adapt to using computers and the internet.
Society’s attitude to this is we must all become computer literate, and if you are a so called Digital Immigrant, then the way that new media culture is developing means Digital Immigrants need to catch up and become familiar/interactive with the modern world.
Friday, 13 March 2009
Journal criticisms
Overall, each article makes a valid point on modern culture and the digital era we currently live in. As I have grown up in this world, being accustom to this technological culture, I haven’t realised the extent that previous generations have had to adjust.
Journal one criticism
My disagreement with the first article is that I don’t entirely believe that there is nothing new under the sun. I agree with the point made that technology and culture develop, but the internet and television are two mediums I think stand out in there own right. The author also argues that new media has the task of “mapping out new media audiences”. I don’t believe this is entirely true, as often, there aren’t new audiences, but new ideologies and audience expectations, so it is more a mapping out of new ways to appeal to an existing audience.
Journal two criticism
My disagreement with this article is that it claims that children and young people don’t learn through printed texts in this day and age. Yes this is partially true, but it makes out that young people ‘don’t’ learn this way, as opposed to ‘choosing’ not too. The journal implies that today’s generation has moved on from traditional methods of learning, which isn’t wrong, but I feel that culture has developed so this way of learning is one of many, as it is still used in schools and suchlike. It also highlights how older generations deem text talk, and communicating online as needless, whereas, although I think there is a time and a place for it, it is another way of expressing yourself, in a way I’m sure older generations did by keeping diaries etc.
Journal three criticism
My first criticism with this journal is simply that it only focuses on 16 girls for the research. I know it is qualitative, but I think to get suitable and concrete results, more opinions are people are needed. My other criticism is that the article contradicts itself over the issue of power. In an early section, I think girls have more power online than the journal gives credit for. I feel that girls are more likely to express themselves and use the power of sexuality online. Although the article goes on to say how girls do have power, it uses an example of how boys can “trick girls” into doing things online, implying boys have power online. But later on, it gives examples of how girls make digs at boys online and provoke them, suggesting girls have the power. So this makes it confusing and contradictory.
Journal four criticism
My disagreement with this journal is the divide it puts between each type of learning method. Obviously there are differences between each one, but I see them as being interlinked which this journal doesn’t seem to do. We have the ability to read a printed text, access it online, watch a serialisation on the TV and so on, so who is to say that there is a right and wrong way of doing it? This article and many others highlight the fact modern learning doesn’t involve as much print reading, but surely the fact we have different ways to learn suits everyone better, as opposed to losing our traditional forms?
Journal five criticism
My main disagreement with this article is that the author explains that the gap between teachers and students (natives and immigrants) is down to the teachers to address and narrow. I think part of this is down to the students, because if you want to learn in a certain way, it is surely up to you to instigate this as well. The author is implying that teachers should automatically know what way suits people best, but this is down to the student. And I don’t see anything wrong with students helping to teach the teachers new and innovative learning styles if it suits both parties. If students are able to pass their knowledge on, they would be benefitting themselves as well as others. This is something the journal fails to imply.
Journal one criticism
My disagreement with the first article is that I don’t entirely believe that there is nothing new under the sun. I agree with the point made that technology and culture develop, but the internet and television are two mediums I think stand out in there own right. The author also argues that new media has the task of “mapping out new media audiences”. I don’t believe this is entirely true, as often, there aren’t new audiences, but new ideologies and audience expectations, so it is more a mapping out of new ways to appeal to an existing audience.
Journal two criticism
My disagreement with this article is that it claims that children and young people don’t learn through printed texts in this day and age. Yes this is partially true, but it makes out that young people ‘don’t’ learn this way, as opposed to ‘choosing’ not too. The journal implies that today’s generation has moved on from traditional methods of learning, which isn’t wrong, but I feel that culture has developed so this way of learning is one of many, as it is still used in schools and suchlike. It also highlights how older generations deem text talk, and communicating online as needless, whereas, although I think there is a time and a place for it, it is another way of expressing yourself, in a way I’m sure older generations did by keeping diaries etc.
Journal three criticism
My first criticism with this journal is simply that it only focuses on 16 girls for the research. I know it is qualitative, but I think to get suitable and concrete results, more opinions are people are needed. My other criticism is that the article contradicts itself over the issue of power. In an early section, I think girls have more power online than the journal gives credit for. I feel that girls are more likely to express themselves and use the power of sexuality online. Although the article goes on to say how girls do have power, it uses an example of how boys can “trick girls” into doing things online, implying boys have power online. But later on, it gives examples of how girls make digs at boys online and provoke them, suggesting girls have the power. So this makes it confusing and contradictory.
Journal four criticism
My disagreement with this journal is the divide it puts between each type of learning method. Obviously there are differences between each one, but I see them as being interlinked which this journal doesn’t seem to do. We have the ability to read a printed text, access it online, watch a serialisation on the TV and so on, so who is to say that there is a right and wrong way of doing it? This article and many others highlight the fact modern learning doesn’t involve as much print reading, but surely the fact we have different ways to learn suits everyone better, as opposed to losing our traditional forms?
Journal five criticism
My main disagreement with this article is that the author explains that the gap between teachers and students (natives and immigrants) is down to the teachers to address and narrow. I think part of this is down to the students, because if you want to learn in a certain way, it is surely up to you to instigate this as well. The author is implying that teachers should automatically know what way suits people best, but this is down to the student. And I don’t see anything wrong with students helping to teach the teachers new and innovative learning styles if it suits both parties. If students are able to pass their knowledge on, they would be benefitting themselves as well as others. This is something the journal fails to imply.
Thursday, 12 March 2009
Website crticism five
This website is also written in 2001, so for the same reasons as the last, may be dated in its relevancy. This site takes a look at Digital Immigration through medicine and science. It talks about how “Digital Native students” have become the way they are for psychological reasons. It also questions science’s view that the brain doesn’t change physically, by arguing that modern culture causes people’s brains to adapt. There is a lot of scientific evidence to show this, and the author delves into different fields, such as neuroplasticity. However, some of this includes research done on rats and ferrets, which surely doesn’t help when considering the effects cultural development no digital immigrants and natives. To my knowledge the ferrets are not that advanced yet. Being serious, the site is dated by 7-8 years, so any medical advances or changes could easily occurred in this time. The site suggests that natives have a short attention span when it comes to older and traditional learning methods, which again, highlights the struggle between natives and immigrants when communicating and developing one another. The site is well written, and uses lots of evidence, which makes it good and believable.
Website criticism four
This website is dated October 2001, which immediately suggests it could be out dated as this was 8 years ago. From the first line, it is written in a very descriptive and opinionated manner. The author talks also about students and the relationship between them and technological advancements. “Today’s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV).” It doesn’t say where these figures are sourced from, but if these were true, I’m sure they have only grown further since 2001. There are many rhetorical questions throughout, one of which asks what the new wave of students should be called. The answer is Digital Natives, and the site gives detailed descriptions and examples of both Digital Immigrants and Natives. The author’s best description for me is where he says that today’s parents are in the midst of learning a new language which the majority of kids already know. The site is very good at showing how the two struggle to comprehend one another, due to the difference in ‘language that natives and immigrants speak. Due to it being written a while ago now, the site is probably one of the first to talk about Digital Immigrants and Natives.
Website criticism three
This site is a blog dedicated to analysing the work of Marc Prensky, who seems to be the King Kong of the Digital Immigration/Native jungle. The author of the site gives a very insightful view of both concepts, and focuses on the differences in generations. There is a focus on students, and the changes in culture and how this has affected ‘us’. Students are categorised as “native speakers of the digital language of computers, video games and the Internet.” This is obvious in a sense, but also very true. The site is dated on the 5th December 2007, which, as with the previous site, means it is very up to date and relevant. It is very readable, as it is well written and laid out in a format which breaks each point down. There is also a section at the bottom for people and other users to write their own comments and respond to the article.
The only part of this site I am not impressed with is the fact the author uses Prensky’s work too much. He uses Prensky’s theory well and writes his own opinion on it at times, but this could be done more. As it is a blog, it should be more structured than it is. But the way each point is broken down, analysed and put into perspective makes the site very comprehendible.
The only part of this site I am not impressed with is the fact the author uses Prensky’s work too much. He uses Prensky’s theory well and writes his own opinion on it at times, but this could be done more. As it is a blog, it should be more structured than it is. But the way each point is broken down, analysed and put into perspective makes the site very comprehendible.
Website criticism two
This website defines both Digital Immigration and Digital Natives, and talks of the distinction between the two. As both terms have been coined in recent years, the site begins by saying how the two terms have been accepted in higher education. It says the terms are a way of mapping out and understanding the rapid technological advancements that have shaped our culture. The site is dated December 2007, which means it is over a year old, so its extremely relevant due to its up-to-dateness. The site is a version of a speech given at a higher education conference in 2007. This means it is written very coherently, as it was written to be spoken and performed. In correspondence, this also makes it very formal. I like the way it talks about Digital Immigrants and Natives as binary opposites, which I find to be a good way of looking at it. What makes this site stand out for me was a table on the 2nd page. There are the two terms as headings, and listed underneath is an example of each with the other being a binary opposite of sorts. For example, under Native there is Student and fast, and under Immigrant there is Teacher and slow. It goes on to continue the argument of how it is the immigrants that need to change, not the natives. This site also quotes from Prensky; “If Digital Immigrant educators really want to reach Digital Natives – ie all their students – they will have to change” (Prensky 2001,p6). I think it practices what it preaches, in the sense that it makes a strong argument in a concise manner, and it clearly explains itself on a potentially difficult subject.
Website criticism one
My first criticism of this website is that it was written in May and June 2003....oooh did that give it away? This means that it is out-dated now by 6 years almost, so this is an obvious fault. This is because the way in which the author talks about technology and development may have changed alot since then, although the site is still relevant to contemporary culture.
My next criticism is that the author of the site uses many references and points made by others, in particular, Marc Prensky, who is deemed to have coined the term of digital natives and immigrants. The points made aim to back up Prensky's points in different words. The author points out that there is not much to distinguish between both natives and immigrants in a digital sense. This relates to previous blogs about how much new media and technology evolves, as the author questions how much change there is between each generation. I think that this is a good point, but I think there is a greater gap than the author implies. The author believes, through Prensky's work, that these digital natives are "teaching" digital immigrants, as opposed to going back to "old" methods. "The solution Prensky proposes is for today's teachers to learn the language of the natives..."
The site continues with a counter-arguement, which is effective, as it focuses more on the thoughts of the author rather than other critics work. The author goes on to say that the gap between digital immigrants and natives is reducing through the simplicity of certain websites and forums online.
My next criticism is that the author of the site uses many references and points made by others, in particular, Marc Prensky, who is deemed to have coined the term of digital natives and immigrants. The points made aim to back up Prensky's points in different words. The author points out that there is not much to distinguish between both natives and immigrants in a digital sense. This relates to previous blogs about how much new media and technology evolves, as the author questions how much change there is between each generation. I think that this is a good point, but I think there is a greater gap than the author implies. The author believes, through Prensky's work, that these digital natives are "teaching" digital immigrants, as opposed to going back to "old" methods. "The solution Prensky proposes is for today's teachers to learn the language of the natives..."
The site continues with a counter-arguement, which is effective, as it focuses more on the thoughts of the author rather than other critics work. The author goes on to say that the gap between digital immigrants and natives is reducing through the simplicity of certain websites and forums online.
Wednesday, 4 March 2009
My own example of long distance learning
I have chosen to do Canada as my example of long distance learning as it is a country I like very much and have a general interest in.
The website I have chosen is as follows; http://canadaonline.about.com/library/weekly/aa042197.htm
As of 1995, there was increasing pressure put upon the education sector in Canada to promote long distance learning. This pressure was put on due to certain things, which were outlined as being;
. the explosion of information as a result of new technology
. a changing workplace which calls for the constant upgrading of skills - technical, management, language, communications - the list goes on, and it's a long one
. the changing nature of work - more contracting, part-time, temporary jobs
. the changing makeup of the workforce itself - more older, part-time, female, and multicultural workers.
I am also aware that Canada is very unevenly spread in terms of population, like Australia, so there has been huge cries for investment in long distance education, especially at the college and university levels.
Most of the Ministries of Education in Canada say they are involved in placing distance learning higher up on its agenda. There have been some inroads.
Athabasca University gets high marks for providing a full MBA online. Using Lotus Notes (the software comes as part of the tuition package), you can take your whole MBA without having to go to a classroom. They do have session meetings so students can physically connect with a group, but just about all the work is done online. They are gradually increasing their use of the Internet as well. In addition, Athabasca offers a full range of undergraduate distance education courses.
The University of Western Ontario offers its Executive MBA through a form of distance learning, but it involves trundling down to a classroom in one of seven major Canadian cities for videoconferences. It doesn't strike me as all that much farther ahead than twenty years ago when we had courses piped in by television to classrooms at Carleton University. Some progress, I suppose, but not twenty years' worth.
The TeleLearning Network of Centres of Excellence includes a research project on Virtual-U software, "one of the world's first Web-based course delivery systems," and there are other research advances coming out of work by the TeleLearning Network also.
The only one problem with this website, is that it is now seemingly out-dated, as it takes its information from 1997-98. The internet has since rose to worldwide prominence, so I therefore guess that long distance learning in the country has increased with internet circulation.
The website I have chosen is as follows; http://canadaonline.about.com/library/weekly/aa042197.htm
As of 1995, there was increasing pressure put upon the education sector in Canada to promote long distance learning. This pressure was put on due to certain things, which were outlined as being;
. the explosion of information as a result of new technology
. a changing workplace which calls for the constant upgrading of skills - technical, management, language, communications - the list goes on, and it's a long one
. the changing nature of work - more contracting, part-time, temporary jobs
. the changing makeup of the workforce itself - more older, part-time, female, and multicultural workers.
I am also aware that Canada is very unevenly spread in terms of population, like Australia, so there has been huge cries for investment in long distance education, especially at the college and university levels.
Most of the Ministries of Education in Canada say they are involved in placing distance learning higher up on its agenda. There have been some inroads.
Athabasca University gets high marks for providing a full MBA online. Using Lotus Notes (the software comes as part of the tuition package), you can take your whole MBA without having to go to a classroom. They do have session meetings so students can physically connect with a group, but just about all the work is done online. They are gradually increasing their use of the Internet as well. In addition, Athabasca offers a full range of undergraduate distance education courses.
The University of Western Ontario offers its Executive MBA through a form of distance learning, but it involves trundling down to a classroom in one of seven major Canadian cities for videoconferences. It doesn't strike me as all that much farther ahead than twenty years ago when we had courses piped in by television to classrooms at Carleton University. Some progress, I suppose, but not twenty years' worth.
The TeleLearning Network of Centres of Excellence includes a research project on Virtual-U software, "one of the world's first Web-based course delivery systems," and there are other research advances coming out of work by the TeleLearning Network also.
The only one problem with this website, is that it is now seemingly out-dated, as it takes its information from 1997-98. The internet has since rose to worldwide prominence, so I therefore guess that long distance learning in the country has increased with internet circulation.
Tuesday, 3 March 2009
Africa and eLearning in the School System
E learning in Africa was a term coined when many areas and schools were effected by cholera, mainy that had effected Southern Zambia.
It seems the arguement is that while many children are able to go to school and sit their exams, the others who are affected by the cholera, have to stay at home. Obviously there are cries for a change in the system which allows those unable to get into school to not miss out in their education. "It is therefore high time that the Ministry of Education prepared for disasters such as floods and diseases that have been affecting Zambia since the arrival of the rainy season. It is important that the Zambian community is also prepared to step up to an eLearning environment..." http://www.elearning-africa.com/newsportal/english/news164.php
People are asking why in these times, can't the government provide various mediums, such as radios and tvs, so students are not affected by consequence. E Learning Zambia Chairperson Prof Thomson Sinkala says that it would benefit pupols because they "would not have to miss their lessons as they would access their teachers’ lessons through either an Internet cafe or from home or any convenient place arranged for that matter".
He added that the use of eLearning would also help to boost awareness of cholera. "Children together with parents would learn about cholera and how to prevent it."
The only possible alternative at present is to set homework while students are away, but this is nowhere near as beneficial as elearning.
There is a radio programme that already exsits in Zambia for students of lower grades, but this has been said to be in need of development. It is called Taonga Market and is broadcast every day for about two hours.
So it seems the intent is there, and there is a blantant need for such development, so what else is being done?
John Zulu, who is in grade 12 at the Kamwala secondary school, said it was necessary for educational material to go electronic as, most of the time, school children listen to music, from ipods, CDs and mobile phones, and could download educational material to improve themselves in one area or another.
"Subjects such as English, science, history and geography could be put in electronic form, especially questions and answer sessions to help students revise their work and to target their most-used electronic gadgets," said Zulu.
However, almost every home owns a radio, including rural areas, so it seems that radio could still be the best way to educate students and pupils in this long distance manner.
In my view, from the article that Brenda Zulu has written, the only things that is preventing it from becoming a reality is government interest and/or funding. Both things that China has at its disposal.
It seems the arguement is that while many children are able to go to school and sit their exams, the others who are affected by the cholera, have to stay at home. Obviously there are cries for a change in the system which allows those unable to get into school to not miss out in their education. "It is therefore high time that the Ministry of Education prepared for disasters such as floods and diseases that have been affecting Zambia since the arrival of the rainy season. It is important that the Zambian community is also prepared to step up to an eLearning environment..." http://www.elearning-africa.com/newsportal/english/news164.php
People are asking why in these times, can't the government provide various mediums, such as radios and tvs, so students are not affected by consequence. E Learning Zambia Chairperson Prof Thomson Sinkala says that it would benefit pupols because they "would not have to miss their lessons as they would access their teachers’ lessons through either an Internet cafe or from home or any convenient place arranged for that matter".
He added that the use of eLearning would also help to boost awareness of cholera. "Children together with parents would learn about cholera and how to prevent it."
The only possible alternative at present is to set homework while students are away, but this is nowhere near as beneficial as elearning.
There is a radio programme that already exsits in Zambia for students of lower grades, but this has been said to be in need of development. It is called Taonga Market and is broadcast every day for about two hours.
So it seems the intent is there, and there is a blantant need for such development, so what else is being done?
John Zulu, who is in grade 12 at the Kamwala secondary school, said it was necessary for educational material to go electronic as, most of the time, school children listen to music, from ipods, CDs and mobile phones, and could download educational material to improve themselves in one area or another.
"Subjects such as English, science, history and geography could be put in electronic form, especially questions and answer sessions to help students revise their work and to target their most-used electronic gadgets," said Zulu.
However, almost every home owns a radio, including rural areas, so it seems that radio could still be the best way to educate students and pupils in this long distance manner.
In my view, from the article that Brenda Zulu has written, the only things that is preventing it from becoming a reality is government interest and/or funding. Both things that China has at its disposal.
China's distance learning programme
China has always been renowned for its technological advances and having a culture like no other. The 1960's saw the rise of television universities in China, originating from Bejing. "During the period from 1960 to 1966, more than 8,000 students graduated from the Beijing Television University and over 50,000 students finished single-course studies through its teaching programmes." This shows what a huge cultural impact TVU's had on China.
It is apparent that part of the appeal of these TVU's, from a government perspective, surrounds issues of funding. The cost of these television universities are relatively cheap to run in comparison to having multiple universities. TVU's can train more people in a shorter space of time, which meant that China had more educated people benefiting it's society, making valuable contributions to industrial and agricultural enterprises or to cultural and educational institutes.
As a result, the sixth Five-year Plan for National Economic and Social Development (1981-85) stated, 'There will be considerable expansion of higher education through radio, television, correspondence and evening courses. Students taking these courses will number 1.5 million by 1985'. This plan forceast a rapid development for radio and television universities in China.
There are 5 levels of TVU's as a result of this expansion; The CRTVU, The PTVUs, Branch schools, Work stations and The teaching and learning classes (usually called television classes).
There are obvious problems with this in my view however. Firstly, everyone who undertook one of these TVU courses would surely come out with the same viewpoint, which is extremely capitalist and very one-sided! Also, I was one of those who at GCSE level, stayed up to watch those bitesize programmes that were on a ridiclous o' clock in an attempt to learn more. In my experiences of television learning, I like the concept, but have severe doubts that television is a medium which gives people license to ignore the educational stuff and be entertained. I can see how it could work, but I remain under the tradionalist viewpoint that going into a lecture hall helps me learn more.
I also feel that I am a 'hands-on' learner, meaning I have to experience something if I really want to engage with a subject. If we were to have 2 hours a week say, of television and radio directed learning, this might work, but to do it for 39 wouldn't benefit me.
Having said this, it has obviously had a beneficial affect on China, and long distance learning clearly works. At present, radio and television teaching programmes are, to a large extent, a direct transcription of conventional university classroom teaching. I am guessing that as technology advances, learning through ipods and so on will become the norm.
It is apparent that part of the appeal of these TVU's, from a government perspective, surrounds issues of funding. The cost of these television universities are relatively cheap to run in comparison to having multiple universities. TVU's can train more people in a shorter space of time, which meant that China had more educated people benefiting it's society, making valuable contributions to industrial and agricultural enterprises or to cultural and educational institutes.
As a result, the sixth Five-year Plan for National Economic and Social Development (1981-85) stated, 'There will be considerable expansion of higher education through radio, television, correspondence and evening courses. Students taking these courses will number 1.5 million by 1985'. This plan forceast a rapid development for radio and television universities in China.
There are 5 levels of TVU's as a result of this expansion; The CRTVU, The PTVUs, Branch schools, Work stations and The teaching and learning classes (usually called television classes).
There are obvious problems with this in my view however. Firstly, everyone who undertook one of these TVU courses would surely come out with the same viewpoint, which is extremely capitalist and very one-sided! Also, I was one of those who at GCSE level, stayed up to watch those bitesize programmes that were on a ridiclous o' clock in an attempt to learn more. In my experiences of television learning, I like the concept, but have severe doubts that television is a medium which gives people license to ignore the educational stuff and be entertained. I can see how it could work, but I remain under the tradionalist viewpoint that going into a lecture hall helps me learn more.
I also feel that I am a 'hands-on' learner, meaning I have to experience something if I really want to engage with a subject. If we were to have 2 hours a week say, of television and radio directed learning, this might work, but to do it for 39 wouldn't benefit me.
Having said this, it has obviously had a beneficial affect on China, and long distance learning clearly works. At present, radio and television teaching programmes are, to a large extent, a direct transcription of conventional university classroom teaching. I am guessing that as technology advances, learning through ipods and so on will become the norm.
Thursday, 26 February 2009
Website Analysis-BBC Sport (ammended version)
The BBC Sport website is probably the site I use most, other than Facebook. It is laid out in a way I find very easy to use, and am very familiar with, which is part of the sites appeal. On the left, there is a list of all the sport catergories the site offers, and links to analysists columns and archives. In the middle, there is the main sport headlines, in both picture and written form. The use of pictures is a huge bonus, as it decorates the site with colour and appeal. Above these is a flashing banner which moves from left to right with links to the top story. On the right hand side is links to other daily stories.
I like the site because it is updated in a matter of seconds when a story breaks, and it now offers users the chance to watch clips and highlights of sporting events and interviews. There is also links to BBC Radio stations with live sport commentary. As simple as this may sound, I like the use of colour. The banner which says SPORT is in red and yellow, which stands out and looks appealing. The fact it offers news, information, visual and audio options the site offers. On a cultural level, it is simply a sports information website.
It is culturally appealing to all ages, as it offers games and fun, offers intellectual opinion and views, and audio/visual attractions.In terms of a cultural level, it is centered around sport and sporting culture. It is often said that sport is dominated in popularity by men. Despite this, the site is not gender specific, and is not set out in a way that could be viewed as overtly masculine.
It keeps up to date with modern culure in the sense that it offers links and so on for users who would use a mobile phone, and with the inclusion of watching live tv and highlights through links on the site. I am a user because it is very quick, it entertains me in various forms, offers insight and opinion which I believe and trust, mainly as it is the relaible BBC!
It has all the characteristics of a news site, but due to my own personal interests, It is very appealing and accessible. People are able to text and post there own opinions during live sport, but I have never dobted or not trusted these unknown users, as I feel the site users all have and share the same purpose for using the site. As it is the BBC, all comments will be assessed before they are put on the site by moderators. This interactivity also shows that there is also the opportunity of being a 'produser' on the site, even if it is limited. I have never thought of the site as a community, simply because it is more likely to be accessed simply to view it and read articles as opposed to contributing to the site. I think the site definately gets used in terms of socio determinism, as it gets used because of how people are, as opposed to how technology works.
I like the site because it is updated in a matter of seconds when a story breaks, and it now offers users the chance to watch clips and highlights of sporting events and interviews. There is also links to BBC Radio stations with live sport commentary. As simple as this may sound, I like the use of colour. The banner which says SPORT is in red and yellow, which stands out and looks appealing. The fact it offers news, information, visual and audio options the site offers. On a cultural level, it is simply a sports information website.
It is culturally appealing to all ages, as it offers games and fun, offers intellectual opinion and views, and audio/visual attractions.In terms of a cultural level, it is centered around sport and sporting culture. It is often said that sport is dominated in popularity by men. Despite this, the site is not gender specific, and is not set out in a way that could be viewed as overtly masculine.
It keeps up to date with modern culure in the sense that it offers links and so on for users who would use a mobile phone, and with the inclusion of watching live tv and highlights through links on the site. I am a user because it is very quick, it entertains me in various forms, offers insight and opinion which I believe and trust, mainly as it is the relaible BBC!
It has all the characteristics of a news site, but due to my own personal interests, It is very appealing and accessible. People are able to text and post there own opinions during live sport, but I have never dobted or not trusted these unknown users, as I feel the site users all have and share the same purpose for using the site. As it is the BBC, all comments will be assessed before they are put on the site by moderators. This interactivity also shows that there is also the opportunity of being a 'produser' on the site, even if it is limited. I have never thought of the site as a community, simply because it is more likely to be accessed simply to view it and read articles as opposed to contributing to the site. I think the site definately gets used in terms of socio determinism, as it gets used because of how people are, as opposed to how technology works.
The forum and communities of practice
The term of communities of practice certainly applies to the work we have done in the new media cultures unit. The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are everywhere and that we are generally involved in a number of them - whether that is at work, school, home, or in our civic and leisure interests.
Wenger states-
"Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." (Wenger circa 2007)
Within each community of practice, there are different characters and differences between people. There are those who are new to it, those with experience, those with authority (guessing this is Alison!) and those who don't really contribute to the community. It is a joint enterprise because we all contribute to it, and work within it to make it what it is.
According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities. These are the domain, the community and the practice. I think the definition Wenger gives for the community applies most to our blogging work. He says 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.).
We are all needed for our own individual skills in order to make the community what it is. For the community to function in the way Wenger defines it as being.
Wenger states-
"Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." (Wenger circa 2007)
Within each community of practice, there are different characters and differences between people. There are those who are new to it, those with experience, those with authority (guessing this is Alison!) and those who don't really contribute to the community. It is a joint enterprise because we all contribute to it, and work within it to make it what it is.
According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities. These are the domain, the community and the practice. I think the definition Wenger gives for the community applies most to our blogging work. He says 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.).
We are all needed for our own individual skills in order to make the community what it is. For the community to function in the way Wenger defines it as being.
Tuesday, 24 February 2009
Wenger reading and tasks
I have been involved in many 'communities of practice', without really thinking about it in this manner. This includes things like football teams, Boys Brigade, Work and so on.
I will use my work with the Anglia Co-operartive Food Group as my example. I am employed by the group, have gained educational achievements with them, and have a network of friends as a result. In terms of what the group does, it is simply a foodstore which provides for the local community. The aim of all the 'commuity of practice' members is to serve this community around it in the best possible way. This includes being approachable and helpful, as well as being able to solve difficult problems. As Wenger states; "Members of a community are informally bound by what they do together- from engaging in lunchtime discussions to solving difficult problems- and by what they have learned through their mutual engagement in these actitvities."
We function as an organisation through working together and on specific departments to benefit the customers. This ranges from serving them, advising them are making goods available for sale. This close working relationship that the staff have, means there are many close working relationships as a result, which enhance the company further, and makes the job in hand run smoother.
Over time, this makes your personal skills with people and communication a great deal better, and problem solving skills are strengthened. The continuous routine of this kind of community may seem repetitive, but there tends to be new and exciting challenges within a set routine on a daily basis.
I think the main thing to remember about communities of practice is that they are better operated when working as a team, or as a community, but this is not always possible. In a comunity like the workplace, it is a requirement to work as a group, but individual skills and differences are sometimes needed, so that each individual skill is used most effectively. For example, in a working community like the example I have given, you need people who can handle finances, those who can manage others, those who can bake goods, and those with the necessary cleaning abilties, to name but a few. These skills are all needed to make 'communities of practice' work well and effectively survive.
I will use my work with the Anglia Co-operartive Food Group as my example. I am employed by the group, have gained educational achievements with them, and have a network of friends as a result. In terms of what the group does, it is simply a foodstore which provides for the local community. The aim of all the 'commuity of practice' members is to serve this community around it in the best possible way. This includes being approachable and helpful, as well as being able to solve difficult problems. As Wenger states; "Members of a community are informally bound by what they do together- from engaging in lunchtime discussions to solving difficult problems- and by what they have learned through their mutual engagement in these actitvities."
We function as an organisation through working together and on specific departments to benefit the customers. This ranges from serving them, advising them are making goods available for sale. This close working relationship that the staff have, means there are many close working relationships as a result, which enhance the company further, and makes the job in hand run smoother.
Over time, this makes your personal skills with people and communication a great deal better, and problem solving skills are strengthened. The continuous routine of this kind of community may seem repetitive, but there tends to be new and exciting challenges within a set routine on a daily basis.
I think the main thing to remember about communities of practice is that they are better operated when working as a team, or as a community, but this is not always possible. In a comunity like the workplace, it is a requirement to work as a group, but individual skills and differences are sometimes needed, so that each individual skill is used most effectively. For example, in a working community like the example I have given, you need people who can handle finances, those who can manage others, those who can bake goods, and those with the necessary cleaning abilties, to name but a few. These skills are all needed to make 'communities of practice' work well and effectively survive.
Friday, 20 February 2009
Analysis of blogs
Many blogs provide commentary or news on a particular subject; others function as more personal online diaries A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs.
I have chosen to analysie a blog i've been reading for some time now. It's titled "What on earth is going on?" It's by someone I know personally, Shane Croucher, who has a very colloquial and satirical look at society and news issues. The main thing I look for when reading something, is for it to entertain me, and this blog does this. It is written with a purpose; to criticise our society, and to express emotion and opinion. But, most of all, it provokes a response from the reader, either because it opens your eyes on how comical certain areas of our society are, or through its blunt and humourous perspective.
Croucher uses data and research materials relevant to the topic mentioned, and often uses these facts and figures to create a counter argument against it. In a recent article posted, he explains how Nasa has spent a certain amount of money on space research and scienitific development, and what it could be spent on more beneficially to society. So although Croucher writes in a colloquial manner, it is an outlook on society which reminds me of Jon Stewart from The Daily Show. He takes 'hard' political news and adds humour in an entertaining way. I admire the ability Croucher possesses of being able to use satire in a realist manner in expressing himself on current debates and issues in society.
http://shanecroucher.blogspot.com/
I have chosen to analysie a blog i've been reading for some time now. It's titled "What on earth is going on?" It's by someone I know personally, Shane Croucher, who has a very colloquial and satirical look at society and news issues. The main thing I look for when reading something, is for it to entertain me, and this blog does this. It is written with a purpose; to criticise our society, and to express emotion and opinion. But, most of all, it provokes a response from the reader, either because it opens your eyes on how comical certain areas of our society are, or through its blunt and humourous perspective.
Croucher uses data and research materials relevant to the topic mentioned, and often uses these facts and figures to create a counter argument against it. In a recent article posted, he explains how Nasa has spent a certain amount of money on space research and scienitific development, and what it could be spent on more beneficially to society. So although Croucher writes in a colloquial manner, it is an outlook on society which reminds me of Jon Stewart from The Daily Show. He takes 'hard' political news and adds humour in an entertaining way. I admire the ability Croucher possesses of being able to use satire in a realist manner in expressing himself on current debates and issues in society.
http://shanecroucher.blogspot.com/
Bruns reading and response
I think the word produser simply represents a user who is also a producer. Or as Bruns says, they are involved in user-led content production. This is what is seen as being Produsage. Examples of produser-led content creation are things like open news (Indymedia), open source, and open content repositories, such as Wikipedia.
Produsage is "the collaborative and continuous building and extending of exsising content in pursuit of further improvement." (Bruns). These terms are certainly useful in understanding collaborative creation of content online, as they describe how easy it is to be a 'produser'. They are terms to describe the process which is very relevant in todays world where this process is an integral part of new media. I think that intercreativity is the ability to be creative and free to do so, whilst in an online community. This ould apply to games like The Sims, and sites like Indymedia.
If a site functions to restrict and prevent a 'free for all' then it certainly does defeat the purpose. As Bruns says, "produsage models are in the process of being more widely adopted across a number of content production domains." So this highlight how widely used and approved these produsage models have become. Bruns argues that sites like these need to be open in order for them to "flourish", and attract new produsers. I agree with Brun's idea that there needs to be some sort of hierachy though, as this helps the site to be usable and dependable. Sites that spring to mind are Wikipedia and Indymedia again as they follow this system. There needs to be some order to prevent people being insulted, stereotyped and so on.
I can see it lasting in the forseeable future, and doubt it will be a trend as it has become engraved in modern media. But this doesn't mean it won't become dated or less popular, as is the case with all new mediums. In a sense, it already is technically exploited as there are still institutions behind the sites who still have control over it. The other problem is funding some of these site, and I can see them becoming increasingly dependant on advertising and promoting other commercial forces. I don't see how conflicts in communities would ever cause media of this kind coming to an end. As long as there is a need, desire and vast usage of this meduim, it will remain in our culture.
Produsage is "the collaborative and continuous building and extending of exsising content in pursuit of further improvement." (Bruns). These terms are certainly useful in understanding collaborative creation of content online, as they describe how easy it is to be a 'produser'. They are terms to describe the process which is very relevant in todays world where this process is an integral part of new media. I think that intercreativity is the ability to be creative and free to do so, whilst in an online community. This ould apply to games like The Sims, and sites like Indymedia.
If a site functions to restrict and prevent a 'free for all' then it certainly does defeat the purpose. As Bruns says, "produsage models are in the process of being more widely adopted across a number of content production domains." So this highlight how widely used and approved these produsage models have become. Bruns argues that sites like these need to be open in order for them to "flourish", and attract new produsers. I agree with Brun's idea that there needs to be some sort of hierachy though, as this helps the site to be usable and dependable. Sites that spring to mind are Wikipedia and Indymedia again as they follow this system. There needs to be some order to prevent people being insulted, stereotyped and so on.
I can see it lasting in the forseeable future, and doubt it will be a trend as it has become engraved in modern media. But this doesn't mean it won't become dated or less popular, as is the case with all new mediums. In a sense, it already is technically exploited as there are still institutions behind the sites who still have control over it. The other problem is funding some of these site, and I can see them becoming increasingly dependant on advertising and promoting other commercial forces. I don't see how conflicts in communities would ever cause media of this kind coming to an end. As long as there is a need, desire and vast usage of this meduim, it will remain in our culture.
Thursday, 19 February 2009
Meikle reading and response
I think there are a set of conventions which tend to be adhered to by news sites on the web. Both Marshall and Burnett say that news tends to be "informational", cast in terms of "reception and consumption." News online is not as direct and 'in your face' in terms of how you consume it. You have a choice of what news you read and research, what articles you search for and what news corporation you obtain this from. Marshall and Burnett state that news is based far more around research and such like when online. I think this is very true. When you turn on the tv, you may be a secondary viewer or tertiary viewer, and not want to watch the news. In this sense, the news comes to you. Online, you are in control of this, and can research the news at your own leisure, showing how you go and find the news. News has virtually re-invented intself and placed itself back into the cultural norm.
I think that there are new kinds of journalists in today's world. In days gone by, the role of a journalist was to gather news and publish it through the night and even by the week. This convention is still used by newspapers and magazines. But the role of a journalist has had to adapt with the prominence of the internet. Meikle says how there is n ongoing "shift in the boundary of what constitutes newsmakers." This is because of sites like Wikipedia. As mentioned in this weeks lecture, 'Wiki' stands for a gathering of people, so Wikipedia is a site where the public are the authors and journalists. Anyone is able to post an article and information, with approval from the sites maintenance people. This is revolutionary, as it allows us as consumers and users to become the informers and the journalists. As Meikle states; "The Indymedia movement offers clear examples...in its spectacular growth and in its promotion of open publishing models. As a forum for non-professional journalists of all stripes, Indymedia’s development is a vivid example of the shifting boundary around who gets to make the news." Journalists are renowned for investigating and researching items. In terms of internet news, we act as journalists as we chose where we go to obtain information, and process it ourselves. The problems with this have been evident however. Saddam Hussein's execution was broadcast live on some news sites, and when the 9/11 attacks broke out, people were writing all sorts of reasonings and explanations online, until the bigger news corporations could confirm. This shows that there is a new culture of journalist online, but the old trusted techniques and conventions are still required, and we still trust in the long-standing news corporations.
News can never be truly open! Fact. It will always be written in a certain way, spun in a specific manner, put into a soundbite, or made into a dramatised spectacle. It may be 'open', it may be subject to personal opinion, but within the construction of News, comes a perspective or outlook which denies it of truly being open. For example, Indymedia leads you towards a specific opinion and perspective, even though it describes itself as being "a network of activists who provide an open publishing platform." www.indymedia.org.uk
People still write and produce things in a way they want you to intepret them. This shows how society has changed in terms of technology, but the debates surrounding Murdoch's empire and how he leads people to a certain political perspective and leaning are still ever present in this so called 'open news.' In the 80's he had a conservative leaning, which changed to labour in the 90's in his papers and sky news. I still think he spun people to voting labour in the 1997 and 2001 elections.
So, yes, we do live in an age where it is possible to write news 'openly', but it will always be tainted with bias, opinion or wont allows others to view that news as open.
I think that there are new kinds of journalists in today's world. In days gone by, the role of a journalist was to gather news and publish it through the night and even by the week. This convention is still used by newspapers and magazines. But the role of a journalist has had to adapt with the prominence of the internet. Meikle says how there is n ongoing "shift in the boundary of what constitutes newsmakers." This is because of sites like Wikipedia. As mentioned in this weeks lecture, 'Wiki' stands for a gathering of people, so Wikipedia is a site where the public are the authors and journalists. Anyone is able to post an article and information, with approval from the sites maintenance people. This is revolutionary, as it allows us as consumers and users to become the informers and the journalists. As Meikle states; "The Indymedia movement offers clear examples...in its spectacular growth and in its promotion of open publishing models. As a forum for non-professional journalists of all stripes, Indymedia’s development is a vivid example of the shifting boundary around who gets to make the news." Journalists are renowned for investigating and researching items. In terms of internet news, we act as journalists as we chose where we go to obtain information, and process it ourselves. The problems with this have been evident however. Saddam Hussein's execution was broadcast live on some news sites, and when the 9/11 attacks broke out, people were writing all sorts of reasonings and explanations online, until the bigger news corporations could confirm. This shows that there is a new culture of journalist online, but the old trusted techniques and conventions are still required, and we still trust in the long-standing news corporations.
News can never be truly open! Fact. It will always be written in a certain way, spun in a specific manner, put into a soundbite, or made into a dramatised spectacle. It may be 'open', it may be subject to personal opinion, but within the construction of News, comes a perspective or outlook which denies it of truly being open. For example, Indymedia leads you towards a specific opinion and perspective, even though it describes itself as being "a network of activists who provide an open publishing platform." www.indymedia.org.uk
People still write and produce things in a way they want you to intepret them. This shows how society has changed in terms of technology, but the debates surrounding Murdoch's empire and how he leads people to a certain political perspective and leaning are still ever present in this so called 'open news.' In the 80's he had a conservative leaning, which changed to labour in the 90's in his papers and sky news. I still think he spun people to voting labour in the 1997 and 2001 elections.
So, yes, we do live in an age where it is possible to write news 'openly', but it will always be tainted with bias, opinion or wont allows others to view that news as open.
Wednesday, 18 February 2009
Website Analysis-BBC Sport
The BBC Sport website is probably the site I use most, other than Facebook. It is laid out in a way I find very easy to use, and am very familiar with. On the left, there is a list of all the sport catergories the site offers, and links to analysists columns and archives. In the middle, there is the main sport headlines, in both picture and written form. The use of pictures is a huge bonus, as it decorates the site with colour and appeal. Above these is a flashing banner which moves from left to right with links to the top story. On the right hand side is links to other daily stories. I like the site because it is updated in a matter of seconds when a story breaks, and it now offers users the chance to watch clips and highlights of sporting events and interviews. There is also links to BBC Radio stations with live sport commentary.
As simple as this may sound, I like the use of colour. The banner which says SPORT is in red and yellow, which stands out and looks appealing. The fact it offers news, information, visual and audio options the site offers. On a cultural level, it is simply a sports information website. It is culturally appealing to all ages, as it offers games and fun, offers intellectual opinion and views, and audio/visual attractions.
In terms of a cultural level, it is centered around sport and sporting culture. It is often said that sport is dominated in popularity by men. Despite this, the site is not gender specific, and is not set out in a way that could be viewed as overtly masculine.
It keeps up to date with modern culure in the sense that it offers links and so on for users who would use a mobile phone, and with the inclusion of watching live tv and highlights through links on the site.
I am a user because it is very quick, it entertains me in various forms, offers insight and opinion which I believe and trust, mainly as it is the relaible BBC! It has all the characteristics of a news site, but due to my own personal interests, It is very appealing and accessible.
As simple as this may sound, I like the use of colour. The banner which says SPORT is in red and yellow, which stands out and looks appealing. The fact it offers news, information, visual and audio options the site offers. On a cultural level, it is simply a sports information website. It is culturally appealing to all ages, as it offers games and fun, offers intellectual opinion and views, and audio/visual attractions.
In terms of a cultural level, it is centered around sport and sporting culture. It is often said that sport is dominated in popularity by men. Despite this, the site is not gender specific, and is not set out in a way that could be viewed as overtly masculine.
It keeps up to date with modern culure in the sense that it offers links and so on for users who would use a mobile phone, and with the inclusion of watching live tv and highlights through links on the site.
I am a user because it is very quick, it entertains me in various forms, offers insight and opinion which I believe and trust, mainly as it is the relaible BBC! It has all the characteristics of a news site, but due to my own personal interests, It is very appealing and accessible.
Thursday, 12 February 2009
Music sharing online
Music and the music industry still remains as one of the most influential industries in our culture. However, the dynamics of it have changed in recent years. Growing up as a kid, I can always remember going to Woolworths and Andy's Records for CD's. And yes, Andy's Records was the bees knees and still remains so in my mind. But music as a whole is no longer consumed in this way. It is now about downloading it, ripping it and sharing it online that has caused a drastic change. This means that the consumer market, even the target audience has changed, as has the way it is financed and enjoyed as a medium. As we are all aware, Woolworths has gone, Zavvi is in debt and even Andy's Records had to go. HMV has ditched its single chart sales, and radio one announced that it would begin to compile weekly chart sales based on download sales as opposed to shop sales.
It has been well documented that The Artic Monkeys, Lily Allen and others were found online and through social networking sites like Myspace. This means that not everyone will become a star, but the door is open for unknown acts to be noticed. Our societies love of the reality tv shows and gameshow competitions has even attracted music, through shows like the Orange unsigned act etc. So music will change as it always has done; into a contemporary medium that suits the era, whether that be 12" LPs, cassette tapes, CDs or itunes.
Yes media companies are always needed. People have the talent, media companies have the financial backing, and this formula producers the music for a consumer market. This will remain the case i'm sure.
It has been well documented that The Artic Monkeys, Lily Allen and others were found online and through social networking sites like Myspace. This means that not everyone will become a star, but the door is open for unknown acts to be noticed. Our societies love of the reality tv shows and gameshow competitions has even attracted music, through shows like the Orange unsigned act etc. So music will change as it always has done; into a contemporary medium that suits the era, whether that be 12" LPs, cassette tapes, CDs or itunes.
Yes media companies are always needed. People have the talent, media companies have the financial backing, and this formula producers the music for a consumer market. This will remain the case i'm sure.
Tuesday, 10 February 2009
My thoughts on social networking sites, and user generated content
Im Afraid to say that I too have been caught up in the craze that is the social networking websites. Facebook is perhaps the biggest form of procrastination in my student life. My experience of it is good overall, the site offers me what i need, it allows me to express myself, comment on others, and often be reminded of the night before. And prompted when certain events are happening so i know what's going on. It is fair to say that it started off as a 'thing to do' and has now become an addiction where i find myself updating my status at least once a day if not 5. I have never viewed it as an online community untill i began this blog, but I still see it as a neccessity and a great form of communication and expression. I like the fact you can chat with people, and write things on their wall and even do a bit of 'lurking' on what friends and family are up to! Not that this is cool, but we all do it! We seem to now be in the post modern stage where if you don't have Facebook, you are out dated and 'uncool'. It is the norm to use such sites, due to a desire to be conneced and informed.
Due to this rapid increase in social networking, many critics have had many opinions and views on the effects they have on society and the impact on individuals. A 2008 book published by Forrester Research Inc. titled Groundswell builds on a 2006 Forrester Report about social computing and coins the term groundswell to mean "a spontaneous movement of people using online tools to connect, take charge of their own experience, and get what they need-information, support, ideas, products, and bargaining power...from each other."
I thought I would highlight the positives and negatives as I see them of Social networking sites.
Positives;
- CMC can allow relationships to develop and communication to be possible at any given time.
- Buinesses are opting to use social networking sites and layouts as it is a good way to advertise their product.
- Social networking allows us to identify and connect with friends and strangers while on the go. Such computer mediated communication also allows us to reconnect with friends from the past whom we may have lost contact with.
Negatives;
-Employees are now more likely than before to carry on inappropriate conversations at work. Communicating through such technologies creates a relaxed feeling in a professional environment. Some messages that should be relayed in person are being sent through the computer.
- People's details are exposed on the web for all to see.
- People can change their identity and be someone they are not.
I predict that social networking websites will continue to rise in popularity, as the internet becomes more available worldwide.
Due to this rapid increase in social networking, many critics have had many opinions and views on the effects they have on society and the impact on individuals. A 2008 book published by Forrester Research Inc. titled Groundswell builds on a 2006 Forrester Report about social computing and coins the term groundswell to mean "a spontaneous movement of people using online tools to connect, take charge of their own experience, and get what they need-information, support, ideas, products, and bargaining power...from each other."
I thought I would highlight the positives and negatives as I see them of Social networking sites.
Positives;
- CMC can allow relationships to develop and communication to be possible at any given time.
- Buinesses are opting to use social networking sites and layouts as it is a good way to advertise their product.
- Social networking allows us to identify and connect with friends and strangers while on the go. Such computer mediated communication also allows us to reconnect with friends from the past whom we may have lost contact with.
Negatives;
-Employees are now more likely than before to carry on inappropriate conversations at work. Communicating through such technologies creates a relaxed feeling in a professional environment. Some messages that should be relayed in person are being sent through the computer.
- People's details are exposed on the web for all to see.
- People can change their identity and be someone they are not.
I predict that social networking websites will continue to rise in popularity, as the internet becomes more available worldwide.
Lister pages 172-184 and my response
I think that online communities can be seen as both empowering and disempowering, depending on how it is viewed. It is seen as empowering due to every user having their own passwords and details so that only they can log in. Certain people are also able to then become someone else through this community, depicting themselves in a way they choose. This notion allows people to feel empowered as they are fooling others or leading others to believe this. This gives people a great deal of empowerment. However, it has been revealed that sites like Facebook and Myspace keep personal details like phone numbers and adresses for years and people from all over the world have access to this. What is empowering about that? Also, the fact that with things like Facebook, people can put photos up or write things about you which can expose you, so again, this is disempowering.
This does mean however, that the net can provide people with a public sphere where they can interact. But with this public sphere, the problem is that people can hide behind a different identity, and who you thought you were interacting with in this sphere, may not be who you thought.
People are able to then produce this culture themselves as opposed to having it supplied to them. But the flaw with this is that the culture must exsist in some form before it can be produced, or people are already demanding it to some extent. This goes back to the idea that media culture is never really new, it always takes some previous form and evolves. So while ordinary Net users can become producers, their role is still mainly a consumer, and are responding to a need for culture.
This does mean however, that the net can provide people with a public sphere where they can interact. But with this public sphere, the problem is that people can hide behind a different identity, and who you thought you were interacting with in this sphere, may not be who you thought.
People are able to then produce this culture themselves as opposed to having it supplied to them. But the flaw with this is that the culture must exsist in some form before it can be produced, or people are already demanding it to some extent. This goes back to the idea that media culture is never really new, it always takes some previous form and evolves. So while ordinary Net users can become producers, their role is still mainly a consumer, and are responding to a need for culture.
Into the Blogosphere - Blanchard reading and my response
Blanchard raises many points on the idea of communities and computer mediated communication. I feel that the word community stands for a selection of people who are within a specific area, whether virtual or real, who communicate through various forms. Therefore I believe that this term 'community' is acceptable when applied to virtual worlds. On social networking sites like Facebook, which could be deemed as a community, people interact through pictures, conversations, and leaving personal comments etc. This is the way a community would operate.
The term 'virtual settlement' is an important one when you are considering the concept of a virtual community. Jones stated that in order to understand a virtual community, you needed comprehension of the virtual settlement in which it operated. The way I interpret this is as follows. The word settlement implies people gathering and 'settling' somewhere. When these people are settled, a community can develop. This applies to new houses being built in an area, contestants on Big Brother, and to a virtual community which 'settles' into an area on the net. If there was no settlement, then a community wouldn't develop, so the term is an extremely useful one.
I suppose I have never thought of online interaction as a community, but upon reflection it is clear to see wht it can be seen as being so. A community has events, contrasting characters, those you know well and those you don't, and beyond all, is somewhere you feel comfortable or at ease. If this was applied to Facebook, it is easy to see why it is viewed as a community, although this seems an odd term to use in my view. It could be said that this has derived from face to face interactions, but many people change their identities when online as opposed to face to face, so the two cannot realistically be thought of in the same way.
The term 'Lurker' is one that when thought of as strangers looking at you and your life online, is not only scary, but slightly perverted! Emphasis on slightly!! The term is surrounded with a negative vibe in the same way the word criticism is - people always assume this in a negative context. However when this term Lurker is broken down into meaning, how many of us can say we have never sat in a cafe, looking out the window and making a comment on someone walking past? How many of us can say we have never looked in through an open door or window of someone's house? This is lurking, it is an intrusion or viewing of someone else's life. We all walk around being judged by others, but are fine as we are unaware of it in general. But when it is done online we fret and fear for our personal space. Everyone has a different role within a community and function, so if you consider we as a society are all lurkers in some form, then no one can be booted out or not needed.
We can make assumptions from this of course, as the vast majority of the people were female. But the age was only an average, which doesnt account for the fact that 1 participant might be 14 and another 73. So the ideas and assumptions we make about this community are very broad and vague, sothe identities could be inaccurate.
A community could be seen as a group of people who interact online, as well as depending on what's on offer and what is done with this. Certain people will chose to 'belong' or participate to a certain community due to interests/beliefs and what rewards there are for doing so. It is going to depend on what is on offer that appeals to the user in their eyes, and what benefits they will get out of it. In the eye of the user(S), they will opt to be in a community where it suits them best, as opposed to just selecting an online community to participate in.
The term 'virtual settlement' is an important one when you are considering the concept of a virtual community. Jones stated that in order to understand a virtual community, you needed comprehension of the virtual settlement in which it operated. The way I interpret this is as follows. The word settlement implies people gathering and 'settling' somewhere. When these people are settled, a community can develop. This applies to new houses being built in an area, contestants on Big Brother, and to a virtual community which 'settles' into an area on the net. If there was no settlement, then a community wouldn't develop, so the term is an extremely useful one.
I suppose I have never thought of online interaction as a community, but upon reflection it is clear to see wht it can be seen as being so. A community has events, contrasting characters, those you know well and those you don't, and beyond all, is somewhere you feel comfortable or at ease. If this was applied to Facebook, it is easy to see why it is viewed as a community, although this seems an odd term to use in my view. It could be said that this has derived from face to face interactions, but many people change their identities when online as opposed to face to face, so the two cannot realistically be thought of in the same way.
The term 'Lurker' is one that when thought of as strangers looking at you and your life online, is not only scary, but slightly perverted! Emphasis on slightly!! The term is surrounded with a negative vibe in the same way the word criticism is - people always assume this in a negative context. However when this term Lurker is broken down into meaning, how many of us can say we have never sat in a cafe, looking out the window and making a comment on someone walking past? How many of us can say we have never looked in through an open door or window of someone's house? This is lurking, it is an intrusion or viewing of someone else's life. We all walk around being judged by others, but are fine as we are unaware of it in general. But when it is done online we fret and fear for our personal space. Everyone has a different role within a community and function, so if you consider we as a society are all lurkers in some form, then no one can be booted out or not needed.
We can make assumptions from this of course, as the vast majority of the people were female. But the age was only an average, which doesnt account for the fact that 1 participant might be 14 and another 73. So the ideas and assumptions we make about this community are very broad and vague, sothe identities could be inaccurate.
A community could be seen as a group of people who interact online, as well as depending on what's on offer and what is done with this. Certain people will chose to 'belong' or participate to a certain community due to interests/beliefs and what rewards there are for doing so. It is going to depend on what is on offer that appeals to the user in their eyes, and what benefits they will get out of it. In the eye of the user(S), they will opt to be in a community where it suits them best, as opposed to just selecting an online community to participate in.
Monday, 9 February 2009
Facebook and social networking
I think that Facebook has proved so popular because when it became available, it was 'fresh' and new. I agree that it follows all of the same concepts as previous social networking websites, but at the time Myspace was becoming dated, in my view, and Bebo has never really appealed to the masses. Facebook became a cult craze, and word spread fast about it. Within 2 years, I think it will have lost some of its appeal, unless it finds a way to reinvent itself, in the same was tv has with digital.
I agree that many people represent themselves in a way they want others to view them, not neccessarily how they actually are. I know people who will untag themselves from pictures so they are not embarrassed or family members dont see them etc. But I sense that some people are more comfortable in this environment. For example, people will talk freely on Facebook, be keen to speak and share things, but in person are quiet and are completley different. This concept of 'other' identities and representations are prominent in all areas of media. In magazines, photos tend to be immaculate, in tv, presenters are always done up with make up etc. We live in a world where we are all too keen to see others embarrassed and shamed, as long as it isnt ourselves. Facebook is a prime example of this.
I agree that many people represent themselves in a way they want others to view them, not neccessarily how they actually are. I know people who will untag themselves from pictures so they are not embarrassed or family members dont see them etc. But I sense that some people are more comfortable in this environment. For example, people will talk freely on Facebook, be keen to speak and share things, but in person are quiet and are completley different. This concept of 'other' identities and representations are prominent in all areas of media. In magazines, photos tend to be immaculate, in tv, presenters are always done up with make up etc. We live in a world where we are all too keen to see others embarrassed and shamed, as long as it isnt ourselves. Facebook is a prime example of this.
Friday, 6 February 2009
selves and others online, and Facebook
Facebook has shot to prominence within the last 2years. It is described as a social networking site. It enables people to communicate in a variety of ways, like Facebook chat, sharing photos and videos, and people can comment on what others have said, in a similar way to blogging. People often express themselves through the status bar, in which people write any feelings and emotions, or simply what they are up to at the time. People add friends, relative and colleagues, and then have access to their profiles. The main type of people on Facebook are young people. I am friends with fellow students, school friends, cousins and work colleagues, which enables me to easily communicate with people from various parts of my life. People tend to present themselves as fun and outgoing judging by their status' and comments. My favourite thing about Facebook is the fact it tells you when other peoples birthdays are, which helps me remember, plus it provides me with a cheap way to say happy birthday! For those without Facebook, here is a link. http://www.facebook.com/. The site is structured with lots of different applications, such as photo albums, a personal inbox and a public wall for friends to write on. People only have full access to your account if you accept them. There are so many ways you can communicate, which is why Facebook is so popular. It takes on similarities to other social networking websites like Myspace and Bebo, so users are easily familar with the structure.
selves and others online
The internet certainly offers the chance for people to express themselves in ways they wouldnt otherwise. There has been much coverage in recent years about people who become someone else when they are online. On Channel 4 recently there was a documentary following people who spent their entire days logged into cyber sites, and virtual world websites. These include sites like papermint.com, which encourage people to create themselves in computer form and communicate with other users online. This is seen as unusual, and the more contemporary and popular forms of social interaction are sites like Facebook and Myspace. These allow people to share thoughts, feelings and photos etc. It allows people to show their character, show others photos and videos of events they have been at, and write about common interests and show personal relationships and chat to friends. The obvious ciriticism with this is that people can tamper with their identity, change characterisitics, and manipulate others into thinking they are someone else. People can hide behind a virtual character, which presents a problem to others. For me, the game The Sims is what has provoked this trend in virtual games and sites. Does anyone agree or disagree?
Wednesday, 4 February 2009
Emails certainly take on the idea of previous communication methods. They are written in a certain way, often formally when it is business related, and conversationalist when it is too a friend. Emails appeal to a vast majority of people as they follow on from a previous form, which enables people to pick this up easily. The only change in language has resulted by consequence of 'text' talk from mobile phones. But, in relation to Bolter and Grusin's theory of remediation, new media forms certainly take on a previous form and adapt into what is percieved as 'new'.
The purpose new media serves in society and its benefits are unquestionable. They certainly enhance the things we do in the sphere of society; things like online shopping, and banking make money and suchlike accessible in an instance. Having elderly grandparents means thy struggle to shop for themselves, so ordering food to their door is a huge help. Our ideologies as a society have adapted to this idea. Many were wary about leaving and giving personal information online in the form of adresses and bank details, but despite many problems still occuring, people opt to use the internet in this way due to it being convienient. New media is thusfore viewed as both a progress and as a hinderance; many use it for business, shopping etc, but when it goes wrong, new media is criticised. But the ideology of society is that whatever its flaws, new media and technology are necessary and ultimately symbolise progress.
Monday, 2 February 2009
Robins viewpoint is not necessarily arguing against there being new technology, but he feels it will amount to the same as all other new forms; an apparent integral role in society, which we are all subject to needing. Growing up as a kid and not having a Gameboy made me adrift from others, due to the capitalist view that all kids should have one, and you were 'different' if you didnt. This is certainly applicable to mobile phones in contemporary culture. I beleive we are governed by a techno-capitalist society, where a growing majority will buy because it's new, and depend heavily on technology. The 'newness' of media is unquestionable, as every new form does something new or is entirely original. Robins is arguing that these new forms serve to simply further strengthen our techno-capitalist society.
New media and the concept of it began to thrive in the 80's, resulting in a hype which has surrounded it ever since. In all social contexts, the 20th century moved into a world that thrived and almost depended on technology. To keep up with this trend institutions and companies aimed to sell high amounts to consumers through new media forms, such as DAB radio and digital tv. For me, the debate which surrounds upgrade culture is this; is it the consumer market that demands these new and innovative meduims or is it driven by businesses with financial motive? I think itis both. Businesses like BSkyB know there is a demand for services and their product, so will produce it at a price to suit them. Consumers are seemingly prepared to pay anything for an upgrade in exsisting media forms. Media has to update itself to continue to be in high demand and 'fresh'.
Thursday, 29 January 2009
topic 2 week 1 c
The internet has had huge implications on society, and transformed the way we live our lives in a similar way to the television. The internet drives the way we live in terms of the velocity of receiving information, being able to communicate with ease, and accessing any information at any given time. The Internet creates new ways for citizens to communicate, congregate, and share information of a social nature. It is obvious that the Internet has and will continue to change the way we live. How it is changed, and how it will continue to change our lives, is the reason for so many debates around the topic. There was and continues to be much hype surrounding the net and what you are able to do with it. Everyone and anything with access uses the internet for any given reason, from stock markets, to social interaction, to finding out the latest news stories. It has been publicised that some users become so obssesed with the internet that it becomes their life, and they spend their lives on there. This vision of 'utopia' that the internet has seems to be a growing trend. However, moralistically, many parents feel their children are exposed to things that aren't suitable, such as pornography and violence. The execution of Saddam Hussein was even broadcast live on the internet, which sparked huge public debate. Recently, the police used the internet to track gun owners and drug users through sites like facebook and youtube. It has been said on the BBC Website today that all homes will have broadband in them by 2012. This shows how the internet is continuing to develop, adapt and increase its stranglehold on contemporary society.
topic 2 week 1 b
His views will appear very dated and old today, as the radiois not the dominant force in media it once was. His views, however, are very applicable to other forms of media today. Some may argue that Tony Blair and Labour may never have got into power without television broadcasts edited into soundbites. Goebbels almost seems fascinated by the radio, which highlights its importance and impact it had a the time. Technology of this kind was still at an early stage.
I feel that radio still has an important part in society today. It is most used by people in their cars while travelling, or those in a workplace where it is suitable to have a radio station playing. Radio becomes most effective in these scenarios in terms of entertaining, informing, in terms of news and agendas, and updating road users of traffic information and alerts.
I use radio to listen to live sport in the absence of a tv, and when im at work out of university. It serves as a reliable medium, which has reinvented itself since the start of DAB, Digital Radio, which offers listeners more variety and aims at more niche audiences. Also, having worked on Siren FM in Lincoln for part of last year, radio has served as the most consistent medium in my life.
I feel that radio still has an important part in society today. It is most used by people in their cars while travelling, or those in a workplace where it is suitable to have a radio station playing. Radio becomes most effective in these scenarios in terms of entertaining, informing, in terms of news and agendas, and updating road users of traffic information and alerts.
I use radio to listen to live sport in the absence of a tv, and when im at work out of university. It serves as a reliable medium, which has reinvented itself since the start of DAB, Digital Radio, which offers listeners more variety and aims at more niche audiences. Also, having worked on Siren FM in Lincoln for part of last year, radio has served as the most consistent medium in my life.
topic 2 week 1 a
Goebbels was a vital part of the Nazi Party, its leading propagandist. He controlled the press and the arts, including the Film Industry. Goebbels beleived that through radio that he was able to construct an opinion and belief into the masses, which has been a continuous political ideology.
"The November Regime was not able to understand the full significance of the radio. Even those who claimed to have awakened the people and gotten them involved in practical politics were without exception almost blind to the possibilities of this modern method of influencing the masses." This shows how radio was under valued by previous leaders and Goebbels intended to use it to greater effect. "Only reluctantly did they think of using radio for political purposes."
He even says that it would not have been possible to gain power without having the radio. He identifies certain communication possibilities as he hopes that through these, the radio will maintain itself as a popular mdium for many years to come, or even "the test of history."
"The November Regime was not able to understand the full significance of the radio. Even those who claimed to have awakened the people and gotten them involved in practical politics were without exception almost blind to the possibilities of this modern method of influencing the masses." This shows how radio was under valued by previous leaders and Goebbels intended to use it to greater effect. "Only reluctantly did they think of using radio for political purposes."
He even says that it would not have been possible to gain power without having the radio. He identifies certain communication possibilities as he hopes that through these, the radio will maintain itself as a popular mdium for many years to come, or even "the test of history."
week 2 new media and previous media
The development of New Media is dependant on our previous knowledge, as through knowing and utilising previous media forms, like analogue tv, we are therefore then encouraged and likely to use the newer forms, like digital tv. This gives us a positive attitude to accept new media forms. Our ideologies and values are also subject to this 'accepting' new forms. Mainly, new forms are embraced and seen as positive, but the rise of text talk has left alot of people angry and annoyed, that young people in particular, are prevented from learning how to speak and write properly.
week 2 new media
Neuman (cited in Croteau and Hoynes 2003: 322) argues that New Media:
.Will alter the meaning of geographic distance.
.Allow for a huge increase in the volume of communication.
.Provide the possibility of increasing the speed of communication.
.Provide opportunities for interactive communication.
.Allow forms of communication that were previously separate to overlap and interconnect.
I agree with this outlook, as all of the above are true and are happening within new forms of media today. There are new internet sites created all the time with an aim to connect people and encourage/promote interaction. Even on tv, there are new channels, such as Rabbit, which allow people to text in and meet potential partners (this channel is really weird by the way!). The last point Neuman makes about overlapping and interconnecting is poignant in relation to Rabbit as people can text and communicate through the tv, two mediums that were previously possible, but have overlapped. Through developments like Broadband and the i phone, connection with friends, family and the world is possible in seemingly no time at all.
.Will alter the meaning of geographic distance.
.Allow for a huge increase in the volume of communication.
.Provide the possibility of increasing the speed of communication.
.Provide opportunities for interactive communication.
.Allow forms of communication that were previously separate to overlap and interconnect.
I agree with this outlook, as all of the above are true and are happening within new forms of media today. There are new internet sites created all the time with an aim to connect people and encourage/promote interaction. Even on tv, there are new channels, such as Rabbit, which allow people to text in and meet potential partners (this channel is really weird by the way!). The last point Neuman makes about overlapping and interconnecting is poignant in relation to Rabbit as people can text and communicate through the tv, two mediums that were previously possible, but have overlapped. Through developments like Broadband and the i phone, connection with friends, family and the world is possible in seemingly no time at all.
week 2 what is new about new media
I am unconvinced that there is necessarily a 'new' media, as everything develops or evolves from something else. For example, Laptops from computers, dvds from vhs tapes, and digital tv from analogue. I beleive that instead of new media and mediums, there is in fact the evolution of technology and consumer demands that cause things to be labelled new media. A more suitable term maybe 'new formats of media'. As media forms grow old, they blend into a new format, such as newspapers, which due to less readership, merge into the internet format, and journalists double up as 'talking heads' on tv shows and tv news.
Sunday, 25 January 2009
A web site is a collection of web pages images, videos or other digital assets that is hosted on one or more web servers, usually accessible via the internet. Some websites require a subscription to access some or all of their content. Examples of subscription sites include many business sites, parts of many news sites, academic journals sites, gaming sites, message boards, Web-based E-mail, and social networking websites. The pages of a website can usually be accessed from a common root URL called the homepage.
Messenger Service is a network-based system notification service included in some versions of Microsoft Windows. This service, although it has a similar name, is not related in any way to the .NET Messenger Service or the Windows Messenger and MSN Messenger/Windows Live Messenger instant messaging clients.
A Bulletin Board System, or BBS, is a computer system running software that allows users to connect and login to the system using a terminal program. Once a user logged in, they could perform functions such as downloading or uploading software and data, reading news, and exchanging messages with other users. Many BBSes also offered online games, in which users could compete with each other, and BBSes with multiple phone lines often offered chat rooms, allowing users to meet each other.
The internet has become a vital communication tool for me, as well as a resource for research and data. I find it very useful, and as a beneficial alternative to mobile phones, which prove exspensive in comparison. I will break each communication form into small definitions, and what purpose they serve.
In carrying out research for my blog, it has occured to me that the internet and the web are classed as different things. The Internet is a global data communications system. It is both hardware and software that provides connectivity between computers. In contrast, the Web is one of the services communicated via the Internet. It is a collection of interconnected documents and other resources, linked by hyperlinks and URLs.
The internet provides the world with perhaps the biggest form of communication. The Internet carries various information resources and services, such as electronic mail, online chat, file transfer and file sharing, online gaming, and the inter-linked hypertext documents and other resources of the World Wide Web. I often use the social networking websites, like facebook. This provides me with regular contact with friends from work, university and back home. Social networking websites such as Facebook and MySpace have created a new form of socialization and interaction. Users of these sites are able to add a wide variety of items to their personal pages, to indicate common interests, and to connect with others. It is also possible to find a large circle of existing acquaintances, especially if a site allows users to utilize their real names, and to allow communication among large existing groups of people.
Thursday, 22 January 2009
My First Blog
Hi, this is my first blog. Ever. After 20 years of living. I am currently unsure of what to say, or where I am going with this, but I look forward to embracing my blog with knowledge and opinion. I hope that my blogging 'skills' will improve and develop as time passes.
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