Tag Archives: RSS

Bean Counters and Ecologists

[So many things in my drafts, but this one should be quick.]

Recently met someone who started describing their restaurant after calling it a “café”. The “pitch” revolved around ethical practices, using local products, etc. As both a coffee geek and ethnographer, my simple question was: “Which coffee do you use?” Turns out, they’re importing coffee from a multinational corporation. “Oh, but, they’re lending us an expensive espresso machine for free! And they have fair-trade coffee!”

Luckily, we didn’t start talking about “fair trade”. And this person was willing to reflect upon the practices involved, including about the analogy with Anheuser-Busch or Coca-Cola. We didn’t get further into the deeper consequences of the resto’s actions, but the “seed” has been planted.

Sure, it’s important to focus on your financials and there’s nothing preventing a business from being both socially responsible and profitable. It just requires a shift in mindset. Small, lean, nimble businesses are more likely to do it than big, multinational corporate empires…

…which leads me to Google.

Over the years since its IPO, Google has attracted its share of praise and criticism. Like any big, multinational corporate empire. In any sector.

Within the tech sector, the Goog‘ is often compared with Microsoft, Facebook, Twitter, and Apple. All of these corporate entities have been associated in some people’s minds with some specific issue, from child labour and failure to protect users’ privacy to anticompetitive practices (the tech equivalent of free fridges and espresso machines). The issues are distinct and tech enthusiast spend a large amount of time discussing which one is worse. Meanwhile, we’re forgetting a number of larger issues.

Twitter is an interesting example, here. The service took its value from being at the centre of an ecosystem. As with any ecosystem, numerous interactions among many different members produce unexpected and often remarkable results. As the story goes, elements like hashtags and “@-replies” were invented by users and became an important part of the system. Third-party developers were instrumental in Twitter’s reach outside of its original confines. Though most of the original actors have since left the company, the ecosystem has maintained itself over the years.

When Twitter started changing the rules concerning its API, it shook the ecosystem. Sure, the ecosystem will maintain itself, in the end. But it’s nearly impossible to predict how it will change. For people at Twitter, it must have been obvious that the first changes was a warning shot to scare away those they didn’t want in their ecosystem. But, to this day, there are people who depend on Twitter, one way or another.

Google Reader offers an interesting case. The decision to kill it might have been myopic and its death might have a domino effect.

The warning shot was ambiguous, but the “writing was on the wall”. Among potential consequences of the move, the death of RSS readers was to be expected. One might also expect users of feedreaders to be displeased. In the end, the ecosystem will maintain itself.

Chances are, feedreading will be even more marginalized than it’s been and something else might replace it. Already, many people have been switching from feedreading to using Twitter as a way to gather news items.

What’s not so well-understood is the set of indirect consequences, further down the line. Again, domino effect. Some dominoes are falling in the direction of news outlets which have been slow to adapt to the ways people create and “consume” news items. Though their ad-driven models may sound similar to Google’s, and though feedreading might not be a significant source of direct revenue, the death of feedreaders may give way to the birth of new models for news production and “consumption” which might destabilize them even further. Among the things I tag as #FoJ (“Future of Journalism”) are several pieces of a big puzzle which seems misunderstood by news organizations.

There are other big dominoes which might fall from the death of Google Reader. Partly because RSS itself is part of a whole ecosystem. Dave Winer and Aaron Swartz have been major actors in the technical specifications of RSS. But Chris Lydon and people building on calendar syndication are also part of the ecosystem. In business-speak, you might call them “stakeholders”. But thinking about the ecosystem itself leads to a deeper set of thoughts, beyond the individuals involved. In the aftermath of Aaron Swartz’s premature death, it may be appropriate to point out that the ecosystem is more than the sum of its parts.

As I said on a service owned by another widely-criticized corporate empire:

Many of us keep saying that Google needs to listen to its social scientists. It also needs to understand ecology.

Selling Myself Long

Been attending sessions by Meri Aaron Walker about online methods to get paid for our expertise. Meri coaches teachers about those issues.

MAWSTOOLBOX.COM

There’s also a LearnHub “course”: Jumpstart Your Online Teaching Career.

Some notes, on my own thinking about monetization of expertise. Still draft-like, but RERO is my battle cry.

Some obstacles to my selling expertise:

  • My “oral personality.”
  • The position on open/free knowledge in academia and elsewhere.
  • My emphasis on friendship and personal rapport.
  • My abilities as an employee instead of a “boss.”
  • Difficulty in assessing the value of my expertise.
  • The fact that other people have the same expertise that I think I have.
  • High stakes (though this can be decreased, in some contexts).
  • My distaste for competition/competitiveness.
  • Difficulty at selling and advertising myself (despite my social capital).
  • Being a creative generalist instead of a specialist.

Despite all these obstacles, I have been thinking about selling my services online.

One reason is that I really do enjoy teaching. As I keep saying, teaching is my hobby (when I get paid, it’s to learn how to interact with other learners and to set up learning contexts).

In fact, I enjoy almost everything in teaching (the major exception being grading/evaluating). From holding office hours and lecturing to facilitating discussions and answering questions through email. Teaching, for me, is deeply satisfying and I think that learning situations which imply the role of a teacher still make a lot of sense. I also like more informal learning situations and I even try to make my courses more similar to informal teaching. But I still find specific value in a “teaching and learning” system.

Some people seem to assume that teaching a course is the same thing as “selling expertise.” My perspective on learning revolves to a large extent on the difference between teaching and “selling expertise.” One part is that I find a difference between selling a product or process and getting paid in a broader transaction which does involve exchange about knowledge but which isn’t restricted to that exchange. Another part is that I don’t see teachers as specialists imparting their wisdom to eager masses. I see knowledge as being constructed in diverse situations, including formal and informal learning. Expertise is often an obstacle in the kind of teaching I’m interested in!

Funnily enough, I don’t tend to think of expertise as something that is easily measurable or transmissible. Those who study expertise have ways to assess something which is related to “being an expert,” especially in the case of observable skills (many of those are about “playing,” actually: chess, baseball, piano…). My personal perspective on expertise tends to be broader, more fluid. Similar to experience, but with more of a conscious approach to learning.

There also seems to be a major difference between “breadth of expertise” and “topics you can teach.” You don’t necessarily need to be very efficient at some task to help someone learn to do it. In fact, in some cases, being proficient in a domain is an obstacle to teaching in that domain, since expertise is so ingrained as to be very difficult to retrieve consciously.

This is close to “do what I say, not what I do.” I even think that it can be quite effective to actually instruct people without direct experience of these instructions. Similar to consulting, actually. Some people easily disagree with this point and some people tease teachers about “doing vs. teaching.” But we teachers do have a number of ways to respond, some of them snarkier than others. And though I disagree with several parts of his attitude, I quite like this short monologue by Taylor Mali about What Teachers Make.

Another reason I might “sell my expertise” is that I genuinely enjoy sharing my expertise. I usually provide it for free, but I can possibly relate to the value argument. I don’t feel so tied to social systems based on market economy (socialist, capitalist, communist…) but I have to make do.

Another link to “selling expertise” is more disciplinary. As an ethnographer, I enjoy being a “cultural translator.” of sorts. And, in some cases, my expertise in some domains is more of a translation from specialized speech into laypeople’s terms. I’m actually not very efficient at translating utterances from one language to another. But my habit of navigating between different “worlds” makes it possible for me to bridge gaps, cross bridges, serve as mediator, explain something fairly “esoteric” to an outsider. Close to popularization.

So, I’ve been thinking about what can be paid in such contexts which give prominence to expertise. Tutoring, homework help, consulting, coaching, advice, recommendation, writing, communicating, producing content…

And, finally, I’ve been thinking about my domains of expertise. As a “Jack of All Trades,” I can list a lot of those. My level of expertise varies greatly between them and I’m clearly a “Master of None.” In fact, some of them are merely from personal experience or even anecdotal evidence. Some are skills I’ve been told I have. But I’d still feel comfortable helping others with all of them.

I’m funny that way.

Domains of  Expertise

French

  • Conversation
  • Reading
  • Writing
  • Culture
  • Literature
  • Regional diversity
  • Chanson appreciation

Bamanan (Bambara)

  • Greetings
  • Conversation

Social sciences

  • Ethnographic disciplines
  • Ethnographic field research
  • Cultural anthropology
  • Linguistic anthropology
  • Symbolic anthropology
  • Ethnomusicology
  • Folkloristics

Semiotics

Language studies

  • Language description
  • Social dimensions of language
  • Language change
  • Field methods

Education

  • Critical thinking
  • Lifelong learning
  • Higher education
  • Graduate school
  • Graduate advising
  • Academia
  • Humanities
  • Social sciences
  • Engaging students
  • Getting students to talk
  • Online teaching
  • Online tools for teaching

Course Management Systems (Learning Management Systems)

  • Oncourse
  • Sakai
  • WebCT
  • Blackboard
  • Moodle

Social networks

  • Network ethnography
  • Network analysis
  • Influence management

Web platforms

  • Facebook
  • MySpace
  • Ning
  • LinkedIn
  • Twitter
  • Jaiku
  • YouTube
  • Flickr

Music

  • Cultural dimensions of music
  • Social dimensions of music
  • Musicking
  • Musical diversity
  • Musical exploration
  • Classical saxophone
  • Basic music theory
  • Musical acoustics
  • Globalisation
  • Business models for music
  • Sound analysis
  • Sound recording

Beer

  • Homebrewing
  • Brewing techniques
  • Recipe formulation
  • Finding ingredients
  • Appreciation
  • Craft beer culture
  • Brewing trends
  • Beer styles
  • Brewing software

Coffee

  • Homeroasting
  • Moka pot brewing
  • Espresso appreciation
  • Coffee fundamentals
  • Global coffee trade

Social media

Blogging

  • Diverse uses of blogging
  • Writing tricks
  • Workflow
  • Blogging platforms

Podcasts

  • Advantages of podcasts
  • Podcasts in teaching
  • Filming
  • Finding podcasts
  • Embedding content

Technology

  • Trends
  • Geek culture
  • Equipment
  • Beta testing
  • Troubleshooting Mac OS X

Online Life

Communities

  • Mailing-lists
  • Generating discussions
  • Entering communities
  • Building a sense of community
  • Diverse types of communities
  • Community dynamics
  • Online communities

Food

  • Enjoying food
  • Cooking
  • Baking
  • Vinaigrette
  • Pizza dough
  • Bread

Places

  • Montreal, Qc
  • Lausanne, VD
  • Bamako, ML
  • Bloomington, IN
  • Moncton, NB
  • Austin, TX
  • South Bend, IN
  • Fredericton, NB
  • Northampton, MA

Pedestrianism

  • Carfree living
  • Public transportation
  • Pedestrian-friendly places

Tools I Use

  • PDAs
  • iPod
  • iTunes
  • WordPress.com
  • Skype
  • Del.icio.us
  • Diigo
  • Blogger (Blogspot)
  • Mac OS X
  • Firefox
  • Flock
  • Internet Explorer
  • Safari
  • Gmail
  • Google Calendar
  • Google Maps
  • Zotero
  • Endnote
  • RefWorks
  • Zoho Show
  • Wikipedia
  • iPod touch
  • SMS
  • Outlining
  • PowerPoint
  • Slideshare
  • Praat
  • Audacity
  • Nero Express
  • Productivity software

Effective Web searches

Socialization

  • Social capital
  • Entering the field
  • Creating rapport
  • Event participation
  • Event hosting

Computer Use

  • Note-taking
  • Working with RSS feeds
  • Basic programing concepts
  • Data manipulations

Research Methods

  • Open-ended interviewing
  • Qualitative data analysis

Personal

  • Hedonism
  • Public speaking
  • GERD
  • Strabismus
  • Moving
  • Cultural awareness

Edupunk Manifesto?

Noticed, just yesterday, that a number of unusual suspects of some online educational circles were using Edupunk as a way to identify a major movement toward openness in educational material. This video doesn’t “say it all” but it can help.

Changing Expectations

Like Lindsea, I wish more diverse voices were heard. Bakhtin FTW!

Unlike Lindsea, I don’t see it as mainly a generational thing or a “teacher vs. student” issue. In fact, I’m hoping that the social movements labelled by the term “edupunk” will move beyond those issues into a broader phenomenon.

The age/generation component is still interesting, to a Post-Buster like me. Baby Boomers are still the primary target of Punk. Lindsea even talks about Boomer classics:

Don’t you teachers remember when you were young? Hippies? Protesters? Implementers of change? Controllers of the cool, anti-establishment, nonconformist underground culture?

Baby Busters (the earlier part of the so-called “GenX”) have long been anti-Boomers. Not that everyone born during those years readily identify themselves with that “Generation.” But in terms of identity negotiation, the “Us/Them” often follows a concept of generational divide.

But I sincerely hope we can go way beyond age and generation. After all, there are learners of all ages, some of them older than their “teachers” (formally named or not).

Call me a teacher, if you really must. But, please, could we listen to diverse voices without labelling their sources?

Refworks and RefGrab-It

The more I learn about RefWorks and their recent developments, the more impressed I get at how clueful those people are. Latest feature,  RefGrab-It, a browser bookmarklet to directly import references from pages that include Digital Objects Identifiers (DOIs), relevant RSS feeds, or ISBNs. Now that some journal publishers (such as Blackwell/Synergy) are enhancing their online offerings with features such as reference lists and alerts for article citations (“alert me when this article is cited”), things can become fun in academic publishing.