Presentation at the 13th European Christian Internet Conference “Challenge 2.0. Church Communication and Social Networking”, 13/06 – 17/06/2008 in Lyon, France.
Here are some key things we can learn from comparing business and church uses of social networking:
- Businesses often use social networking in more interactive, participatory ways (e.g. asking questions, getting user input) that could strengthen church ministry online engagement.
- Simple things like announcing special events or new programs on the church's social media pages helps keep people informed and involved in real-time.
- Businesses track relevant metrics like traffic sources and conversions to measure their social media effectiveness - churches could also track engagement metrics.
- Studying high-performing company pages can provide ideas on creative uses of features, content scheduling, and community-building strategies for church ministry pages.
- An environment encouraging
This is an edited version of a talk that I gave on the 11th of February to some PhD students from the University of Utrecht at a seminar on science and communication.
Using Social Media at Religious Events & ConferencesPatrick Padley
The document discusses how organizations can use social media and digital marketing strategies to enhance conference experiences. It provides an overview of key digital platforms like Facebook, Twitter, YouTube and mobile and offers tactics for each. These include developing content for different stages of the conference experience and following best practices like the "4:1 rule" for Facebook posts. The document also presents a case study of a youth organization that engaged attendees both during and after their conference through an integrated digital strategy.
Social Media With a Strategy - Nonprofits and Religious OrganizationsSee3 Communications
In "Social Media With a Strategy", Michael Hoffman will cover the fundamentals of social media, what the major tools are, and how they affect your organizational approach to engagement. Using real life case studies and best practices, he'll demonstrate how your organization can equip its members to become brand ambassadors online, how your staff can share news and events using compelling new media, and how you can turn your education and advocacy campaigns into online movements.
More info: http://www.see3.net/event/religion-communication-congress-2010
The church played a central role in medieval Europe. It was the most important institution, providing religious and social leadership during unstable times. The clergy owned a third of European land, making the church the largest landholder. The church also collected tithes and was generally responsible for record keeping. There were often power struggles between the Pope and kings. The church taught that receiving the seven sacraments was essential for salvation. Christians also expressed their faith through pilgrimages, art/architecture like cathedrals, and monastic life devoted to religion.
The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It covers topics like blogging, wikis, social networking, tagging, and how these tools can enable new forms of collaboration, discussion, and multimedia creation. Examples are given of various educational institutions experimenting with and adopting Web 2.0 platforms and pedagogical approaches.
Here are some key things we can learn from comparing business and church uses of social networking:
- Businesses often use social networking in more interactive, participatory ways (e.g. asking questions, getting user input) that could strengthen church ministry online engagement.
- Simple things like announcing special events or new programs on the church's social media pages helps keep people informed and involved in real-time.
- Businesses track relevant metrics like traffic sources and conversions to measure their social media effectiveness - churches could also track engagement metrics.
- Studying high-performing company pages can provide ideas on creative uses of features, content scheduling, and community-building strategies for church ministry pages.
- An environment encouraging
This is an edited version of a talk that I gave on the 11th of February to some PhD students from the University of Utrecht at a seminar on science and communication.
Using Social Media at Religious Events & ConferencesPatrick Padley
The document discusses how organizations can use social media and digital marketing strategies to enhance conference experiences. It provides an overview of key digital platforms like Facebook, Twitter, YouTube and mobile and offers tactics for each. These include developing content for different stages of the conference experience and following best practices like the "4:1 rule" for Facebook posts. The document also presents a case study of a youth organization that engaged attendees both during and after their conference through an integrated digital strategy.
Social Media With a Strategy - Nonprofits and Religious OrganizationsSee3 Communications
In "Social Media With a Strategy", Michael Hoffman will cover the fundamentals of social media, what the major tools are, and how they affect your organizational approach to engagement. Using real life case studies and best practices, he'll demonstrate how your organization can equip its members to become brand ambassadors online, how your staff can share news and events using compelling new media, and how you can turn your education and advocacy campaigns into online movements.
More info: http://www.see3.net/event/religion-communication-congress-2010
The church played a central role in medieval Europe. It was the most important institution, providing religious and social leadership during unstable times. The clergy owned a third of European land, making the church the largest landholder. The church also collected tithes and was generally responsible for record keeping. There were often power struggles between the Pope and kings. The church taught that receiving the seven sacraments was essential for salvation. Christians also expressed their faith through pilgrimages, art/architecture like cathedrals, and monastic life devoted to religion.
The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It covers topics like blogging, wikis, social networking, tagging, and how these tools can enable new forms of collaboration, discussion, and multimedia creation. Examples are given of various educational institutions experimenting with and adopting Web 2.0 platforms and pedagogical approaches.
1. The document discusses the emergence of Web 2.0 technologies and their potential applications for education, including wikis, blogs, social networking, tagging, and user-generated media.
2. It outlines several pedagogical approaches using Web 2.0, such as collaborative writing, social object lessons, and storytelling with photos and videos.
3. Challenges of Web 2.0 integration are also examined, such as platform limitations, privacy concerns, and copyright issues. Academic adoption of these new technologies remains uneven.
Social software in education: an early 2007 overviewBryan Alexander
The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It describes several Web 2.0 concepts like wikis, blogs, social networking sites, tagging, and rich media tools. It also examines how these technologies could support new pedagogical approaches by enabling collaborative writing, distributed conversation, and student content creation. While some Web 2.0 uses for education build on earlier Internet-based practices, others may require rethinking traditional models of teaching and learning.
Enriching Scholarship keynote, 2007, University of MichiganBryan Alexander
The document discusses emerging technologies and their potential applications in teaching and learning. It covers topics like Web 2.0, mobile technologies, gaming, and storytelling through new media. Specific applications mentioned include using wikis and blogs for collaborative writing, podcasting and social media for distributing course content, and games/virtual worlds for pedagogical purposes. Concerns about privacy and fears of new technologies are also addressed.
The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It covers topics like wikis, blogs, social networking sites, tagging, podcasting and how they can be used for collaborative learning, student content creation, and new forms of digital storytelling. The document argues that while some educational practices predate Web 2.0, new technologies allow for more distributed, participatory, and object-oriented pedagogies.
The document discusses the concepts of Web 2.0 and how it relates to education and pedagogy. It describes key aspects of Web 2.0 like wikis, blogs, social networking sites, tagging, and user-generated content. It also discusses how these Web 2.0 technologies can be applied in educational contexts through blogging, wikis, social objects, and RSS feeds. Challenges of privacy in blogging are also mentioned. The document advocates taking advantage of Web 2.0's emphasis on collaboration, participation and user-generated content to develop new pedagogical approaches.
Social software in education: an early 2007 overviewBryan Alexander
The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It covers topics like wikis, blogs, social networking sites, tagging, podcasting, and how these tools can support new pedagogical approaches like collaborative writing, distributed conversation, and student-created content. It also examines issues around teaching with new media and privacy.
This document discusses the emergence of Web 2.0 technologies and their potential applications for education. It covers topics like wikis, blogs, social networking sites, tagging, and how these can enable new forms of collaboration, discussion, and knowledge sharing in educational contexts. Examples are given of various universities and projects that are experimenting with Web 2.0 tools in teaching, research, and interactive storytelling.
This document discusses the emergence of Web 2.0 technologies and their potential applications for education. It begins with an overview of key Web 2.0 concepts like wikis, blogs, social networking sites, tagging, and rich media tools. It then explores various pedagogical approaches using these technologies, such as collaborative writing with wikis, journaling with blogs, and disseminating course content via podcasts. The document also notes that many students today are already comfortable creating and sharing media online, and argues for leveraging these skills in educational settings through projects involving social objects, remixing, and distributed conversation across networks.
The Digital Age: A Challenge for Christian Discipleship #ECSM2014Bex Lewis
The document discusses the challenges and opportunities that the digital age presents for Christian discipleship. It notes that the digital revolution is a massive global shift comparable to other major technological changes like the printing press. While technology should not dictate values, the digital environment now shapes communication and relationships, requiring churches to thoughtfully engage online. The document examines how Christians can live out their faith in digital spaces and discusses topics like declining church attendance, understanding digital culture, and mission opportunities online.
The document discusses the rise of Web 2.0 technologies and their potential applications for teaching and learning. It covers topics like wikis, blogs, social bookmarking, tagging, podcasting, videoblogging, and their use in pedagogy. Principles of Web 2.0 teaching include collaborative writing, distributed conversation, ease of participation, and allowing students to create and share content. Challenges involve issues like student privacy and ensuring educational value.
The document discusses the opportunities and challenges of integrating Web 2.0 technologies into academia. It outlines several Web 2.0 pedagogies like collaborative writing, social object pedagogies, and podcasting. However, concerns include issues around privacy, copyright, and a lack of preservation when content is hosted externally. Web 2.0 adoption in academia also faces challenges from entrenched systems like campus course management systems.
The document discusses theoretical, practical, and ethical considerations for studying religion and the internet. It outlines opportunities like religions having online presences and the internet being a research tool and site. Challenges include theoretical issues around identity and community in online spaces. Practical challenges involve authorship and measuring influence on blogs and participants. Ethical considerations include whether the internet is a public domain and issues with covert research.
Social software for teaching and learning, mid-2008Bryan Alexander
1. The document discusses the rise of social media technologies known as Web 2.0 and their potential implications and applications for higher education, including collaborative writing platforms like wikis and blogs, social bookmarking, tagging, and networking sites.
2. It outlines several responses institutions could take, such as taking advantage of existing Web 2.0 projects and services, modifying or adapting them, and promoting digital and information literacy.
3. Examples of ways various schools and professors have incorporated social media into teaching are provided, such as through podcasting, blogging, digital storytelling, and multimedia assignments.
Social Media, Libraries, and Web 2.0: How American Libraries are Using New To...Curtis Rogers, MLIS, EdD
This document discusses how libraries in the United States are using social media and Web 2.0 tools to promote services and attract new users. It provides an overview of key terms like social media and Web 2.0 and describes how libraries have embraced these tools, with many focusing on blogs, content management systems, social networks, and instant messaging. While some libraries fear potential security issues, these tools allow libraries to better compete with bookstores and communicate their value. A survey found the majority of libraries using tools like blogs and social networks to promote services.
A 90 minute (interfaith) session on social media "please leave them fired up to use it" prepared for Coexist, to be held at St George's Centre, Windsor Castle.
This document discusses emerging technologies related to Web 2.0 and Web 3.0 and their implications for teaching and learning. It describes how Web 2.0 allows for user-generated content and sharing through sites like Flickr, YouTube, and Wikipedia. It also discusses how learning management systems are adopting some Web 2.0 features but remain largely separate. The document explores ideas around the semantic web and using structured data to enable new applications in Web 3.0.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
1. The document discusses the emergence of Web 2.0 technologies and their potential applications for education, including wikis, blogs, social networking, tagging, and user-generated media.
2. It outlines several pedagogical approaches using Web 2.0, such as collaborative writing, social object lessons, and storytelling with photos and videos.
3. Challenges of Web 2.0 integration are also examined, such as platform limitations, privacy concerns, and copyright issues. Academic adoption of these new technologies remains uneven.
Social software in education: an early 2007 overviewBryan Alexander
The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It describes several Web 2.0 concepts like wikis, blogs, social networking sites, tagging, and rich media tools. It also examines how these technologies could support new pedagogical approaches by enabling collaborative writing, distributed conversation, and student content creation. While some Web 2.0 uses for education build on earlier Internet-based practices, others may require rethinking traditional models of teaching and learning.
Enriching Scholarship keynote, 2007, University of MichiganBryan Alexander
The document discusses emerging technologies and their potential applications in teaching and learning. It covers topics like Web 2.0, mobile technologies, gaming, and storytelling through new media. Specific applications mentioned include using wikis and blogs for collaborative writing, podcasting and social media for distributing course content, and games/virtual worlds for pedagogical purposes. Concerns about privacy and fears of new technologies are also addressed.
The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It covers topics like wikis, blogs, social networking sites, tagging, podcasting and how they can be used for collaborative learning, student content creation, and new forms of digital storytelling. The document argues that while some educational practices predate Web 2.0, new technologies allow for more distributed, participatory, and object-oriented pedagogies.
The document discusses the concepts of Web 2.0 and how it relates to education and pedagogy. It describes key aspects of Web 2.0 like wikis, blogs, social networking sites, tagging, and user-generated content. It also discusses how these Web 2.0 technologies can be applied in educational contexts through blogging, wikis, social objects, and RSS feeds. Challenges of privacy in blogging are also mentioned. The document advocates taking advantage of Web 2.0's emphasis on collaboration, participation and user-generated content to develop new pedagogical approaches.
Social software in education: an early 2007 overviewBryan Alexander
The document discusses the emergence of Web 2.0 technologies and their potential applications for education. It covers topics like wikis, blogs, social networking sites, tagging, podcasting, and how these tools can support new pedagogical approaches like collaborative writing, distributed conversation, and student-created content. It also examines issues around teaching with new media and privacy.
This document discusses the emergence of Web 2.0 technologies and their potential applications for education. It covers topics like wikis, blogs, social networking sites, tagging, and how these can enable new forms of collaboration, discussion, and knowledge sharing in educational contexts. Examples are given of various universities and projects that are experimenting with Web 2.0 tools in teaching, research, and interactive storytelling.
This document discusses the emergence of Web 2.0 technologies and their potential applications for education. It begins with an overview of key Web 2.0 concepts like wikis, blogs, social networking sites, tagging, and rich media tools. It then explores various pedagogical approaches using these technologies, such as collaborative writing with wikis, journaling with blogs, and disseminating course content via podcasts. The document also notes that many students today are already comfortable creating and sharing media online, and argues for leveraging these skills in educational settings through projects involving social objects, remixing, and distributed conversation across networks.
The Digital Age: A Challenge for Christian Discipleship #ECSM2014Bex Lewis
The document discusses the challenges and opportunities that the digital age presents for Christian discipleship. It notes that the digital revolution is a massive global shift comparable to other major technological changes like the printing press. While technology should not dictate values, the digital environment now shapes communication and relationships, requiring churches to thoughtfully engage online. The document examines how Christians can live out their faith in digital spaces and discusses topics like declining church attendance, understanding digital culture, and mission opportunities online.
The document discusses the rise of Web 2.0 technologies and their potential applications for teaching and learning. It covers topics like wikis, blogs, social bookmarking, tagging, podcasting, videoblogging, and their use in pedagogy. Principles of Web 2.0 teaching include collaborative writing, distributed conversation, ease of participation, and allowing students to create and share content. Challenges involve issues like student privacy and ensuring educational value.
The document discusses the opportunities and challenges of integrating Web 2.0 technologies into academia. It outlines several Web 2.0 pedagogies like collaborative writing, social object pedagogies, and podcasting. However, concerns include issues around privacy, copyright, and a lack of preservation when content is hosted externally. Web 2.0 adoption in academia also faces challenges from entrenched systems like campus course management systems.
The document discusses theoretical, practical, and ethical considerations for studying religion and the internet. It outlines opportunities like religions having online presences and the internet being a research tool and site. Challenges include theoretical issues around identity and community in online spaces. Practical challenges involve authorship and measuring influence on blogs and participants. Ethical considerations include whether the internet is a public domain and issues with covert research.
Social software for teaching and learning, mid-2008Bryan Alexander
1. The document discusses the rise of social media technologies known as Web 2.0 and their potential implications and applications for higher education, including collaborative writing platforms like wikis and blogs, social bookmarking, tagging, and networking sites.
2. It outlines several responses institutions could take, such as taking advantage of existing Web 2.0 projects and services, modifying or adapting them, and promoting digital and information literacy.
3. Examples of ways various schools and professors have incorporated social media into teaching are provided, such as through podcasting, blogging, digital storytelling, and multimedia assignments.
Social Media, Libraries, and Web 2.0: How American Libraries are Using New To...Curtis Rogers, MLIS, EdD
This document discusses how libraries in the United States are using social media and Web 2.0 tools to promote services and attract new users. It provides an overview of key terms like social media and Web 2.0 and describes how libraries have embraced these tools, with many focusing on blogs, content management systems, social networks, and instant messaging. While some libraries fear potential security issues, these tools allow libraries to better compete with bookstores and communicate their value. A survey found the majority of libraries using tools like blogs and social networks to promote services.
A 90 minute (interfaith) session on social media "please leave them fired up to use it" prepared for Coexist, to be held at St George's Centre, Windsor Castle.
This document discusses emerging technologies related to Web 2.0 and Web 3.0 and their implications for teaching and learning. It describes how Web 2.0 allows for user-generated content and sharing through sites like Flickr, YouTube, and Wikipedia. It also discusses how learning management systems are adopting some Web 2.0 features but remain largely separate. The document explores ideas around the semantic web and using structured data to enable new applications in Web 3.0.
Similar to Following Jesus into Virtual Space? Web 2.0 and Social Media as Generators of New Christian Communities of Practice? (20)
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Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
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2. Which barriers stand in the way of AI adoption.
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Following Jesus into Virtual Space? Web 2.0 and Social Media as Generators of New Christian Communities of Practice?
1. Following Jesus into
Virtual Space?
Web 2.0 and Social Media as Generators
of new Christian Communities of
Practice?
Simone Heidbrink, M.A.
Institute for Religious Studies
University of Heidelberg, Germany
simone.heidbrink@zegk.uni-heidelberg.de
Simone Heidbrink, Nadja Miczek, Kerstin Radde-Antweiler, Jan Wessel
Institut für Religionswissenschaft, Universität Heidelberg
2. Topics.
(1) Who I am and what I do.
(2) Web 2.0 and Social Media. Theoretical and
Methodical Approaches.
(3)Towards a “Topographie” of the Internet.
(a) The „Static Web“.
(b) The Interactivity Turn: „Rituals Online“ and „Online Rituals“.
(c) Religion and Rituals in Social M edia.
(d) Web 3D: „Virtual Worlds”.
(4) Web 2.0 ↔ Church 2.0?
(5) Case Study: „Emerging Church”.
(6) Conclusions.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
3. What I am and what I do.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
4. What I am and what I do.
• Junior researcher (Religious Studies).
• Member of the Collaborative Research Center “Ritual
Dynamics”, University of Heidelberg (Germany).
• Currently 2 research projects:
– Social Media and/in Religion (“Emerging Church”)
→ PhD project (http://www.rituals-online.de/en).
– “Buddhism in Second Life. Constructions for the
Virtual Realm?”
→ (http://www.sl-research.de/).
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
5. What I am and what I do.
Simone
Heidbrink
Hana
Undertone
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
6. Web 2.0 and Social Media.
Theoretical and Methodical
Approaches.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
7. “Web 2.0” ↔ Social Media.
Perception of the term “Web 2.0” in the public discourse.
?
Most of the interpretations seem to be very idealized
and are often interrelated to social, political and cultural
concepts.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
8. “Web 2.0” ↔ Social Media.
Web 2.0.
What *is* “Web 2.0”?
• Tim O'Reilly (2004) proposed: “Internet as platform”.
→ Development of web-based communities and services
(social-networking sites, blogs, wikis, ...).
• In fact, “Web 2.0” is ...
– ... no new version of “the web”,
– ... no reference to an update of technical specifications
– ... rather a modification of user habits!
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
9. “Web 2.0” ↔ Social Media.
Web 2.0.
• Tim Berners-Lee:
“Web 1.0 was all about connecting people. It was an interactive space, and I
think Web 2.0 is, of course, a piece of jargon, nobody even knows what it
means. If Web 2.0 for you is blogs and wikis, then that is people to people. But
that was what the Web was supposed to be all along.”
(http://www.ibm.com/developerworks/podcast/dwi/cm-int082206txt.html )
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
10. “Web 2.0” ↔ Social Media.
Social Media.
The term “Social Media” as possible alternative?
• According to Wikipedia ...
... “Social Media is an umbrella term that
defines the various activities that
integrate technology, social interaction,
and the construction of words, pictures,
videos and audio. This interaction, and
the manner in which information is
presented, depends on the varied
perspectives and “building” of shared
meaning among communities, as people
share their stories, and understandings.”
(http://en.wikipedia.org/wiki/Social_media)
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
11. “Web 2.0” ↔ Social Media.
Meta Perspective.
In a meta perspective ...
• ... “Web 2.0” points to a (technically inacurrate) notion of
a “new Internet” (in opposition to “Web 1.0”) ...
• ... whereas “Social Media” emphasizes the (factual
phenomena of) new user strategies / new perceptions
of Internet and new Internet applications.
In the following, the term “Social Media” will be applied as
technical / scientific term and to describe the researcher´s
perspective on new Internet technologies.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
12. “Web 2.0” ↔ Social Media.
Actor´s Perspective.
The relation of the actor´s and the researcher´s perspectives.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
13. Towards a “Religious
Topography” of the Internet.
The “Static Web”.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
14. Religious Topography of the Internet.
Religious Text Collections.
Examples of religious text collections:
The “Internet Sacred Text Archive”, http://www.sacred-texts.com/ and a collection of
searchable online bibles on http://www.biblegateway.com/.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
15. Religious Topography of the Internet.
Individual Homepages.
There is a multitude of private hompages of individuals expressing their faith and their
religious opinions. Especially in this segment of religious Internet presences individual
strategies of generating spiritual significance beyond theological doctrines (“religious
patchworking”) are clearly visible. Before the age of the Internet these individual faith
testimonials have not been accessible due to the hierarchical structures of the book market etc.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
16. Religious Topography of the Internet.
Homepages of Religious Groups.
More and more parishes, congegrations and other religious groups make use of the benefits of
the Internet. Whereas in the beginning, the main focus of these homepages where to provide
information on real-life services, bible study groups etc., in contemporary sites
a clear tendency towards additional services like downloads or the opportunity to interact via
e-mail forms, chats, etc. is visible.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
17. Religious Topography of the Internet.
Homepages of Religious Institutions.
Die Internet site of the Vatican in the course of time:
http://www.vatican.va/phome_ge.htm, for the earlier versions
see the “Internet Archive” on:
http://web.archive.org/web/*/http://www.vatican.va/phome_ge.htm.
1998
2000
Development from rather text-
2002
centered and information-based
pages to pages offering interactive
2003
and multimedia content.
Simone Heidbrink, M.A.
2008
Institute for Religious Studies, University of Heidelberg (Germany)
18. Religious Topography of the Internet.
Homepages of Religious Institutions.
The trend towards interactivity and additional
(communicational) services in the course of the last 5-8
years seems typical for institutional web presences ...
1996
1998
... as the example of the EKD
2001
(Evangelical Church in Germany), the
umbrella organisation of the protestant
churches in Germany clearly shows.
2008
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
19. Religious Topography of the Internet.
News Portals and Online Magazines.
Religious news portals and online magazines have been a part of the World Wide Web since
the early beginnings of this media.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
20. Religious Topography of the Internet.
Target Groups.
Religious services for certain target gropus, focussing on the wishes and needs of special
segments of religious communities.
“Touch me God”, an initiative of Add for evangelisation and ministry
several catholic dioceses in Germany, by senior Christians.
Austria and Switzerland, focussing on
teenagers and young adults.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
21. Religious Topography of the Internet.
Events.
“Hello Luther” (http://www.hallo-luther.de/), an initiative of the protestant church of Hannover
in order to promote the “Reformation Day” (31 of October) mainly among young people.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
22. The „Interactivity Turn“:
Rituals Online and Online Rituals.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
23. Rituals Online and Online Rituals.
Theoretical Background.
• Distinction Ritual Online - Online Ritual:
– Ritual Online = The materials, prescripts,
instructions are provided online on websites etc., the
ritual itself is conducted in an offline context.
– Online Ritual = The ritual itself is conducted (in a
virtual environment) online.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
24. Rituals Online and Online Rituals.
Ritual Spaces.
Virtual spaces as precursers of ritual performances online.
Interactive chapel of the protestant church in Frankfurt / Main
(http://www.frankfurt-evangelisch.de/) featuring music, art and bible reading as
aid for prayer.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
25. Rituals Online and Online Rituals.
Ritual Spaces.
“Reconstruction” of the prayer chapel “Redemptoris Mater” of the late pope John Paul II in
virtual space (http://www.vatican.va/redemptoris_mater/index_en.htm).
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
26. Rituals Online and Online Rituals.
Early Example.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
27. Rituals Online and Online Rituals.
Sacred Space.
“Sacred Space” (http://www.sacredspace.ie/), an early project of the Jesuit Media Initiatives
in the UK (http://www.jesuit.org.uk/jmi/) that attempts to transfer the exercices of Ignatius of
Loyola into virtual space.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
28. Rituals Online and Online Rituals.
“Light a Candle”.
Multilingual and non-denominational
interactive “Light-a-Candle”-Site.
http://www.gratefulness.org/candles/enter.cfm?l=eng
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
29. Rituals Online and Online Rituals.
“Pray Station”.
“Pray Station” of the Internet initiative “Touch me God” (http://www.touch-me-gott.de/):
Visitors have the opportunity to light a candle, write prayers or prayer requests in a prayer
book and comment on other peoples prayers.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
30. Rituals Online and Online Rituals.
Rosary.
Different technical realisations of virtual rosaries
featuring a wide range of functionalities.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
31. Religion and Rituals
in Social Media.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
32. Religion in Social Media.
Wikis.
Many Social Media applications like Wikis do not only offer the opportunity to see the
results of individual strategies of generating spiritual significance but also its genesis.
Here, one can not only see the contemporary Wikipedia article on “Religion” but also the
discussions concerning the entry. Additionally, wikis provide every (registered) user the
opportunity to modify the entry and compare the revision history of the article. Thus, the
software enables the users to visualize different discourses concerning a certain topic.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
33. Religion in Social Media.
Wikis.
Social Media can lead to opinion pluralism and an de-hierarchization of truth. Different
“clones” of the Wikipedia encyclopedia featuring different religious viewpoints.
Wikipedia:
“neutral” / non-
denominational.
Conservapedia: US Athpedia: Kathpedia:
American conservative / atheist catholic worldview.
evangelical worldview. worldview.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
34. Religion in Social Media.
Blogs.
There is a multitude of weblogs by “religious
experts”, religious laymen, scholars of theology or
Religious Studies that provide information on
individual or systemic religious discourses and / or
strategies of evangelisation etc. By use of
trackbacks, permalinks and comments it is possible
to visualize threads of conversation and discourse.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
35. Religion in Social Media.
Podcasts.
“Pray as you go” (http://www.pray-as-you-go.org/), a podcast project of the Jesuit Media
Initiatives in the UK (http://www.jesuit.org.uk/jmi/).
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
36. Religion in Social Media.
Social Software.
YouTube (http://youtube.com/) and GodTube (Fake) myspace profiles of the pope and the
(http://www.godtube.com/): two Examples of Dalai Lama. What do these profiles tell us
video sharing websites. Many videos on both about the religious dispositions of its
sites are featuring religious content. authors?
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
37. Web 3D. “Virtual Worlds“.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
38. Web 3D. “Virtual Worlds”.
Church of Fools.
The Church of Fools (http://churchoffools.com/) was a project of the UK-based Christian
website Ship of Fools (http://www.ship-of-fools.com/) . It was the first 3D online interactive
church where “official” church services were run from May to September 2004. The new
Internet church project of Ship of Fools is a 2D environment called St Pixels
(http://www.stpixels.com/).
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
39. Web 3D. “Virtual Worlds”.
Second Life.
“The Anglican Group in Second Life is a new,
fresh expression of doing church and of being
Anglican. It respects the past and connects with
the present.”
(http://brownblog.info/?page_id=155)
• 5 services per week for the major time zones.
• Bible study group.
• Currently 400 group members (and growing).
• Leadership team of 8.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
40. Web 3D. “Virtual Worlds”.
Second Life.
Quite typical for Social Media: Interconnectivity between different new media forms: The
Second Life Anglican church is connected to weblogs, where you find further information on
the project. The weblogs are linked to YouTube or Flickr, where you can watch stills or video
clips of church services and other in-world events.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
41. Web 2.0 ↔ Church 2.0?
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
42. Web 2.0 ↔ Church 2.0?
How do churches use Social Media?
“Ingredients for “church 2.0 breadrolls”
(How to use the Internet in church?)
● Contact forms for registering for events
“iChurch. Church goes Web 2.0
(saves time).
In order to provide congregations, ● Photographs of church events on Flickr.
organisations and associations with ● Newsletter system (saves time and money).
professional and innovative Internet ● Merchandising products like T-shirts
presentations we offer a selection of
(to raise money).
web packages on easy terms and ● Sermons as books on demand.
cheap introductory prices (...)” ● Sermons as podcasts.
● Services as videocasts.
Simone Heidbrink, M.A.
● Journeys etc. as weblogs.”
Institute for Religious Studies, University of Heidelberg (Germany)
43. Web 2.0 ↔ Church 2.0?
What´s the interrelation between “church” and “W 2.0” (if there is any)?
eb
„Church has to learn from Web 2.0”
“(...)
What can congregations learn from Web 2.0?
On the contrary, Web 2.0 has learned from
the church. Namely the idea of sharing and
community. Blogs and video communities
have these communal aspects and the primary
community we know of is Christianity.”
Interview with Peter Weibel, theoretician of Media Studis and curator of
the Center of Art and Media (http://on1.zkm.de/zkm/e/about in Karlsruhe,
)
Germany, during the German Protestant “ Kirchentag” in 2007.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
44. Web 2.0 ↔ Church 2.0?
Going “Church 2.0” by (rhetorical) means of “W 2.0”? New voices.
eb
“10 Things church can learn from Web 2.0
(...)
[1] Decentralisation of truth.
[2] Participation.
[3] „Go-structure“ instead of „come-structure“.
[4] Creation of an organic environment.
[5] Organic formation of authority / leadership.
[6] To listen and engage.
[7] A new comprehension of property.
[8] To overcome borders.
[9] Interconnecting activities.
[10] Abandonment of a monopolized truth
claim.”
Reactions to the interview with Peter Weibel during the German Protestant
“Kirchentag” by the blogger “Pastor Buddy” ( http://www.pastorbuddy.de/).
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
45. Web 2.0 ↔ Church 2.0?
Going “Church 2.0” by (rhetorical) means of “W 2.0”? New voices.
eb
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
46. Case Study: “Emerging Church”.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
47. Web 2.0 ↔ Church 2.0?
Emerging Church.
• Decentralized and heterogeneous “movement” of young
urban Christian intellectuals.
• Modern web technologies as important means of group-
formation, communication and religious practice.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
48. Web 2.0 ↔ Church 2.0?
Emerging Church.
• Western Europe (GB), USA, AU, NZ. (Launch of
www.emergent-deutschland.de in summer 2007.)
• Variety of practices / doctrines / denomination.
• Main goal: (de- /re-)construction of Christianity for the
(contemporary) “postmodern culture”.
• Key concepts:
– Minimalized / decentralized
organizational structure.
– Holistic / pluralistic approach
to religion / Christianity / worship.
– Practice of „Alternative Worship“.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
49. Web 2.0 ↔ Church 2.0?
Emerging Church.
Emerging Church version of the Light-a-Candle-sites:
“Prayer Lava Lamp”: http://www.emergingchurch.info/prayer/lamp.html.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
50. Web 2.0 ↔ Church 2.0?
Emerging Church.
• St Paul's cathedral labyrinth
(London) in 2000.
• → Combination of modern
media, popular culture and
Medieval religious practice.
“Virtual candles”
as reminiscence
of contemporary
media culture.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
51. Web 2.0 ↔ Church 2.0?
Emerging Church.
“Reconstruction” of the labyrinth installation for the online performance
in virtual space: http://www.yfc.co.uk/labyrinth/online.html .
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
53. Conclusions.
• Development of Internet applications in a religious
(Christian) context from early “static web pages” to
“Web 3D” focussing on religious practice / rituals ...
show
• ... interdependencies
of technology and its
cultural, social, ...
contextualisations,
determinations,
and interpretations.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
54. Conclusions.
Influence of new media technologies on (the formation of
new) Christian communities of practice!
• New?
• Internet phenomenon?
• Or in general: The result of the impact of media and
technology on society / culture / religion?
Consequences?
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
55. God, launching a Weblog
“... invented
the Internet
Thank you! today. Let´s
see if it´s
gonna connect
people?!”
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
56. Talk to me?
For further questions or information you are most
welcome to contact me by email, in Second Life or visit
one of the following websites:
• www.rituals-online.de
Second Life:
• www.sl-research.de Hana
Undertone
• www.om-sein.de
first life:
Simone
Heidbrink
Simone Heidbrink (simone.heidbrink@zegk.uni-heidelberg.de).
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)
57. Legal Disclaimer
The presented materials exclusively belongs to the author
with whom lie all the copyrights. Please quote as follows:
Heidbrink, Simone (2008): “Following Jesus into Virtual
Space? Web 2.0 and Social Media as Generators of new
Christian Communities of Practice?”
Presentation at the 13th European Christian Internet
Conference “Challenge 2.0. Church Communication and
Social Networking”, 13/06 – 17/06/2008 in Lyon, France.
Simone Heidbrink, M.A.
Institute for Religious Studies, University of Heidelberg (Germany)