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![Evidence is mounting that younger people don’t think of the Internet as a collection of content that other people produce for them to consume ... [they] think about it as a dynamic, emergent & peer-produced repository to which they’re eager to contribute … Andrew McAfee (June, 2007) http://blog.hbs.edu/faculty/amcafee/index.php/faculty_amcafee_v3/never_email_anyone_over_30/](https://image.slidesharecdn.com/a-social-web-a-social-world-1197068816278073-4/85/A-Social-Web-A-Social-World-21-320.jpg)
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A Social Web, A Social World
The document discusses the evolution of the internet and social media from its inception to its current role in education and society. It highlights the shift in perceptions among younger generations, who view the internet as a platform for active participation rather than passive consumption. Additionally, it emphasizes the need for educators to engage with youth about their online practices and navigate the complexities of privacy and digital identity.
A Social Web, A Social World
- 1. A Social Web,A Social World
- 2. I a socialweb
- 3. TB-L’s original visionThe original thing I wanted to do was to make it a collaborative medium, a place where we (could) all meet and read and write . http://www.digitaldivide.net/articles/view.php?ArticleID=20
- 4. 1985: Born — Internet 2 years old; Nintendo release 'Super Mario Brothers' 1990: Start primary school — WWW being conceived 1992: 7 years old — first SMS message sent 1995: Amazon, eBay founded 1996: Heading towards secondary school — Hotmail launched; pay-as-you-go mobile tariffs; instant messaging 1998: Teenage years — Google founded 1999: Studying for GCSEs — Napster; Blogger 2001: Wikipedia; iPod 2002: Studying for A Levels — social-networking services appear 2003: University — Skype 2005: Graduation approaches — YouTube John Naughton: http://oscal.files.wordpress.com/2007/05/lecture-text.pdf See also: http://www.preoccupations.org/2007/05/making_the_poin.html
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- 6. There’s much moreto social software than Facebook …
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- 11. Slide courtesy ofBradley Horowitz, Yahoo! ( http://tinyurl.com/3cjgpp ; pdf)
- 12. Slide courtesy ofBradley Horowitz, Yahoo! ( http://tinyurl.com/3cjgpp ; pdf)
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- 20. The Internet asa technology teaches us one value more deeply than any other: the joy of being connected. David Weinberger http://www.hyperorg.com/blogger/mtarchive/000473.html
- 21. Evidence is mountingthat younger people don’t think of the Internet as a collection of content that other people produce for them to consume ... [they] think about it as a dynamic, emergent & peer-produced repository to which they’re eager to contribute … Andrew McAfee (June, 2007) http://blog.hbs.edu/faculty/amcafee/index.php/faculty_amcafee_v3/never_email_anyone_over_30/
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- 23. II the socialweb and education
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- 29. … andyou can do much of this in Facebook
- 30. … howintrinsic the use of Facebook is today among younger scholars - grad students & junior faculty - in their scholarship & teaching. Facebook, for now, is often the place where they work, collaborate, share & plan … O'Reilly Radar: Working in Facebook (2007) http://radar.oreilly.com/archives/2007/07/working_in_face.html
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- 34. Thomas Vander Wal’sslide, from a talk given at St Paul’s: www.slideshare.net/vanderwal/going-social
- 35. Thomas Vander Wal’sslide, from a talk given at St Paul’s: www.slideshare.net/vanderwal/going-social
- 36. Algis Leveckis, co-CEOof QuestG: A generation of people is coming to the office and saying, ‘You expect me to use this?’ (from the FT article cited by Thomas Vander Wal, available online at http://tinyurl.com/2nefeh )
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- 39. Autumn Term ICTat school, home ... mobile Internet & web: key figures and events Reading the social web: browsers, RSS and search Communicating & collaborating, on- and off-line I: Office(s); webmail, IM, chat, VoIP
- 40. Spring Term Communicating& collaborating, on- and off-line II: blogs & wikis video- and photo-sharing social bookmarking and tagging maps
- 41. Summer Term Responsibilityand Identity Wikipedia (critical reading, responsible writing) Social software (privacy, safety, digital identity) The Law: copyright (links, permissions, problems); music (file-sharing, DRM); defamation and abuse (rights and responsibilities) Games Virtual Worlds
- 42. assemblies & elsewhere … an open office
- 43. Persistence Searchability Replicability Invisible audience
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- 45. Mediated spaces Mediatedpublics are here to stay; yet they are complicating many aspects of daily life. The role of an educator is not to condemn or dismiss youth practices, but to help youth understand how their practices fit into a broader societal context. These are exciting times; embracing societal change and influencing the norms can only help everyone involved. danah boyd: http://tinyurl.com/2zad37
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- 50. the “nothing tohide” argument stems from a faulty premise that privacy is about hiding a wrong
- 51. We can't solveevery potential privacy issue on the web or in real life. But we can and do use technology to empower people to make their own choices about the availability of their information. Chris Kelly, Chief Privacy Officer, Facebook http://tinyurl.com/yr5vto
- 52. “ BBC Two’sNewsnight commissioned an artist to paint this version of a photo showing Conservative leader David Cameron (back row, second left) while a member of the Bullingdon Club, an elite Oxford dining group. The photo can no longer be published.” BBC News The Daily Telegraph has the original, online, here . http://preoccupations.tumblr.com/post/5508106
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- 56. More than most,educators are well positioned to directly engage youth about their networked practices. They can posit moral conundrums, show how mediated publics differ from unmediated ones, invite youth to consider the potential consequences of their actions, and otherwise educate through conversation instead of the assertion of power. … Internet safety is on the tip of most educators’ tongues, but much of what needs to be discussed goes beyond safety. It is about setting norms and considering how different actions will be interpreted. It’s important to approach this conversation with an open mind and without condescension because, often, there are no right or wrong answers. danah boyd http://kt.flexiblelearning.net.au/tkt2007/?page_id=28
- 57. Create a publicidentity Expect unexpected audiences Write comments as if you were writing on your own blog Treat video and audio just like text
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