Category Archives: creativity

Actively Reading: "Teach Naked" sans PowerPoint

Some Diigo comments on a Chronicle piece on moving lectures out of the classroom. (Or, if you ask the piece’s author and some commenters, on PowerPoint as a source of boredom.)

I’d like to transform some of my own comments in a standalone blog entry, especially given the discussions Pamthropologist and I have been having through comments on her blog and mine. (And I just noticed Pamthropologist had written her own blogpost about this piece…) As I’m preparing for the Fall semester, I tend to think a lot about learning and teaching but I also get a bit less time.

Semi-disclaimer: John Bentley, instructional developer and programme coordinator at Concordia’s CTLS pointed me to this piece. John used to work for the Open University and the BBC. Together, John and I are currently developing a series of workshops on the use of online tools in learning and teaching. We’ve been discussing numerous dimensions of the connection between learning, teaching, and online tools. Our current focus is on creating communities of learners. One thing that I find especially neat about this collaboration is that our perspectives and spheres of expertise are quite different. Makes for interesting and thoughtful discussions.

‘Teach Naked’ Effort Strips Computers From Classrooms – Technology – The Chronicle of Higher Education

  • Not to be too snarky but… I can’t help but feel this is typical journalism. Take a complex issue, get a diverse array of comments on it, boil it down to an overly simplistic point about some polarizing question (PPT: is it evil?). Tadaa! You got an article and you’ve discouraged critical thinking.Sorry. I’m bad. I really shouldn’t go there.But I guess I’m disappointed in myself. When I first watched the video interview, I was reacting fairly strongly against Bowen. After reading (very actively!) the whole piece, I now realize that Jeff Young is the one who set the whole thing up.The problem with this is that I should know better. Right?Well, ok, I wasn’t that adamantly opposed to Bowen. I didn’t shout at my computer screen or anything. But watching the video interview again, after reading the piece, I notice that I interpret as much more open a discussion than the setup made it sound like. In other words, I went from thinking that Bowen was imposing a radical view on members of his faculty to hearing Bowen proposing ideas about ways to cope with social changes surrounding university education.The statement about most on-campus lectures being bad is rather bold, but it’s nothing we haven’t heard and it’s a reasonable comment to make in such a context. The stronger statement against PPT is actually weakened by Bowen himself in two ways: he explicitly talks about using PPT online and he frames his comment in comparison with podcasts. It then sounds like his problem isn’t with PPT itself. It’s with the use of PPT in the classroom by comparison to both podcasts and PPTs online. He may be wrong about the relative merits of podcasts, online “presentations,” and classroom lectures using PPT. But his opinion is much less radical than what I originally thought.Still, there’s room for much broader discussion of what classroom lectures and PPT presentations imply in teaching. Young’s piece and several Diigo comments on it focus on the value of PPT either in the abstract or through appropriate use. But there’s a lot more ground to cover, including such apparently simple issues as the effort needed to create compelling “presentation content” or students’ (and future employers’) expectations about PPT presentations.
  • Mr. Bowen wants to discourage professors from using PowerPoint, because they often lean on the slide-display program as a crutch rather using it as a creative tool.
    • damn you got there first! comment by dean groom
    • I think the more important point that’s being made by the article – is something that many of us in edtech world realised very quickly – that being able to teach well is a prerequisite to being able to effectively and creatively engage technology to help others learn…Powerpoint is probably the most obvious target because oif its ubiquity – but I suspect that there will also be a backlash when the masses start adopting other technologies… they’ll be misused just as effectively as PPT is.When we can assume that all university lecturers/tutors are effective teachers then the argument will be moot… until then we’ll continue to see death by powerpoint and powerpointlessness…I’m a drama teacher and love the idea of active rooms filled with proactive engaged learners… and if we have proactive engaged learners we can more effectively deploy technology in the mix…The world of teaching and learning is far from perfect and expectations seem to be geared towards a paradigm that says : “professors should tell me every last thing I need to know in order to get good grades and if students sat still and shut up long enough they might just learn something useful.”I even had one “lecturer” recently tell me “I’m a subject specialist, why do I need to know about pedagogy?” – sadly he was serious. comment by Kim FLINTOFF
    • On the subject specialist uninterested in pedagogy…It’s not an uncommon perspective, in university teaching. In fact, it might be more common among French-speakers, as most of those I’ve heard say something like this were French-speakers.I reacted quite negatively when I first heard some statement about university teachers not needing pedagogy. Don’t they care about learning?But… Isn’t there a point to be made about “non-pedagogy?”Not trying to be contrarian, here. Not playing devil’s advocate. Nor am I going on the kind of “anti-anti” PoMo mode which seems not to fit too well in English-speaking communities. I’m just thinking about teacher-less learning. And a relativist’s attitude to not judge before I know more. After all, can we safely assume that courses given by someone with such a reluctant attitude to learning pedagogy are inherently bad?There are even some people out there who take constructivism and constructionism to such an extreme that they’d say teachers aren’t needed. To an extent, the OLPC project has been going in that direction. “Students will teach themselves. We don’t need to train teachers or to engage with them in building this project.”There’s also a lot of discussion about learning outside of formal institutions. Including “on-the-job training” but also all sorts of learning strategies which don’t rely on the teacher/student (mentee, apprentice, pupil…) hierarchy. For instance, actual learning occurs in a large set of online activities. Enthusiastic people learn about things that passion them by reading about the subject, participating in online discussions, presenting their work for feedback, etc. Oftentimes, there is a hierarchy in terms of prestige, but it’s mostly negotiated through actions and not set in advance. More like “achieved status” than “ascribed status” (to use a convenient distinction from SOC101 courses). As this kind of training not infrequently leads to interesting careers, we’d be remiss to ignore the trend.Speaking of trends… It’s quite clear that many universities tend toward a more consumer-based approach. Students register and pay tuition to get “credentials” (good grades and impressive degrees). The notion that they might be there to do the actual learning is going by the wayside. In some professional contexts, people are quite explicit about how little they learnt in classrooms. It makes for difficult teaching contexts (especially at prestigious universities in the US), but it’s also something with which people learn to cope.My personal attitude is that “learning happens despite teachers.” I still think teachers make a difference, that we should learn about learners and learning, that pedagogy matters a whole lot. In fact, I’m passionate about pedagogy and I do what I can to improve my teaching.Yet the bottomline is: do people learn? If they do, does it matter what pedagogical training the teacher has? This isn’t a rhetorical question. comment by Alexandre Enkerli
  • A study published in the April issue of British Educational Research Journal
    • http://www.informaworld.com/smpp/content~db=all~content=a902053143 comment by Alexandre Enkerli
  • PowerPoint was one of the dullest methods they saw.
    • Can somebody post links to especially good PowerPoint files? comment by Bill Chapman
    • I don’t think this is really about PPT, but more about blind use of technology. It’s not the software to blame but the user.Also if you’re looking for great PPT examples, check out slideshare.net comment by Dean Shareski
    • Looking forward to reading what their criteria are for boredom.And the exact justification they give for lectures needing not to be boring.Or if they discuss the broad implications of lecturing, as opposed to the many other teaching methods that we use.Now, to be honest, I do use PPT in class. In fact, my PPT slides are the very example of what many people would consider boring: text outlines transformed into bullet points. Usually black on white, without images.But, overall, students seem to find me engaging. In student evaluations, I do get the occasional comment about the course being boring, but that’s also about the book and the nature of what we discuss.I upload these PPT files to Slideshare before going to class. In seminars, I use the PPT file to outline some topics, themes, and questions brought up by students and I upload the updated file after class.The PPT files on Slideshare are embedded into Moodle and serve as “course notes,” in conjunction with the audio recordings from the class meetings. These slides may include material which wasn’t covered in class.During “lecture,” I often spend extend periods of time discussing things with the class as a whole, leaving a slide up as a reminder of the general topic. Going from a bullet point to an extended discussion has the benefit of providing context for the discussion. When I started teaching, several students were saying that I’m “disorganized.” I still get a few comments like that but they’re much less frequent. And I still go on tangents, based on interactions with the group.Once in a while, I refrain from using PPT altogether. Which can lead to interesting challenges, in part because of student expectations and the fact that the screen becomes an indicator that “teaching is going on.”Perhaps a more important point: I try to lecture as little as possible. My upper-level courses are rapidly transformed into seminars. Even in large classes, the last class meetings of the semester involve just a few minutes of lecturing.This may all sound like a justification for my teaching method. But it’s also a reaction to the frequent discussions about PPT as evil. I do hate PPT, but I still use it.If only Google Wave could be released soon, we could use it to replace PPT. Wikis and microblogging tools are good and well, but they’re not as efficient in terms of real-time collaboration on complex material. comment by Alexandre Enkerli
  • seminars, practical sessions, and group discussions
  • In other words, tech-free classrooms were the most engaging.
    • Does it follow so directly? It’s quite easy to integrate technology with “seminars, practical sessions, and group discussions.” comment by Alexandre Enkerli
  • better than many older classroom technologies, like slate chalkboards or overhead transparencies
    • Which seems to support a form of technological determinism or, at least, a notion of a somewhat consistent improvement in the use of tools, if not in the tools themselves. comment by Alexandre Enkerli
  • But technology has hardly revolutionized the classroom experience for most college students, despite millions of dollars in investment and early predictions that going digital would force professors to rethink their lectures and would herald a pedagogical renaissance.
    • If so, then it’s only because profs aren’t bringing social technologies into their classrooms. Does the author of this article understand what’s current in ed tech? comment by Shelly Blake-Plock
    • the problem here is that in higher education, student satisfaction drives a service mentality – and students WANT summised PPTs and the want PODCASTS. Spoooon feeeeeed me – for I am paying. comment by dean groom
    • A rather broad statement which might be difficult to support with evidence.If we look at “classroom experience” in different contexts, we do notice large differences. Not necessarily in a positive sense. Technology is an integral part of all sorts of changes happening in, around, and away from the classroom.It would be quite different if that sentence said: “But institutional programs based on the adoption of specific tools in the classroom have hardly revolutionized…” It’s still early to assess the effectiveness of these programs, especially if we think about lifelong learning and about ongoing social changes related to technology use. But the statement would make more sense if it were more directly tied to specific programs instead of being a blanket critique of “technology” (left undefined). comment by Alexandre Enkerli
  • dream of shaking up college instruction
    • One of the most interesting parts of the interview with Bowen has to do with the notion that this isn’t, in fact, about following a dream. It’s about remaining relevant in a changing world. There’s a lot about Bowen’s perspective which sounds quite strange, to me. But the notion that universities should “wake up and smell the coffee” is something I wish were the object of more discussion in academic circles. comment by Alexandre Enkerli
  • Here’s the kicker, though: The biggest resistance to Mr. Bowen’s ideas has come from students, some of whom have groused about taking a more active role during those 50-minute class periods.
    • Great points, here. Let’s wish more students were involved in this conversation. It’s not just “about” them.One thing we should probably not forget about student populations is that they’re diverse. Chances are, some students in Meadows are delighted by the discussion focus. Others may be puzzled. It’s likely an adaptation for most of them. And it doesn’t sound like they were ever consulted about those changes. comment by Alexandre Enkerli
  • lecture model is pretty comfortable
    • And, though many of us are quick to criticize it, it’s difficult to avoid in the current systems of formal education in which we work. comment by Alexandre Enkerli
  • cool gadgets
    • The easiest way to dismiss the social role of technology is to call tools “gadgets.” But are these tools really just gadgets? In fact, some tools which are put to good use really aren’t that cool or even new. Are we discussing them enough? Are we aware of how they fit in the grand scheme of things?An obvious example would be cellphones. Some administrators and teachers perceive them as a nuisance. Rather few people talk about educational opportunities with cellphones, even though they already are used by people in different parts of the World to empower themselves and to learn. Negroponte has explicltly dimissed the educational potential of cellphones but the World isn’t waiting for approval from designers. comment by Alexandre Enkerli
  • seasoned performer,
    • There’s a larger point to be about performance in teaching. Including through a reference to Dick Bauman’s “Verbal Art as Performance” or other dimensions of Performance Theory.There’s also a more “mundane” point about a kind of conflict in universities between academic material and performance. In French-speaking universities, at least, it’s not uncommon to hear teachers talk about the necessity to be a “performer” as something of a distraction in teaching. Are teachers in front of the class to entertain students or is the classroom an environment in which to think and learn about difficult concepts? The consumer approach to universities, pushed in part by administrators who run universities like businesses, tends to emphasize the “entertainment paradigm,” hence the whole “boredom” issue.Having said all of this, Bowen’s own attitude goes beyond this simplistic “entertainment paradigm.” In fact, it sounds like he’s specifically not advocating for lectures to become a series of TEDtalks. Judging from the interview, it sounds like he might say that TEDtalk-style presentation should be put online and classroom-time should be devoted to analyzing those presentations.I do consider myself a performer, as I’ve been playing saxophone in a rather broad range of circumstances, from outdoor stages at festivals to concert halls. And my experience as a performer does influence the way I teach large classes. At the same time, it probably makes more salient the distinction between teaching and performing. comment by Alexandre Enkerli
  • The goateed administrator sported a suit jacket over a dark T-shirt
    • Though I’d be the first one to say that context is key, I fail to see what Bowen’s clothes contribute to the discussion. comment by Alexandre Enkerli
  • philosophical argument about the best way to engage students, he grounded it
  • information delivery common in today’s classroom lectures should be recorded and delivered to students as podcasts or online videos before class sessions
    • Fully agreed. Especially if we throw other things in the mix such as journal articles and collaboratively-created learning material. comment by Alexandre Enkerli
  • short online multiple-choice tests.
    • I don’t think he’s using the mc tests with an essessment focus rather an engagement focus – noit necessarily the most sophisticated but done playfully and creatively it can be a good first step to getting reluctatnt students to engage in first instance… comment by Kim FLINTOFF
    • I would also “defend” the use of MCTs in this context. Especially if the stakes are relatively low, the questions are well-crafted, and students do end up engaging.Like PPT, MCTs have some advantages, including because of student expectations.But, of course, it’s rather funny to hear Bowen talk about shaking things up and find out that he uses such tools. Still, the fact that these tests are online (and, one would think, taken outside of class time) goes well with Bowen’s main point about class time vs. tech-enabled work outside of class. comment by Alexandre Enkerli
  • Introduce issues of debate within the discipline and get the students to weigh in based on the knowledge they have from those lecture podcasts, Mr. Bowen says.
    • This wouldn’t be too difficult to do in social sciences and there are scenarios in which it would work wonderfully for lab sciences (if we think of “debate” as something similar to “discussion” sections in scientific articles).At the same time, some people do react negatively to such approaches based not on discipline but on “responsibilities of the university.” Some people even talk about responsibilities toward students’ parents! comment by Alexandre Enkerli
  • But if the student believes they can contribute, they’re a whole lot more motivated to enter the discourse, and to enter the discipline.
    • Sounds a bit like some of the “higher” positions in William Perry’s scheme. comment by Alexandre Enkerli
  • don’t be boring
    • Is boredom induced exclusively by the teacher? Can a student bored during a class meeting still be motivated and engaged in the material at another point? Should we apply the same principle to the readings we assign? Is there a way to efficiently assess the “boredom factor” of an academic article? How can we convince academic publishers that fighting boredom isn’t necessarily done through the addition of pretty pictures? comment by Alexandre Enkerli
  • you need a Ph.D. to figure it out
    • While I agree that these panels are difficult to use and could afford a redesign, the joke about needing a PhD sounds a bit strange in context. comment by Alexandre Enkerli
  • plug in their laptops
    • There’s something of a more general move toward getting people to use their own computers in the workplace. In fact, classroom computers are often so restricted as to be quite cumbersome to use in teaching. comment by Alexandre Enkerli
  • allow students to work in groups more easily
    • Not a bad idea. A good number of classrooms are structured in a way that makes it very hard to get students to do group work. Of course, it’s possible to do group work in any setting, but it’s remarkable how some of these seemingly trivial matters as the type of desk used can be enough to discourage some teachers from using certain teaching strategies. comment by Alexandre Enkerli
  • The classroom computers were old and needed an upgrade when Mr. Bowen arrived, so ditching them instead saved money.
    • Getting into the core of the issue. The reason it’s so important to think about “new ways” to do things isn’t necessarily that “old ways” weren’t conducive to learning. It’s because there are increased pressures on the system and some seem to perceive that cost-cutting and competition from online learning, making the issue so pressing. comment by Alexandre Enkerli
  • eliminate one staff position for a technician
    • Sounds sad, especially since support staff is already undervalued. But, at the same time, it does sound like relatively rational cost-cutting. One would just wish that they replaced that position with, say, teaching support. comment by Alexandre Enkerli
  • gave every professor a laptop
    • Again, this is a rather common practise outside of universities. Knowing how several colleagues think, this may also function as a way to “keep them happy.” comment by Alexandre Enkerli
  • support so they could create their own podcasts and videos.
    • This is where the tech support position which was cut could be useful. Recording and podcasting aren’t difficult to set up or do. But it’s an area where support can mean more than answering questions about which button to press. In fact, podcasting projects are an ideal context for collaboration between tech, teach, and research. comment by Alexandre Enkerli
  • lugging their laptops to class,
    • It can be an issue, especially if there wasn’t a choice in the type of laptop which could be used. comment by Alexandre Enkerli
  • She’s made podcasts for her course on “Critical Scholarship in Communication” that feature interviews she recorded with experts in the field.
    • One cool thing about these podcasting projects is that people can build upon them, one semester after the other. Interviews with practitioners do help provide a multiplicity of voices. And, yes, getting students to produce their own content is often a good way to go, especially if the topic is somehow related to the activity. Getting students in applied communication to create material does sound appropriate. comment by Alexandre Enkerli
  • they come in actually much more informed
    • Sounds effective. Especially since Bowen’s approach seems to be oriented toward pre-class preparation. comment by Alexandre Enkerli
  • if they had been assigned a reading.
    • There’s a lot to be said about this. One reason this method may be more efficient than reading assignments could have to do with the particularities of written language, especially the very formal style of those texts we often assign as readings. Not that students shouldn’t read, of course! But there’s a case to be made for some readings being replaced by oral sources, especially those which have to do with people’s experience in a field. Reading primary source material, integrating some reference texts, and using oral material can all be part of an appropriate set of learning strategies. comment by Alexandre Enkerli
  • created podcast lectures
    • An advantage of such “lecturecasts,” “profcasts,” and “slidecasts” is that they’re relatively easy to build and can be tightly structured. It’s not the end-all of learning material, but it’s a better substitute for classroom lectures than one might think.Still, there’s room for improvement in the technology itself. For instance, it’d be nice to have Revver-style comments in the timeline. comment by Alexandre Enkerli
  • shows movie clips from his laptop
    • This one is slightly surprising because one would expect that these clips could easily be shown, online, ahead of class. It might have to do with the chilling effect of copyright regulation or Heffernan’s strategy of getting “fresh” feedback. There would have been good questions to ask Heffernan in preparation for this piece. comment by Alexandre Enkerli
  • “Strangely enough, the people who are most resistant to this model are the students, who are used to being spoon-fed material that is going to be quote unquote on the test,” says Mr. Heffernan. “Students have been socialized to view the educational process as essentially passive. The only way we’re going to stop that is by radically refiguring the classroom in precisely the way José wants to do it.”
    • This interpretation sounds a tiny bit lopsided. After all, aren’t there students who were already quite active and engaged in the “old system” who have expressed some resistance to the “new system?” Sounds likely to me. But maybe my students are different.One fascinating thing is the level of agreement, among teachers, about the necessity to have students who aren’t passive. I certainly share this opinion but there are teachers in this World who actually do prefer students who are somewhat passive and… “obedient.” comment by Alexandre Enkerli
  • The same sequence of events
    • That part is quite significant: Bowen was already a reformer and already had gone through the process. In this case, he sounds more like one of those CEOs who are hired to save a company from a difficult situation. He originally sounded more like someone who wanted to impose specific views about teaching. comment by Alexandre Enkerli
  • ‘I paid for a college education and you’re not going to lecture?'”
    • A fairly common reaction, in certain contexts. A combination of the infamous “sense of entitlement,” the “customer-based approach to universities,” and student expectations about the way university teaching is supposed to go.One version I’ve had in student evaluations is that the student felt like s/he was hearing too much from other students instead of from me. It did pain me, because of the disconnect between what I was trying to do and that student’s notion of what university courses are supposed to bring her/him. comment by Alexandre Enkerli
  • PowerPoint lecture
    • As a commenter to my blog was saying about lectures in general, some of us (myself included) have been building a straw man. We may have negative attitudes toward certain teaching strategies, including some lecturing techniques. But that shouldn’t prevent us from discussing a wide array of teaching and learning strategies.In this case, it’s remarkable that despite the radical nature of Bowen’s reform, we learn that there are teachers who record PPT-based presentations. It then sounds like the issue isn’t so much about using PPT as it is about what is done in the classroom as opposed to what is done during the rest of the week.Boring or not, PPT lectures, even some which aren’t directly meant to engage students, can still find their place in the “teaching toolbox.” A dogmatic anti-PPT stance (such as the one displayed by this journalist) is unlikely to foster conversations about tools and learning. Based on the fact that teachers are in fact doing PPT lectures to be used outside the classroom, one ends up seeing Bowen’s perspective as much more open than that of the Chronicle’s editorial staff. comment by Alexandre Enkerli
  • Sandi Mann, the British researcher who led the recent study on student attitudes toward teaching, argues that boredom has serious implications in an educational setting.
    • Unsurprising perspective. Wonder if it had any impact on Mann’s research results. Makes the research sound more oriented than one might hope. comment by Alexandre Enkerli
  • according to some studies
  • low-cost online alternatives to the traditional campus experience
    • This could have been the core issue discussed in an article about Bowen. Especially if we are to have a thoughtful conversation about the state of higher education in a changing context. Justification for high tuition fees, the latent functions of “college life,” the likely outcome of “competing with free,” the value of the complete learning experience as opposed to the value of information transmission… comment by Alexandre Enkerli
  • give away videos
    • This is the “competing with free” part, to which record companies have been oblivious for so long but which makes OCW appear like quite a forward-looking proposition. comment by Alexandre Enkerli
  • colleges must make sure their in-person teaching really is superior to those alternatives
    • It’s both a free-market argument, which goes so well with the customer-based approach to learning, and a plea to consider learning in a broader way than the mere transmission of information from authoritative source to passive mass. An old saw, for sure, but one which surprisingly hasn’t been heard by everyone. comment by Alexandre Enkerli
  • add value
    • This might be appropriate language to convince trustees. At some institutions, this might be more important than getting students’ or teachers’ approval. comment by Alexandre Enkerli
  • not being online
    • Although, they do have an online presence. The arguments used have more to do with blended learning than with exclusively face-to-face methods. comment by Alexandre Enkerli
  • might need to stay a low-tech zone to survive.
    • Rubbish there is no reason to dumb down learning; and he obviously is not teaching 2500 students at one time. PPT is not the problem here, and this really is a collection of facile arguements that are not ironically substantiated. Lowering his overhead does not increase student learning – wheres the evidence? comment by dean groom
    • Come to think of it, it sounds like the argument was made more forcefully by Young than by Bowen himself. Bowen is certainly quite vocal but the “need… to survive” sounds a tad bit stronger than Bowen’s project.What’s funny is that the video made Bowen sound almost opinionated. The article makes Young sound like he has his own axe to grind comment by Alexandre Enkerli

Sharing Tool Wishlist

The following is an edited version of a wishlist I had been keeping on the side. The main idea is to define what would be, in my mind, the “ultimate social bookmarking system.” Which, obviously, goes way beyond social bookmarking. In a way, I even conceive of it as the ultimate tool for sharing online content. Yes, it’s that ambitious. Will it ever exist? Probably not. Should it exist? I personally think so. But I may be alone in this. Surely, you’ll tell me that I am indeed alone, which is fine. As long as you share your own wishlist items.

The trigger for my posting this is that someone contacted me, asking for what I’d like in a social bookmarking system. I find this person’s move quite remarkable, as a thoughtful strategy. Not only because this person contacted me directly (almost flattering), but because such a request reveals an approach to listening and responding to people’s needs that I find lacking in some software development circles.

This person’s message served as a prompt for my blogging this, but I’ve been meaning to blog this for a while. In fact, my guess is that I created a first version of this wishlist in 2007 after having it on my mind for a while before that. As such, it represents a type of “diachronic” or “longitudinal” view of social bookmarking and the way it works in the broader scheme of social media.

Which also means that I wrote this before I heard about Google Wave. In fact, I’m still unclear about Google Wave and I’ll need to blog about that. Not that I expect Wave to fulfill all the needs I set up for a sharing tool, but I get the impression that Google is finally putting some cards on the table.

The main part of this post is in outline form. I often think through outlines, especially with such a type of notes. I fully realize that it may not be that clear, as a structure, for other people to understand. Some of these bullet points cover a much broader issue than what they look like. But the overall idea might be fairly obvious to grasp, even if it may sound crazy to other people.

I’m posting this to the benefit of anyone who may wish to build the killer app for social media. Of course, it’s just one man’s opinion. But it’s my entitled opinion.

Concepts

What do we share online?

  • “Link”
  • “Page”
  • Identified content
  • Text
    • Narrative
    • Contact information
    • Event description
  • Contact information
  • Event invitation
  • Image
  • Recording
  • Structured content
  • Snippet
  • Access to semi-private content
  • Site’s entry point

Selective sharing

Private
  • Archiving
  • Cloud access
Individually shared
  • “Check this out”
  • Access to address book
  • Password protection
  • Specialization/expertise
  • Friendship
Group shared
  • Shared interests (SIG)
  • Collaboration (task-based)
Shared through network
  • Define identity in network
  • Semi-public
Public
  • Publishing
  • Processed
  • Reading lists

Notetaking

  • Active reading
  • Anchoring text
  • Ad hoc list of bookmarks
  • “Empty URL”
    • Create container/page
    • Personal notes

Todos

  • To read
  • To blog
  • To share
  • To update
  • Projects
    • GTD
    • Contexts
  • Add to calendar (recognized as event)

Outlining/Mindmapping

  • Manage lists of links
  • Prioritize
  • Easily group

Social aspects of sharing

  • Gift economy
  • Personal interaction
  • Trust
  • Hype
  • Value
  • Customized

Cloud computing

  • Webware
  • “Online disk”
  • Without download
  • Touch devices
  • Edit online

Personal streaming

  • Activities through pages
  • Logging
  • Flesh out personal profile

Tagging

  • “Folksonomy”
  • Enables non-hierarchical structure
  • Semantic fields
  • Related tags
  • Can include hierarchy
  • Tagclouds define concept map

Required Features

Crossplatform, crossbrowser

  • Browser-specific tools
  • Bookmarklets
  • Complete access through cloud
Keyboard shortcuts
  • Quick add (to account)
  • Vote
  • Bookmark all tabs (à la Flock)
  • Quick tags

Related pages

Recommended
  • Based on social graph
  • Based on tags
  • Based on content
  • Based on popularity
  • Pointing to this page

Quickly enter links

  • Add in place (while editing)
  • Similar to “spell as you type”
  • Incremental search
  • Add full link (title, URL, text, metadata)

Archiving

  • Prevent linkrot
  • Prepare for post-processing (offline reading, blogging…)
  • Enable bulk processing
  • Maintain version history
  • Internet Archive

Automatic processing

  • Tags
  • Summary
  • Wordcount
  • Reading time
  • Language(s)
  • Page structure analysis
  • Geotagging
  • Vote

Thread following

  • Blog comments
  • Forum comments
  • Trackbacks
  • Pings

Exporting

All
  • Archiving
  • Prepare for import
  • Maintain hierarchy
Selected
  • Tag
  • Category
  • Recently used
  • Shared
  • Site homepage
  • Blogroll
  • Blogs
Formats
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Relevant Blogposts

Présence féminine et culture geek (Journée Ada Lovelace) #ald09

En 2009, la journée de la femme a été hypothéquée d’une heure, dans certaines contrées qui sont passées à l’heure d’été le 8 mars. Pourtant, plus que jamais, c’est aux femmes que nous devrions accorder plus de place. Cette Journée internationale en l’honneur d’Ada Lovelace et des femmes dans les domaines technologiques est une excellente occasion pour discuter de l’importance de la présence féminine pour la pérennité sociale.

Pour un féministe mâle, le fait de parler de condition féminine peut poser certains défis. Qui suis-je, pour parler des femmes? De quel droit pourrais-je m’approprier de la parole qui devrait, selon moi, être accordée aux femmes? Mes propos ne sont-ils pas teintés de biais? C’est donc d’avantage en tant qu’observateur de ce que j’ai tendance à appeler la «culture geek» (voire la «niche geek» ou la «foule geek») que je parle de cette présence féminine.

Au risque de tomber dans le panneau du stéréotype, j’oserais dire qu’une présence accrue des femmes en milieu geek peut avoir des impacts intéressants en fonction de certains rôles impartis aux femmes dans diverses sociétés liées à la culture geek. En d’autres termes, j’aimerais célébrer le pouvoir féminin, bien plus fondamntal que la «force» masculine.

Je fais en cela référence à des notions sur les femmes et les hommes qui m’ont été révélées au cours de mes recherches sur les confréries de chasseurs, au Mali. En apparence exclusivement mâles, les confréries de chasseurs en Afrique de l’ouest accordent une place prépondérante à la féminité. Comme le dit le proverbe, «nous sommes tous dans les bras de nos mères» (bèè y’i ba bolo). Si le père, notre premier rival (i fa y’i faden folo de ye), peut nous donner la force physique, c’est la mère qui nous donne la puissance, le vrai pouvoir.

Loin de moi l’idée d’assigner aux femmes un pouvoir qui ne viendrait que de leur capacité à donner naissance. Ce n’est pas uniquement en tant que mère que la femme se doit d’être respectée. Bien au contraire, les divers rôles des femmes ont tous à être célébrés. Ce qui donne à la maternité une telle importance, d’un point de vue masculin, c’est son universalité: un homme peut ne pas avoir de sœur, d’épouse ou de fille, il peut même ne pas connaître l’identité précise de son père, il a au minimum eu un contact avec sa mère, de la conception à la naissance.

C’est souvent par référence à la maternité que les hommes conçoivent le respect le plus inconditionnel pour la femme. Et l’image maternelle ne doit pas être négligée, même si elle est souvent stéréotypée. Même si le terme «materner» a des connotations péjoratives, il fait appel à un soi adapté et sans motif spécifique. La culture geek a-t-elle besoin de soins maternels?

Une étude récente s’est penchée sur la dimension hormonale des activités des courtiers de Wall Street, surtout en ce qui a trait à la prise de risques. Selon cette étude (décrite dans une baladodiffusion de vulgarisation scientifique), il y aurait un lien entre certains taux d’hormones et un comportement fondé sur le profit à court terme. Ces hormones sont surtout présentes chez de jeunes hommes, qui constituent la majorité de ce groupe professionnel. Si les résultats de cette étude sont valables, un groupe plus diversifié de courtiers, au niveau du sexe et de l’âge, risque d’être plus prudent qu’un groupe dominé par de jeunes hommes.

Malgré d’énormes différences dans le détail, la culture geek a quelques ressemblances avec la composition de Wall Street, du moins au point de vue hormonal. Si l’appât du gain y est moins saillant que sur le plancher de la Bourse, la culture geek accorde une très large place au culte méritocratique de la compétition et à l’image de l’individu brillant et tout-puissant. La prise de risques n’est pas une caractéristique très visible de la culture geek, mais l’approche «résolution de problèmes» (“troubleshooting”) évoque la décision hâtive plutôt que la réflexion approfondie. Le rôle du dialogue équitable et respectueux, sans en être évacué, n’y est que rarement mis en valeur. La culture geek est «internationale», en ce sens qu’elle trouve sa place dans divers lieux du Globe (généralement définis avec une certaine précision en cebuees névralgiques comme la Silicon Valley). Elle est pourtant loin d’être représentative de la diversité humaine. La proportion bien trop basse de femmes liées à la culture geek est une marque importante de ce manque de diversité. Un groupe moins homogène rendrait plus prégnante la notion de coopération et, avec elle, un plus grand soucis de la dignité humaine. Après tout, le vrai humanisme est autant philogyne que philanthrope.

Un principe similaire est énoncé dans le cadre des soins médicaux. Sans être assignées à des tâches spécifiques, associées à leur sexe, la présence de certaines femmes-médecins semble améliorer certains aspects du travail médical. Il y a peut-être un stéréotype implicite dans tout ça et les femmes du secteur médical ne sont probablement pas traitées d’une bien meilleure façon que les femmes d’autres secteurs d’activité. Pourtant, au-delà du stéréotype, l’association entre féminité et relation d’aide semble se maintenir dans l’esprit des membres de certaines sociétés et peut être utilisée pour rendre la médecine plus «humaine», tant dans la diversité que dans cette notion d’empathie raisonnée, évoquée par l’humanisme.

Je ne peux m’empêcher de penser à cette remarquable expérience, il y a quelques années déjà, de participer à un colloque académique à forte présence féminine. En plus d’une proportion élevée de femmes, ce colloque sur la nourriture et la culture donnait la part belle à l’image de la mère nourricière, à l’influence fondamentale de la sphère donestique sur la vie sociale. Bien que mâle, je m’y suis senti à mon aise et je garde de ces quelques jours l’idée qu’un monde un tant soit peu féminisé pouvait avoir des effets intéressants, d’un point de vue social. Un groupe accordant un réel respect à la condition féminine peut être associé à une ambiance empreinte de «soin», une atmosphère “nurturing”.

Le milieu geek peut être très agréable, à divers niveaux, mais la notion de «soin», l’empathie, voire même l’humanisme n’en sont pas des caractéristiques très évidentes. Un monde geek accordant plus d’importance à la présence des femmes serait peut-être plus humain que ce qu’un portrait global de la culture geek semble présager.

Et n’est-ce pas ce qui s’est passé? Le ‘Net s’est partiellement féminisé au cours des dix dernières années et l’émergence du média social est intimement lié à cette transformation «démographique».

D’aucuns parlent de «démocratisation» d’Internet, usant d’un champ lexical associé au journalisme et à la notion d’État-Nation. Bien qu’il s’agisse de parler d’accès plus uniforme aux moyens technologiques, la source de ce discours se situe dans une vision spécifique de la structure social. Un relent de la Révolution Industrielle, peut-être? Le ‘Net étant construit au-delà des frontières politiques, cette vision du monde semble peu appropriée à la communication mondialisée. D’ailleurs, qu’entend-on vraiment par «démocratisation» d’Internet? La participation active de personnes diversifiées aux processus décisionnels qui créent continuellement le ‘Net? La simple juxtaposition de personnes provenant de milieux socio-économiques distincts? La possibilité pour la majorité de la planète d’utiliser certains outils dans le but d’obtenir ces avantages auxquels elle a droit, par prérogative statistique? Si c’est le cas, il en reviendrait aux femmes, majoritaires sur le Globe, de décider du sort du ‘Net. Pourtant, ce sont surtout des hommes qui dominent le ‘Net. Le contrôle exercé par les hommes semble indirect mais il n’en est pas moins réel.

Cet état des choses a tendance à changer. Bien qu’elles ne soient toujours pas dominantes, les femmes sont de plus en plus présentes, en-ligne. Certaines recherches statistiques semblent d’ailleurs leur assigner la majorité dans certaines sphères d’activité en-ligne. Mais mon approche est holistique et qualitative, plutôt que statistique et déterministe. C’est plutôt au sujet des rôles joués par les femmes que je pense. Si certains de ces rôles semblent sortir en ligne direct du stéréotype d’inégalité sexuelle du milieu du XXè siècle, c’est aussi en reconnaissant l’emprise du passé que nous pouvons comprendre certaines dimensions de notre présent. Les choses ont changé, soit. La conscience de ce changement informe certains de nos actes. Peu d’entre nous ont complètement mis de côté cette notion que notre «passé à tous» était patriarcal et misogyne. Et cette notion conserve sa signifiance dans nos gestes quotidiens puisque nous nous comparons à un modèle précis, lié à la domination et à la lutte des classes.

Au risque, encore une fois, de faire appel à des stéréotypes, j’aimerais parler d’une tendance que je trouve fascinante, dans le comportement de certaines femmes au sein du média social. Les blogueuses, par exemple, ont souvent réussi à bâtir des communautés de lectrices fidèles, des petits groupes d’amies qui partagent leurs vies en public. Au lieu de favoriser le plus grand nombre de visites, plusieurs femmes ont fondé leurs activités sur la blogosphère sur des groupes relativement restreints mais très actifs. D’ailleurs, certains blogues de femmes sont l’objet de longues discussions continues, liant les billets les uns aux autres et, même, dépassant le cadre du blogue.

À ce sujet, je fonde certaines de mes idées sur quelques études du phénomène de blogue, parues il y a déjà plusieurs années (et qu’il me serait difficile de localiser en ce moment) et sur certaines observations au sein de certaines «scènes geeks» comme Yulblog. Lors de certains événements mettant en contacts de nombreuses blogueuses, certaines d’entre elles semblaient préférer demeurer en groupe restreint pour une part importante de la durée de l’événement que de multiplier les nouveaux contacts. Il ne s’agit pas ici d’une restriction, certaines femmes sont mieux à même de provoquer l’«effet du papillon social» que la plupart des hommes. Mais il y a une force tranquille dans ces petits regroupements de femmes, qui fondent leur participation à la blogosphère sur des contacts directs et forts plutôt que sur la «pêche au filet». C’est souvent par de très petits groupes très soudés que les changements sociaux se produisent et, des “quilting bees” aux blogues de groupes de femmes, il y a une puissance ignorée.

Il serait probablement abusif de dire que c’est la présence féminine qui a provoqué l’éclosion du média social au cours des dix dernières années. Mais la présence des femmes est liée au fait que le ‘Net ait pu dépasser la «niche geek». Le domaine de ce que certains appellent le «Web 2.0» (ou la sixième culture d’Internet) n’est peut-être pas plus démocratique que le ‘Net du début des années 1990. Mais il est clairement moins exclusif et plus accueillant.

Comme ma tendre moitié l’a lu sur la devanture d’une taverne: «Bienvenue aux dames!»

Les billets publiés en l’honneur de la Journée Ada Lovelace devaient, semble-t-il, se pencher sur des femmes spécifiques, œuvrant dans des domaines technologiques. J’ai préféré «réfléchir à plume haute» au sujet de quelques éléments qui me trottaient dans la tête. Il serait toutefois de bon ton pour moi de mentionner des noms et de ne pas consigner ce billet à une observation purement macroscopique et impersonnelle. Étant peu porté sur l’individualisme, je préfère citer plusieurs femmes, plutôt que de me concentrer sur une d’entre elles. D’autant plus que la femme à laquelle je pense avec le plus d’intensité dit désirer garder une certaine discrétion et, même si elle blogue depuis bien plus longtemps que moi et qu’elle sait très bien se débrouiller avec les outils en question, elle prétend ne pas être associée à la technologie.

J’ai donc décidé de procéder à une simple énumération (alphabétique, j’aime pas les rangs) de quelques femmes dont j’apprécie le travail et qui ont une présence Internet facilement identifiable. Certaines d’entre elles sont très proches de moi. D’autres planent au-dessus de milieux auxquels je suis lié. D’autres encore sont des présences discrètes ou fortes dans un quelconque domaine que j’associe à la culture geek et/ou au média social. Évidemment, j’en oublie des tonnes. Mais c’est un début. Continuons le combat! 😉

Social Networks and Microblogging

Microblogging (Laconica, Twitter, etc.) is still a hot topic. For instance, during the past few episodes of This Week in Tech, comments were made about the preponderance of Twitter as a discussion theme: microblogging is so prominent on that show that some people complain that there’s too much talk about Twitter. Given the centrality of Leo Laporte’s podcast in geek culture (among Anglos, at least), such comments are significant.

The context for the latest comments about TWiT coverage of Twitter had to do with Twitter’s financials: during this financial crisis, Twitter is given funding without even asking for it. While it may seem surprising at first, given the fact that Twitter hasn’t publicized a business plan and doesn’t appear to be profitable at this time, 

Along with social networking, microblogging is even discussed in mainstream media. For instance, Médialogues (a media critique on Swiss national radio) recently had a segment about both Facebook and Twitter. Just yesterday, Comedy Central’s The Daily Show with Jon Stewart made fun of compulsive twittering and mainstream media coverage of Twitter (original, Canadian access).

Clearly, microblogging is getting some mindshare.

What the future holds for microblogging is clearly uncertain. Anything can happen. My guess is that microblogging will remain important for a while (at least a few years) but that it will transform itself rather radically. Chances are that other platforms will have microblogging features (something Facebook can do with status updates and something Automattic has been trying to do with some WordPress themes). In these troubled times, Montreal startup Identi.ca received some funding to continue developing its open microblogging platform.  Jaiku, bought by Google last year, is going open source, which may be good news for microblogging in general. Twitter itself might maintain its “marketshare” or other players may take over. There’s already a large number of third-party tools and services making use of Twitter, from Mahalo Answers to Remember the Milk, Twistory to TweetDeck.

Together, these all point to the current importance of microblogging and the potential for further development in that sphere. None of this means that microblogging is “The Next Big Thing.” But it’s reasonable to expect that microblogging will continue to grow in use.

(Those who are trying to grok microblogging, Common Craft’s Twitter in Plain English video is among the best-known descriptions of Twitter and it seems like an efficient way to “get the idea.”)

One thing which is rarely mentioned about microblogging is the prominent social structure supporting it. Like “Social Networking Systems” (LinkedIn, Facebook, Ning, MySpace…), microblogging makes it possible for people to “connect” to one another (as contacts/acquaintances/friends). Like blogs, microblogging platforms make it possible to link to somebody else’s material and get notifications for some of these links (a bit like pings and trackbacks). Like blogrolls, microblogging systems allow for lists of “favourite authors.” Unlike Social Networking Systems but similar to blogrolls, microblogging allow for asymmetrical relations, unreciprocated links: if I like somebody’s microblogging updates, I can subscribe to those (by “following” that person) and publicly show my appreciation of that person’s work, regardless of whether or not this microblogger likes my own updates.

There’s something strangely powerful there because it taps the power of social networks while avoiding tricky issues of reciprocity, “confidentiality,” and “intimacy.”

From the end user’s perspective, microblogging contacts may be easier to establish than contacts through Facebook or Orkut. From a social science perspective, microblogging links seem to approximate some of the fluidity found in social networks, without adding much complexity in the description of the relationships. Subscribing to someone’s updates gives me the role of “follower” with regards to that person. Conversely, those I follow receive the role of “following” (“followee” would seem logical, given the common “-er”/”-ee” pattern). The following and follower roles are complementary but each is sufficient by itself as a useful social link.

Typically, a microblogging system like Twitter or Identi.ca qualifies two-way connections as “friendship” while one-way connections could be labelled as “fandom” (if Andrew follows Betty’s updates but Betty doesn’t follow Andrew’s, Andrew is perceived as one of Betty’s “fans”). Profiles on microblogging systems are relatively simple and public, allowing for low-involvement online “presence.” As long as updates are kept public, anybody can connect to anybody else without even needing an introduction. In fact, because microblogging systems send notifications to users when they get new followers (through email and/or SMS), subscribing to someone’s update is often akin to introducing yourself to that person. 

Reciprocating is the object of relatively intense social pressure. A microblogger whose follower:following ratio is far from 1:1 may be regarded as either a snob (follower:following much higher than 1:1) or as something of a microblogging failure (follower:following much lower than 1:1). As in any social context, perceived snobbery may be associated with sophistication but it also carries opprobrium. Perry Belcher  made a video about what he calls “Twitter Snobs” and some French bloggers have elaborated on that concept. (Some are now claiming their right to be Twitter Snobs.) Low follower:following ratios can result from breach of etiquette (for instance, ostentatious self-promotion carried beyond the accepted limit) or even non-human status (many microblogging accounts are associated to “bots” producing automated content).

The result of the pressure for reciprocation is that contacts are reciprocated regardless of personal relations.  Some users even set up ways to automatically follow everyone who follows them. Despite being tricky, these methods escape the personal connection issue. Contrary to Social Networking Systems (and despite the term “friend” used for reciprocated contacts), following someone on a microblogging service implies little in terms of friendship.

One reason I personally find this fascinating is that specifying personal connections has been an important part of the development of social networks online. For instance, long-defunct SixDegrees.com (one of the earliest Social Networking Systems to appear online) required of users that they specified the precise nature of their relationship to users with whom they were connected. Details escape me but I distinctly remember that acquaintances, colleagues, and friends were distinguished. If I remember correctly, only one such personal connection was allowed for any pair of users and this connection had to be confirmed before the two users were linked through the system. Facebook’s method to account for personal connections is somewhat more sophisticated despite the fact that all contacts are labelled as “friends” regardless of the nature of the connection. The uniform use of the term “friend” has been decried by many public commentators of Facebook (including in the United States where “friend” is often applied to any person with whom one is simply on friendly terms).

In this context, the flexibility with which microblogging contacts are made merits consideration: by allowing unidirectional contacts, microblogging platforms may have solved a tricky social network problem. And while the strength of the connection between two microbloggers is left unacknowledged, there are several methods to assess it (for instance through replies and republished updates).

Social contacts are the very basis of social media. In this case, microblogging represents a step towards both simplified and complexified social contacts.

Which leads me to the theme which prompted me to start this blogpost: event-based microblogging.

I posted the following blog entry (in French) about event-based microblogging, back in November.

Microblogue d’événement

I haven’t received any direct feedback on it and the topic seems to have little echoes in the social media sphere.

During the last PodMtl meeting on February 18, I tried to throw my event-based microblogging idea in the ring. This generated a rather lengthy between a friend and myself. (Because I don’t want to put words in this friend’s mouth, who happens to be relatively high-profile, I won’t mention this friend’s name.) This friend voiced several objections to my main idea and I got to think about this basic notion a bit further. At the risk of sounding exceedingly opinionated, I must say that my friend’s objections actually comforted me in the notion that my “event microblog” idea makes a lot of sense.

The basic idea is quite simple: microblogging instances tied to specific events. There are technical issues in terms of hosting and such but I’m mostly thinking about associating microblogs and events.

What I had in mind during the PodMtl discussion has to do with grouping features, which are often requested by Twitter users (including by Perry Belcher who called out Twitter Snobs). And while I do insist on events as a basis for those instances (like groups), some of the same logic applies to specific interests. However, given the time-sensitivity of microblogging, I still think that events are more significant in this context than interests, however defined.

In the PodMtl discussion, I frequently referred to BarCamp-like events (in part because my friend and interlocutor had participated in a number of such events). The same concept applies to any event, including one which is just unfolding (say, assassination of Guinea-Bissau’s president or bombings in Mumbai).

Microblogging users are expected to think about “hashtags,” those textual labels preceded with the ‘#’ symbol which are meant to categorize microblogging updates. But hashtags are problematic on several levels.

  • They require preliminary agreement among multiple microbloggers, a tricky proposition in any social media. “Let’s use #Bissau09. Everybody agrees with that?” It can get ugly and, even if it doesn’t, the process is awkward (especially for new users).
  • Even if agreement has been reached, there might be discrepancies in the way hashtags are typed. “Was it #TwestivalMtl or #TwestivalMontreal, I forgot.”
  • In terms of language economy, it’s unsurprising that the same hashtag would be used for different things. Is “#pcmtl” about Podcamp Montreal, about personal computers in Montreal, about PCM Transcoding Library…?
  • Hashtags are frequently misunderstood by many microbloggers. Just this week, a tweep of mine (a “peep” on Twitter) asked about them after having been on Twitter for months.
  • While there are multiple ways to track hashtags (including through SMS, in some regions), there is no way to further specify the tracked updates (for instance, by user).
  • The distinction between a hashtag and a keyword is too subtle to be really useful. Twitter Search, for instance, lumps the two together.
  • Hashtags take time to type. Even if microbloggers aren’t necessarily typing frantically, the time taken to type all those hashtags seems counterproductive and may even distract microbloggers.
  • Repetitively typing the same string is a very specific kind of task which seems to go against the microblogging ethos, if not the cognitive processes associated with microblogging.
  • The number of character in a hashtag decreases the amount of text in every update. When all you have is 140 characters at a time, the thirteen characters in “#TwestivalMtl” constitute almost 10% of your update.
  • If the same hashtag is used by a large number of people, the visual effect can be that this hashtag is actually dominating the microblogging stream. Since there currently isn’t a way to ignore updates containing a certain hashtag, this effect may even discourage people from using a microblogging service.

There are multiple solutions to these issues, of course. Some of them are surely discussed among developers of microblogging systems. And my notion of event-specific microblogs isn’t geared toward solving these issues. But I do think separate instances make more sense than hashtags, especially in terms of specific events.

My friend’s objections to my event microblogging idea had something to do with visibility. It seems that this friend wants all updates to be visible, regardless of the context. While I don’t disagree with this, I would claim that it would still be useful to “opt out” of certain discussions when people we follow are involved. If I know that Sean is participating in a PHP conference and that most of his updates will be about PHP for a period of time, I would enjoy the possibility to hide PHP-related updates for a specific period of time. The reason I talk about this specific case is simple: a friend of mine has manifested some frustration about the large number of updates made by participants in Podcamp Montreal (myself included). Partly in reaction to this, he stopped following me on Twitter and only resumed following me after Podcamp Montreal had ended. In this case, my friend could have hidden Podcamp Montreal updates and still have received other updates from the same microbloggers.

To a certain extent, event-specific instances are a bit similar to “rooms” in MMORPG and other forms of real-time many-to-many text-based communication such as the nostalgia-inducing Internet Relay Chat. Despite Dave Winer’s strong claim to the contrary (and attempt at defining microblogging away from IRC), a microblogging instance could, in fact, act as a de facto chatroom. When such a structure is needed. Taking advantage of the work done in microblogging over the past year (which seems to have advanced more rapidly than work on chatrooms has, during the past fifteen years). Instead of setting up an IRC channel, a Web-based chatroom, or even a session on MSN Messenger, users could use their microblogging platform of choice and either decide to follow all updates related to a given event or simply not “opt-out” of following those updates (depending on their preferences). Updates related to multiple events are visible simultaneously (which isn’t really the case with IRC or chatrooms) and there could be ways to make event-specific updates more prominent. In fact, there would be easy ways to keep real-time statistics of those updates and get a bird’s eye view of those conversations.

And there’s a point about event-specific microblogging which is likely to both displease “alpha geeks” and convince corporate users: updates about some events could be “protected” in the sense that they would not appear in the public stream in realtime. The simplest case for this could be a company-wide meeting during which backchannel is allowed and even expected “within the walls” of the event. The “nothing should leave this room” attitude seems contradictory to social media in general, but many cases can be made for “confidential microblogging.” Microblogged conversations can easily be archived and these archives could be made public at a later date. Event-specific microblogging allows for some control of the “permeability” of the boundaries surrounding the event. “But why would people use microblogging instead of simply talking to another?,” you ask. Several quick answers: participants aren’t in the same room, vocal communication is mostly single-channel, large groups of people are unlikely to communicate efficiently through oral means only, several things are more efficiently done through writing, written updates are easier to track and archive…

There are many other things I’d like to say about event-based microblogging but this post is already long. There’s one thing I want to explain, which connects back to the social network dimension of microblogging.

Events can be simplistically conceived as social contexts which bring people together. (Yes, duh!) Participants in a given event constitute a “community of experience” regardless of the personal connections between them. They may be strangers, ennemies, relatives, acquaintances, friends, etc. But they all share something. “Participation,” in this case, can be relatively passive and the difference between key participants (say, volunteers and lecturers in a conference) and attendees is relatively moot, at a certain level of analysis. The key, here, is the set of connections between people at the event.

These connections are a very powerful component of social networks. We typically meet people through “events,” albeit informal ones. Some events are explicitly meant to connect people who have something in common. In some circles, “networking” refers to something like this. The temporal dimension of social connections is an important one. By analogy to philosophy of language, the “first meeting” (and the set of “first impressions”) constitute the “baptism” of the personal (or social) connection. In social media especially, the nature of social connections tends to be monovalent enough that this “baptism event” gains special significance.

The online construction of social networks relies on a finite number of dimensions, including personal characteristics described in a profile, indirect connections (FOAF), shared interests, textual content, geographical location, and participation in certain activities. Depending on a variety of personal factors, people may be quite inclusive or rather exclusive, based on those dimensions. “I follow back everyone who lives in Austin” or “Only people I have met in person can belong to my inner circle.” The sophistication with which online personal connections are negotiated, along such dimensions, is a thing of beauty. In view of this sophistication, tools used in social media seem relatively crude and underdeveloped.

Going back to the (un)conference concept, the usefulness of having access to a list of all participants in a given event seems quite obvious. In an open event like BarCamp, it could greatly facilitate the event’s logistics. In a closed event with paid access, it could be linked to registration (despite geek resistance, closed events serve a purpose; one could even imagine events where attendance is free but the microblogging backchannel incurs a cost). In some events, everybody would be visible to everybody else. In others, there could be a sort of ACL for diverse types of participants. In some cases, people could be allowed to “lurk” without being seen while in others radically transparency could be enforced. For public events with all participants visible, lists of participants could be archived and used for several purposes (such as assessing which sessions in a conference are more popular or “tracking” event regulars).

One reason I keep thinking about event-specific microblogging is that I occasionally use microblogging like others use business cards. In a geek crowd, I may ask for someone’s Twitter username in order to establish a connection with that person. Typically, I will start following that person on Twitter and find opportunities to communicate with that person later on. Given the possibility for one-way relationships, it establishes a social connection without requiring personal involvement. In fact, that person may easily ignore me without the danger of a face threat.

If there were event-specific instances from microblogging platforms, we could manage connections and profiles in a more sophisticated way. For instance, someone could use a barebones profile for contacts made during an impersonal event and a full-fledged profile for contacts made during a more “intimate” event. After noticing a friend using an event-specific business card with an event-specific email address, I got to think that this event microblogging idea might serve as a way to fill a social need.

 

More than most of my other blogposts, I expect comments on this one. Objections are obviously welcomed, especially if they’re made thoughtfully (like my PodMtl friend made them). Suggestions would be especially useful. Or even questions about diverse points that I haven’t addressed (several of which I can already think about).

So…

 

What do you think of this idea of event-based microblogging? Would you use a microblogging instance linked to an event, say at an unconference? Can you think of fun features an event-based microblogging instance could have? If you think about similar ideas you’ve seen proposed online, care to share some links?

 

Thanks in advance!

Blogging and Literary Standards

I wrote the following comment in response to a conversation between novelist Rick Moody and podcasting pioneer Chris Lydon:

Open Source » Blog Archive » In the Obama Moment: Rick Moody.

In keeping with the RERO principle I describe in that comment, the version on the Open Source site is quite raw. As is my habit, these days, I pushed the “submit” button without rereading what I had written. This version is edited, partly because I noticed some glaring mistakes and partly because I wanted to add some links. (Blog comments are often tagged for moderation if they contain too many links.) As I started editing that comment, I changed a few things, some of which have consequences to the meaning of my comment. There’s this process, in both writing and editing, which “generates new thoughts.” Yet another argument for the RERO principle.

I can already think of an addendum to this post, revolving on my personal position on writing styles (informed by my own blogwriting experience) along with my relative lack of sensitivity for Anglo writing. But I’m still blogging this comment on a standalone basis.

Read on, please… Continue reading Blogging and Literary Standards

Enthused Tech

Yesterday, I held a WiZiQ session on the use of online tech in higher education:

Enthusing Higher Education: Getting Universities and Colleges to Play with Online Tools and Services

Slideshare

(Full multimedia recording available here)

During the session, Nellie Deutsch shared the following link:

Diffusion of Innovations, by Everett Rogers (1995)

Haven’t read Rogers’s book but it sounds like a contextually easy to understand version of ideas which have been quite clear in Boasian disciplines (cultural anthropology, folkloristics, cultural ecology…) for a while. But, in this sometimes obsessive quest for innovation, it might in fact be useful to go back to basic ideas about the social mechanisms which can be observed in the adoption of new tools and techniques. It’s in fact the thinking behind this relatively recent blogpost of mine:

Technology Adoption and Active Reading

My emphasis during the WiZiQ session was on enthusiasm. I tend to think a lot about occasions in which, thinking about possibilities afforded technology relates to people getting “psyched up.” In a way, this is exactly how I can define myself as a tech enthusiast: I get easy psyched up in the context of discussions about technology.

What’s funny is that I’m no gadget freak. I don’t care about the tool. I just love to dream up possibilities. And I sincerely think that I’m not alone. We might even guess that a similar dream-induced excitement animates true gadget freaks, who must have the latest tool. Early adopters are a big part of geek culture and, though still small, geek culture is still a niche.

Because I know I’ll keep on talking about these things on other occasions, I can “leave it at that,” for now.

RERO‘s my battle cry.

TBC

BCA: BarCampAustin

Will be going to the third edition of BarCampAustin, this coming Saturday. BarCamps are community-led unconferences which tend to focus on technology and creativity. Originally, these “user-generated conferences” sprang up from Tim O’Reilly‘s Foo Camp conferences but BarCamp is now a broad network loosely connecting enthusiasts living in different urban centers around the world. From the long list of past events, one might hope that those gatherings would get some attention.

Thankfully, BarCampAustin is getting some press.

One recent piece of the BCA coverage came in the form of a blog post on a local daily newspaper’s site:

If you don’t have a SXSW Interactive badge… | Statesman Business Blog

My own comment (in case it gets moderated out):

I’ll be at BarCamp and it will be the first time I participate in such an event, even though events like these are rather common in many parts of the world.
In a way, it’s part of a move away from the more restrictive events like FooCamp, TED, WEF, and SXSW. The crowd attracted by free and open events is likely to be more interested in collaboration and thus more in-tune with what is going on than those who limit themselves to closed and expensive conferences. The good thing is, the two types of events can run in parallel, feed on one another, encourage creativity.

I’m actually pretty excited about going. Just thinking about it is stimulating.

Judging from this video, it seems that last year’s unconference was a blast.

I sincerely hope that academics will eventually adopt such an informal model for gatherings which are more than résumé-stuffing and “reading papers at one another.” Many scholars (in Europe, especially) complain that today’s mega-conferences are too much about socialization, schmoozing, mingling, and nametag-spotting. But these  social activities are extremely important for the pursuit of knowledge as these are contexts in which ideas are exchanged,  collaboration projects are planned, and passions for research are rekindled. Having separate, informal events focusing on the creative, human, and social elements would free many academic fields from those strenuous sessions focused on “academic presentations.”

Wishlists and Dreaming

I like how the OpenMoko people think.

Alcohol meter

Give the phone some info about your body (gender, size, weigth) and when/what you drink and it will compute an approximation of the amount of alcohol in your blood. Updates automatically, could have an alarm, when you are probably sober again. See, for example (German text) http://www.misterio-online.de/promille.htm

Wish List – OpenMoko

OpenMoko is an Open Source project for cellular phone software. It seems quite active and they have a current version of the software running on an actual phone. So it’s not just vapourware, AFAICT.

The whole wishlist is certainly worth a read. Full of neat ideas, some of which are trivial to implement, others are much more ambitious. For those who care about creativity, innovation, and technological sophistication, this is exactly the kind of project which shows the power of dreaming.

Or maybe I’m just recognising other “benevolent inventors.” 😉

Whatever this feeling is, OpenMoko might drive my dream phone in the not-so-distant future!

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Acknowledging Africa's Innovative Spirit

Good news! (Though a bit late. Got the link through a thoughtful pitch by a Radio Open Source commentator.)

Next month’s TEDGlobal conference will be in Tanzania!

TED | TED Conferences | TEDGlobal 2007 | Program

Not only do I really enjoy the TED Conference presentations (available as podcasts and streamed videos) but I think the organisers grok something important about the world in which we live. TED Conferences actually go much beyond the fields of “Technology, Entertainment, and Design” that gave them their name.

Of course, TED still follows a U.S.-centric model, inspired by commercial neo-liberalism and innovation with direct practical results. But as these things go, TED participants are “thinking outside the box” more actively than many of their colleagues.

What to Rethink?

Prepared a proposal for an upcoming Spirit of Inquiry conference at Concordia University.

In a recent video ethnography of the “Web 2.0” concept, anthropologist Michael Wesch invited the online audience to rethink a wide array of concepts, from copyright and authorship to identity and commerce. My session, if accepted, should follow these ideas along with specific emphasis on academic freedom, open access,  and flexible strategies for learning and teaching.

Here is my proposal:

Presenter Biography: An ethnographer as well as a blogger, Alexandre Enkerli has taught at diverse universities in the United States and in Canada. He currently teaches cultural anthropology and the anthropology of music at Concordia University. An avid Internet user since 1993, Alexandre has participated intensively in a large array of online activities, from mailing-list discussions in informal groups to creative uses of learning management systems such as Moodle, Sakai, Oncourse, Blackboard, and WebCT.
Title Of Session: Free, Open, Flexible: Rethinking Learning Materials Online
Session Learning Objective: This session seeks to help participants rethink the use of learning materials (such as textbooks and lecture notes) in view of opportunities for freedom, openness, and flexibility afforded recent information and communication technologies.
Session Approach: Facilitated discussion (45 minutes)
Abstract: Considered as a whole, learning materials such as textbooks and lecture notes constitute the “shoulders of giants” on which learners and teachers stand.

In this session, academic publishers, instructors, librarians, and administrators are all invited to rethink learning materials through their own experiences with online technologies.

A short, informal report on the principal presenter’s experience with podcasting and other online applications will be followed by a facilitated discussion.

This session will pay special attention to issues of open access, academic freedom, and flexible strategies for learning and teaching.

Together, session participants will construct a new understanding of the implications linking technological changes to the use of learning materials online.
Additional Room Needs: Preferred but not required: podcasting equipment.

Digital Ethnography » Blog Archive » The Machine is Us/ing Us Transcription

We’ll need to rethink copyrightWe’ll need to rethink authorship

We’ll need to rethink identity

We’ll need to rethink ethics

We’ll need to rethink aesthetics

We’ll need to rethink rhetorics

We’ll need to rethink governance

We’ll need to rethink privacy

We’ll need to rethink commerce

We’ll need to rethink love

We’ll need to rethink family

We’ll need to rethink ourselves.