Slidecast version of the short (50 min) version my "What's Wrong with Online Reading" presentation. Audio recorded during a Nov 2011 guest lecture. Unfortunately, some of the vocal commentary for the last dozen slides was lost.
This talk discusses how a wide range of research in web usability, psychology, education, and communication theory provides corroborating evidence that on-line reading is transforming cognition, learning, and the very nature of knowledge in some disturbing ways.
Thanks in part to efficient search engines such as Google, on-line reading has become for many the primary way that people read. This talk will discuss how a wide range of research in web usability, psychology, education, and communication theory provides corroborating evidence that on-line reading is transforming cognition, learning, and the very nature of knowledge in some disturbing ways.
Thanks in part to efficient search engines such as Google, on-line reading has become for many the primary way that people read. This talk will discuss how a wide range of research in web usability, psychology, education, and communication theory provides corroborating evidence that on-line reading is transforming cognition, learning, and the very nature of knowledge in some disturbing ways.
These slides were part of the kickoff for the Social Computing Collaborative group at the University of Minnesota - Jan. 2011. Each participant presented a single slide as part of their introduction of themselves and their social computing research interest areas.
The "Google generation" not so hot at Googling, after allalanocu
A new UK report on the habits of the "Google Generation" finds that kids born since 1993 aren't quite the Internet super-sleuths they're sometimes made out to be.
These slides were part of the kickoff for the Social Computing Collaborative group at the University of Minnesota - Jan. 2011. Each participant presented a single slide as part of their introduction of themselves and their social computing research interest areas.
The "Google generation" not so hot at Googling, after allalanocu
A new UK report on the habits of the "Google Generation" finds that kids born since 1993 aren't quite the Internet super-sleuths they're sometimes made out to be.
Es una araña que vive en casas, usualmente nocturna. Puede llegar hasta los 3cm o un poco mas. La mordedura se tiene que tratar con antidoto antes de 6 horas de haber sido mordido. su veneno es loxoscelismo y es mortal.
Siamo creature sociali, abbiamo bisogno di interazione, amiamo far parte di gruppi e dire la nostra.
Domande, risposte, strategie! cosa fa la differenza? Scopriamolo insieme.
Cos'è il social WEB?
Cos'è una WEB STRATEGY?
Cartilha animais peçonhentos: conhecer para respeitar e prevenir acidentesAna Filadelfi
A cartilha fala sobre as diferenças entre animais venenosos e peçonhentos, sobre como se cuidar para evitar e tratar acidentes com eles e, ainda, apresenta algumas espécies peçonhentas do estado do Paraná.
Is Human Flourishing in the ICT World of the Future Likely?Randy Connolly
The role that information and computing technology (ICT) plays in improving human flourishing is not always clear. This presentation examines current research on one aspect of ICT, namely electronic reading, to demonstrate that in this case the ICT in question may actually diminish flourishing. It begins with an overview of the idea of flourishing in positive psychology, and then presents research on electronic reading comprehension, multitasking and distraction, and online scanning behaviors. The paper then makes an argument about the close connection between reading and flourishing, and then concludes by hypothesizing that mindful‐based reading practices may mitigate some of the worst features of electronic reading.
The web is no longer principally a shopping and entertainment medium, but is now an answer hunting and gathering system. This presentation examines some recent research in web usability and psychology and argues that efficient web searching is transforming cognition, personality, and learning.
Today’s students employ diverse search strategies to discover content in support of their studies. With search results serving as the staple of the digital ecosystem, creating that experience hinges on a deep understanding of user needs at that critical juncture. While usage metrics may reveal the user’s clicks, the story behind those choices may remain untold. And as usability testing proves useful in identifying areas for improvement, going off-script to capture user pain points is not always sanctioned. Looking outside the confines of traditional research methods allows capturing the “free-range” insights of today’s researchers. This presentation will feature the experiences of the User Research Team at EBSCO Information Services as they set out to illuminate the true user journey of scholarly research. Attendees will learn what what page designs elicit smiles, smirks, confusion or delight. Learnings from ethnographic studies will be shared, with insights about the complex feelings students have about searching for information and their diverse strategies for evaluating search results.
The `Google generation’ is a popular phrase that
refers to a generation of young people, born after
1993, that is growing up in a world dominated by the
internet.
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
The study analysed the awareness and usage of the internet among 124 Students and
research scholars of Alagappa University. A well-structured questionnaire was used for data
collection and MS Excel software was used for analysing the data. The study revealed that
majority of the respondents are female 93(75%) and 65(52.4 %) of respondents are PG
students. research scholars and fewer respondents from Staff. Most of respondents
120(96.8%) using the Internet, Further the study found that 53(42.7%) of using Department
in the University. 43(34.7%) of respondents use the University library. Most of the
respondents 35(28.2%) of used the library monthly, 24(19.3%) of respondents use the library
once in a fortnight. Most of the respondents 86(69.3%) of the respondents use the Google
chrome; 20(16.1%) of the respondents use the Mozilla Firefox. 107(86.3%) of the
respondents using database, The study found that 36(29%) of respondents using internet to
Update knowledge and 27(21.7%) of respondents use it study purpose; 44(40%) of
respondents used to store and share information in online resource using Google drive,
93(75%) of respondents used UGC-info net database/journal. 42(33.8%) of the respondents
facing the problem not finding relevant information, followed by 36(29%) of respondents
Software/ hardware problem, Efficiency of visiting internet 47(37.9%) of respondent use
Enhanced proficiency in writing; 35(28.2%) of respondent used Increasing the number of
publication, 66(53.2%) of the respondent of using satisfied; 44(35.5%) of the respondent of
using fully satisfied
A study of sixth graders’ critical evaluation of Internet sourcesaj6785
This study was a descriptive, task-based analysis to determine how sixth-grade students approach the cognitive task of critically evaluating Internet sources. Pairs of sixth grade students in an Information Literacy course evaluated four preselected Internet sites to determine their credibility and appropriateness for two specific research scenarios. Data for analysis included written responses, screencasts, and video of students while completing the task. Results suggest that these students tended toward simplistic modes of evaluation in the face of increased cognitive load, though some moved toward a more critical stance and many applied basic metacognitive strategies. The study points to the importance of instructional approaches that teach students to flexibly apply evaluation criteria in ill-structured environments, that teach advanced metacognitive strategies, and that instill habits of mind for critical inquiry. Instruction that empowers students to practice healthy skepticism even in the face of authority is also essential.
Celebrating the Release of Computing Careers and DisciplinesRandy Connolly
Talk given at CANNEXUS 2020 on the release of our Computing Careers and Disciplines booklet, which has gone on to be downloaded over 200000 times since its release.
Public Computing Intellectuals in the Age of AI CrisisRandy Connolly
This talk advocates for a conceptual archetype (the Public Computer Intellectual) as a way of practically imagining the expanded possibilities of academic practice in the computing disciplines, one that provides both self-critique and an outward-facing orientation towards the public good.
Lightning Talk given at the start of the celebration evening for the ten-year anniversary of our Bachelor of Computer Information Systems at Mount Royal University.
Facing Backwards While Stumbling Forwards: The Future of Teaching Web Develop...Randy Connolly
Talk given at SIGCSE'19. Web development continues to grow as an essential skill and knowledge area for employed computer science graduates. Yet within the ACM CS2013 curriculum recommendation and within computing education research in general, web development has been shrinking or even disappearing all together. This paper uses an informal systematic literature review methodology to answer three research questions: what approaches are being advocated in existing web development education research, what are current trends in industry practice, and how should web development be taught in light of these current trends. Results showed a significant mismatch between the type of web development typically taught in higher education settings in comparison to web development in industry practice. Consequences for the pedagogy of web development courses, computer science curriculum in general, and for computing education research are also discussed.
Mid-semester presentation for my Computers & Society course at Mount Royal University. Has some technical detail about how the internet works, web protocols, data centres, and typical security threats.
Helping Prospective Students Understand the Computing DisciplinesRandy Connolly
Presentation at Cannexus 2018 in Ottawa in which we discussed the results of our three-year research project on student understandings of the computing disciplines and described the 32-page full-color booklet for advisers and prospective students.
Keynote address at barcamp: the next web conference in Salzburg on April 21, 2017. The presentation explains why textbooks in this area still make sense and describes the difficulties in writing a textbook in this area.
Talk given at University of Applied Sciences at Krems , Austria for Master Forum 2017. Provides a rich overview of contemporary web development suitable for managers and business people.
Disrupting the Discourse of the "Digital Disruption of _____"Randy Connolly
Talk given at University of Applied Sciences for Management and Communication in Vienna in January 2017. It critically interrogates the narrative of digital disruption. It will describe some of the contemporary psychological and social research about the digital lifeworld and make some broader observations about how to best think about technological change.
Every year at our new student orientation, I used to give this talk to our first year students. Instead of telling them what they should do to achieve success, we thought it would be more effective and humourous to tell them instead how best to fail your courses. This was the last version of this talk from 2017.
Red Fish Blue Fish: Reexamining Student Understanding of the Computing Discip...Randy Connolly
This 2016 presentation (for a paper) updates the findings of a multi-year study that is surveying major and non-major students’ understanding of the different computing disciplines. This study is a continuation of work first presented by Uzoka et al in 2013, which in turn was an expansion of work originally conducted by Courte and Bishop-Clark from 2009. In the current study, data was collected from 668 students from four universities from three different countries. Results show that students in general were able to correctly match computing tasks with specific disciplines, but were not as certain as the faculty about the degree of fit. Differences in accuracy between student groups were, however, discovered. Software engineering and computer science students had statistically significant lower accuracy scores than students from other computing disciplines. Consequences and recommendations for advising and career counselling are discussed.
Constructing and revising a web development textbookRandy Connolly
A Pecha Kucha for WWW2016 in Montreal. Web development is widely considered to be a difficult topic to teach successfully within post-secondary computing programs. One reason for this difficulty is the large number of shifting technologies that need to be taught along with the conceptual complexity that needs to be mastered by both student and professor. Another challenge is helping students see the scope of web development, and their role in an era where the web is a part of everyday human affairs. This presentation describes our 2014 textbook and our plans for a second edition revision (which will be published in early 2017).
Computing is Not a Rock Band: Student Understanding of the Computing DisciplinesRandy Connolly
This presentation reports the initial findings of a multi-year study that is surveying major and non-major students’ understanding of the different computing disciplines. This study is based on work originally conducted by Courte and Bishop-Clark from 2009, but which uses a broadened study instrument that provided additional forms of analysis. Data was collected from 199 students from a single institution who were computer science, information systems/information technology and non-major students taking a variety of introductory computing courses. Results show that undergraduate computing students are more likely to rate tasks as being better fits to computer disciplines than are their non-major (NM) peers. Uncertainty among respondents did play a large role in the results and is discussed alongside implications for teaching and further research.
Citizenship: How do leaders in universities think about and experience citize...Randy Connolly
This presentation explores the concept of citizenship based on the experience of student leaders from a mid-sized university in western Canada. Five student leaders participated in semi-structured individual interviews to explore their experience with, and understanding of, citizenship. Interviews concentrated on personal view points and definitions of citizenship, explored whether or not there are “good” and “great” citizens, and the role universities play in fostering strong citizenship amongst its student body. The measurement of citizenship and opportunities to foster citizenship were also explored. Qualitative content analysis revealed five themes, including political participation, social citizenship/solidarity, engagement, transformative action and autonomy. Citizenship, while highly valued by this population, also appears to be impossible to measure. If post-secondary institutions are aiming to create better citizens, more work needs to be done to create a common understanding of the intended outcome. Based on these findings, a new potential model of citizenship is proposed, in line with the work of Dalton and others who emphasize a shift towards personal involvement over traditional political engagement. Further, these results suggest that students could benefit from understanding themselves as political agents, capable of inculcating change within the university context and beyond.
Presentation for a guest lecture for a colleague's Media History and Contemporary Issues course. She wanted me to cover technological determinism and social constructivism, as well as through in some content about my research on multitasking and online reading.
A longitudinal examination of SIGITE conference submission dataRandy Connolly
Presents our examination of submission data for the SIGITE conference between the years 2007-2012. SIGITE is an ACM computing conference on IT education. The presentation describes which external factors and which internal characteristics of the submissions are related to eventual reviewer ratings. Ramifications of the findings for future authors and conference organizers are also discussed. If you want to read the full paper, visit http://dl.acm.org/citation.cfm?id=2656450.2656465
This presentation is based on the 16th chapter of our textbook Fundamentals of Web Development. The book is published by Addison-Wesley. It can be purchased via http://www.amazon.com/Fundamentals-Web-Development-Randy-Connolly/dp/0133407152.
This book is intended to be used as a textbook on web development suitable for intermediate to upper-level computing students. It may also be of interest to a non-student reader wanting a single book that encompasses the entire breadth of contemporary web development.
This book will be the first in what will hopefully be a textbook series. Each book in the series will have the same topics and coverage but each will use a different web development environment. The first book in the series will use PHP.
To learn more about the book, visit http://www.funwebdev.com.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
3. Discuss how recent research in web
usability, psychology, physiology, cognitive
science,
science political science media studies
science, studies,
and education provides a great deal of
corroborating evidence that
online reading is not
nearly as g
y good as it seems
4. In fact, the evidence convinces me
that is d
th t it i downright
i ht
dangerous
for our cognitive powers
and
for the future of democratic society
society.
8. “young people scan online pages very
rapidly ( y especially) and click
p y (boys p y)
extensively on hyperlinks – rather than
reading sequentially … they tend to
move rapidly from page to page,
spending little time reading or
digesting information.”
I. Rowlands and D. Nicholas, Information Behavior of the Researcher of the Future (2008)
9. “our empirical study seems to indicate
… that hypertext degrades the q
yp g quality
y
of reader’s engagement during
reading.
reading ”
David S. Miall and Teresa Dobson, “Reading hypertext and the experience of literature,” Journal of Digital Information 2 (2001)
10. “hypertext presentation resulted in a
lower comprehension p
p performance.”
Rouet et al, “Effects of online reading on popular science comprehension,” Science Communication 25 (2) 2003.
11. Readers with low domain knowledge
comprehend significantly better with
p g y
highly coherent texts (books).
Readers with high domain knowledge
comprehend significantly better with
low coherent texts (i.e., hypertext).
L. Salmeron et al, “Reading Strategies and Hypertext Comprehension,” Discourse Processess 40 (2005)
12. “the net total effect of the web is
actually to reduce learning compared
y g p
to print presentation.”
Eveland and Dunwoody, “An investigation of elaboration and selective scanning as mediators of learning from the web versus print,” Journal of
Broadcasting & Electronic Media 46 (1) 2002.
13. In a longitudinal study comparing digital literacy
in 2002 and 2009 across generations:
Improvements in technical li
I i h i l literacy amongst the older cohorts
h ld h
Big decreases in tasks requiring creative and critical thinking
amongst younger cohorts
“For the
“F th more critical and creative skills …
iti l d ti kill
experience and exposure to [online]
information seem t h
i f ti to have a negative effect
ti ff t
on the user’s performance.”
Eshet‐Alkalai, “Changes over time in Digital Literacy,” CyberPsychology & Behavior 12 (6) 2009
14. Both
user control theory
and
structural isomorphism theory
(
(communication/learning theories)
g )
predicted that
reading comprehension
g p
would be improved
online in comparison to p
p print.
Eveland and Dunwoody, “User Control and Structural Isomorphism or Disorientation and Cognitive Load,” Communication Research 28 (1) 2001.
17. Usability experts have observed
that over past 5-6 years
the nature of web usage
has dramatically changed.
18. Most web usage has
switched from Surfing to
Information Foraging
18
19. Information f
I f i foragers
(informavores)
are seeking very specific prey
20. Information foragers
rely on search engines
to get to the “information patch
information patch”
Because search engines make it easy to f d patches,
h k find h
foragers will spend little time looking for prey.
According to Information Foraging Theory:
Kvalue Expected value of knowledge
Ctime Cost (in time) to gain knowledge
21. As informavores,
we are “hard-wired”
hard-wired
to prefer quick finding
and processing of information
information.
24. long do you spend viewing
your average web page?
25. 25% of all web pages
are displayed for less than
p y
four seconds!
Weinreich et al, “Off the Beaten Tracks: Exploring Three Aspects of Web Navigation”, IW3C2 2006
26. 52% of all visits
are shorter than
ten seconds!
Only about 11% are visited for
more than 2 minutes.
Weinreich et al, “Off the Beaten Tracks: Exploring Three Aspects of Web Navigation”, IW3C2 2006
28. “users most often spent
p
approximately 10 seconds
viewing those documents
that they eventually
h h ll
identified as relevant and
also those that they
eventually did not mark as
relevant.”
Diane Kelly and Nicholas J. Belkin, “Reading Time, Scrolling and Interaction: Exploring Implicit Sources for User Preferences for Relevance
Feedback”, Proceedings of the 24th annual international ACM SIGIR conference on Research and development in information retrieval (2001)
29. Server-record analysis
hints that these studies actually
over state the average stay time
g y
(i.e., actual average stay is even briefer).
WHY?
30. Because adult
sites appear to be
the largest single
category of web
g y
site (with email a
close second)...
… and on average the stay time for
adult and email requests
is significantly longer
than
th non-adult and non-email requests.
d lt d il t
31. For most pages with an average amount of text
p g g
(600 words), users will only take the time to
read at best about a quarter, or, more likely, a
fifth of the text.
34. In a very interesting study comparing the
y g y p g
time spent reading a paper-based academic
article and the on-line equivalent, the
researchers f
h found that
d h
“a
“ very l large proportion
i
of [online] full-text views
full text
were extremely brief and
possibly cursory.”
David Nicholas et al, “Viewing and reading behavior in a virtual environment”, ASLIB Proceedings: New Information Perspectives 60 (2008)
35. Average reading times for 10+ page p
g g p g printed
academic paper varied between 22 to 45
minutes based on the discipline.
Average reading times for on-line version
averaged about 74 seconds.
Yet academics reported that they spent
between 5-15 minutes reading the online
version (even though they didn’t).
David Nicholas et al, “Viewing and reading behavior in a virtual environment”, ASLIB Proceedings: New Information Perspectives 60 (2008)
36. Average for academics: 74 seconds
g
Average for students: 100 seconds
Average for life science academics: 112 s
Average for business academics: 60 s
Average for computer science academics: 55 s
Research-university faculty spent longer than
teaching university
teaching-university faculty.
David Nicholas et al, “Viewing and reading behavior in a virtual environment”, ASLIB Proceedings: New Information Perspectives 60 (2008)
37. Study examining stay times for ScienceDirect
articles: 38 seconds on average
Study comparing reading of academic papers on
computer monitor versus paper:
Paper readers: 80% progressed past first page
and spent 50% of time on p g 2-n
p pages
Online readers: Almost no one progressed past
first page and those that did spent only 17% of
time on pages 2-n
Nicholas, D. et al, “Viewing and reading behaviour in a virtual environment.” Perspectives 60.3 (2008).
Huntington, P. et al, "Website Usage Metrics: A Re‐Assessment of Session Data." Information Processing & Management 44.1 (2008).
45. We
W are only able to see
l bl
things clearly and in focus
in the fovea
46. Word Skipping: Implications
Eye movements in reading are characterized by
short periods of steadiness (fixations) followed by
fast movements (saccades). Saccades are needed
to bring new information into the centre of the
visual field where acuity is best; fixations are
required to recognized words. … Some words are
q g
fixated more than once, some are initially not
fixated but immediately afterwards regressed to,
and some are not fixated at all.
Marc Brysbaert and Francoise Vitu, “Word Skipping: Implications for Theories of Eye Movement Control in Reading,” Eye Guidance in Reading and
Scene Perception (Elsevier Science, 1998)
47. Results of an eye-tracking experiment
eye tracking
in which subjects were being tested
for which text layout was easier to read;
notice that even when subjects
were being asked to read, very little reading
(i.e., fixations – shown as circles)
was actually done
51. Notice
Red areas show
only first two
words in headlines
are
scanned
Nielsen Group, “Email Newsletters: Surviving Inbox Congestion,” http://www.useit.com/alertbox/newsletters.html (June 12, 2006)
52. More recent research shows
Use s ead only the st
Users read o ly t e first
eleven characters
of an online h dli
f li headline
(forget about the body text).
More recent research shows …
12345678901
Nielsen Group, “First 2 Words: A Signal for the Scanning Eye,” http://www.useit.com/alertbox/nanocontent.html (April 6, 2009)
54. … but it has a long evolutionary past in
adapting cognitive t it f swift
d ti iti traits for ift
processing and responses to audiovisual
cues.”
”
Grabe et al, “Informing Citizens: How people with Different Levels of Education process Television, Newspaper, and Web News,” Journal of
Broadcasting & Electronic Media 53 (1) 2009.
55. Reading is unnatural
unnatural,
but scanning is not.
Humans are hard-wired
to excel at fast scanning
56.
57. We have fooled ourselves
into thinking we are reading
when consuming web pages,
g p g ,
in reality,
we most often are not reading,
g,
and indeed,
we are often blithely
unaware that we are not reading.
65. “Collectively, the models presented
illustrate that
ill t t th t as j journal archives came
l hi
online … citations became more
concentrated within fewer articles ”
articles.
“by enabling scientists to quickly
by
reach and converge with
prevailing opinion, electronic
ili i i l t i
journals hasten scientific
consensus”
James A Evans, “Electronic Publication and the Narrowing of Science and Scholarship,” Science 321 (July 18, 2008)
66. Power Law Distribution
rules the web (and more).
http://www.congo‐education.net/wealth‐of‐networks/figure‐7‐4.gif
p g g g
68. Whether you look at the web
y
as a whole or any subsection within it
(blogs, political sites, sports sites, etc) you
(bl liti l it t it t )
see power law distributions.
70. Google search and res lt pages
result
account for almost
a quarter of all pages
f ll
Weinreich et al, “Not Quite the Average: An Empirical Study of Web Usage”, ACM Transactions on the Web (February 2008)
71. It facilitates the quick
scanning and foraging
behavior of contemporary
web usage.
72. Google is so good that …
g g
75% of users stick to first page of SERP
50% of users click on 1st choice
20% of users click on 2nd choice
Majority behavior if not clicking on first two choices?
Reformulate search
Nielsen + Loranger, Prioritizing Web usability, 2006
73. “Students in this study seemed to
y
have a great deal of confidence
in their abilities to distinguish
g
the good sites from the bad.”
Yet
“Students are also not
consistently able t diff
i t tl bl to differentiate
ti t
between advertising and fact.”
Graham and Metaxis, “Of Course it’s true; I saw it on the Internet,” Communications of the ACM (2003)
74. “Overall only about 1 in 6 searchers …
Overall
can consistently distinguish between
paid and unpaid results ”
results.
Pew Internet and American Life Project, “Search Engine Users,” (2005)
76. Usability analyst Jakob Nielsen calls it:
y y
Google
g
Gullibility
Nielsen Group, “User Skills Improving, But Only Slightly,” http://www.useit.com/alertbox/user‐skills.html (Feb 4, 2008)
77. Michel’s 1911 iron law of oligarchy is a political theory
that t t that ll forms of organization will eventually
th t states th t all f f i ti ill t ll
and inevitably develop into oligarchies.
My iron l
law of googlearchy states that all f
f l h h ll forms of search-
f h
optimized web-based information will eventually and
inevitably develop into oligarchies in which a small
y p g
number of sites absolutely dominate the discourse on any
given subject.
79. Some studies say that datacenters account for
between 1.2 to 2.0 percent of the electricity
consumed in the United States.
By some estimates, if you were to view datacenters
as an industry unto themselves, U.S. datacenters
would be approaching the top five industries in
terms of energy use.
http://technet.microsoft.com/en‐us/magazine/2007.10.green.aspx
80.
81.
82. US data centers thus produce higher g
p g gas
emissions than the countries of Argentina
and the Netherlands.
Even worse, these numbers did not
include Google’s power usage.
Google s usage
83. Q: How much does it take to power a Google data center?
A: It's none of your business.
Google considers power usage to be a trade secret
http://blogs.techrepublic.com.com/datacenter/?p=118
84. One
O estimate:
i
Every time y search Google y could
y you g you
power an 11-watt light bulb for an hour.
http://www.gimmiethescoop.com/data‐center‐power‐consumption‐global‐warming‐will‐the‐web‐crash
85. These numbers did not include data center power usage.
Moberg et al, "Screening environmental life cycle assessment of printed, web based and tablet e‐paper newspaper," Reports
from the KTH Centre for Sustainable Communications, 2007
87. This is the key one …
but is still under-studied
88. Is li
I online reading
di
actually changing our
cognitive abilities,
bl
perhaps for the worse?
89. There have been some claims
that in fact the new media environment
is making us smarter.
g
90. These claims are mainly founded on
y
the Flynn Effect
(Q
(IQ test scores have been rising 3-5 points
g p
per decade since 1930s)
This growth has however been in scores below the
median, not above it.
Sundet et al, “The end of the Flynn effect?” Intelligence 32 (2004)
91. Recent research indicates Flynn Effect has reversed in
the
th past d
t decade.
d
Sundet et al, “The end of the Flynn effect?” Intelligence 32 (2004)
Teasdale and Owen, “Secular declines in cognitive test scores: A reversal of the Flynn Effect” Intelligence 36 (2008)
( )
Teasdale and Owen, “A long‐term rise and recent decline in intelligence test performance: The Flynn Effect in reverse”
Intelligence 39 (2005)
93. That is, the brain can change
is
radically due to novel stimuli
94. Neuroscientists have found that the
brain appears to rewire itself significantly
after prolonged internet usage
p g g
and
that brain ti it for
th t b i activity f paper reading
di
changes after internet usage.
95. Like McLuhan argued
in his “Narcissus as Narcosis” paper,
accepting new t h l i means we
ti technologies
undergo displacement in our perceptions
96. At this point,
the cognitive science
is still
not clear enough
for us to know
whether the adoption
of online scanning
results
in irreversible changes
in our brain’s ability
brain s
to read
in a traditional way
way.
97. Recap:
p
Five Things
Wrong
with online
reading
107. “If we are building a transportation system to serve the automobile, the
Spadina Expressway would be a good place to start But if we are
start.
building a transportation system to serve people, the Spadina
Expressway is a good place to stop.” Ontario Premier Davis
116. Leisure paper-based reading
paper based
still remains one of the
strongest correlates of post-
secondary success.
Gallik, “Do they read for pleasure? Recreational reading habits of college students,” Journal of Adolescent & Adult Literacy 42 (1999)
Kaiser Family Foundation, Generation M (2005)