Status Updates and Digital Identity

I have often blogged about language here and its uses on the Web and in e-Learning. While I have always been to some extent self-conscious about the kind of language I use on this blog (ie. what voice I project, what kind of identity this entails) my uses of Twitter, Facebook and Ping.fm have forced me to re-think what appears here.

Since using Ping.fm (which I blogged about previously) to update my status on Facebook, Twitter and this blog simultaneously, I have had to think a lot more about what status actually means.

Traditionally of course, status referred to something like class or one's ranking in society and I'm sure that definition still holds. In the new Web 2.0 sense of the word though, status refers to one's present state of activity, either in-the-world or on-the-web, and as such tends to give a microscropic view of the person's condition:

Rob is looking forward to a glass of Montepulciano

as opposed to traditional status which would be macroscopic:

Rob works at a bank and earns over £100,000 a year

The first example given above isn't necessarily typical however. That might have been typed in Facebook once but since the advent of Twitter, I've noticed status updates getting much messier. Now, we're more likely to see:

Rob That new AFX tune = tuuuuuuuune :-o

It's not about bad spelling, which has always been a pre-requisite of text-size updates due to the 140 character limit, but bad grammar.

I've become aware of this using Ping.fm because the same status update I send to Facebook also comes to this blog. It's not a professionalism thing; it's a case of my status updates making sense, whether or not they are prefixed by my name or not.

Whereas on Facebook, an update might read:

Guy is hungry.

the same update coming to this blog would read:

is hungry

Which just wouldn't make sense (to me, anyway) in the context of a blog. I suppose "am hungry" would make sense as this implies a truncated first person but then my status update on Facebook would read "Guy am hungry"...

So I've worked out that using an application like Ping.fm, I'm limited to using verbs in the simple past tense or with modal auxiliary verbs tacked on the front. I can get away with a Ping.fm status like:

got hooked on The Wire over the last four days.

because it still makes sense over on social networking sites where my name is shoved in front of it. Likewise, I could update with:

would watch more of The Wire tonight but might go to see Che: Part One instead.

and get away with it for exactly the same reasons. I say "get away with" but of course no-one's going to punish me or even frown on me for not sticking to these rules. The only explanation I can give is that I prefer to construct my digitial identity in this way. It might seem trivial but status updates are the most prevalent indicators of digital identity, especially as they appear both on social networking sites and on blogs.

With a few tweaks to the stylesheet of my blog I've arranged for my status updates to be capitalised (that is the first letter to be in uppercase) just to make those decapitated sentences look that little bit neater, rather than have my Facebook and Twitter statuses look messier as a trade-off. It took a few seconds to write the following bit of code, which takes care of this tidy-up job for me:

div:first-letter { text-transform: uppercase; }

The only "problem" I might have left is the kind of restriction this approach places on my status. What all the above means is my status updates are always about what I have already done or about what I might do under certain conditions and never about what I am actually doing at this very moment. Right now though, I intend to go home.

Facebook commenting could get you fired

Yep, over on the BBC News website I happened across the headline "Facebook remark teenager is fired". 16-year-old Kimberly Swann from Essex described her job as "boring" on her Facebook page - it's not clear from the article there whether or not this was a status update or something she had added to her profile.

In any case, the remark got her fired. You can read the article yourself of course; what I thought was interesting about it was the contrast in attitudes towards Swann's comment and towards social networking in general.

The report gives two points of view. Steve Ivell of Ivell Marketing & Logistics in Clacton justifies the company's decision to sack Swann with this:

Had Miss Swann put up a poster on the staff notice board making the same comments and invited other staff to read it there would have been the same result.

While TUC general secretary Brendan Barber had a different attitude:

Most employers wouldn't dream of following their staff down the pub to see if they were sounding off about work to their friends.

Note the contrasting metaphors. The boss sees the social networking site as a noticeboard - note that his problem is not even that the site is online and the comment potentially a public one. While the union secretary sees the site as providing something akin to a chat down the pub, a facilitator for the comraderie colleagues may feel when complaining about work.

So, would the boss object to his employees complaining about work down the pub? Probably. But it's out of his ability to control this and it would be unreasonable for him to fire someone on the basis of something overheard outside of the work environment. His choice of metaphor - the noticeboard within the workplace - makes the action seem more justifiable since he makes it sound as though something within the workplace has been disrupted.

So which metaphor is closer? And were the company right in sacking her?

TDA Project Climax

On Tuesday morning, my colleague Robyn and I went over to Bulmershe campus to run a focus group with a PGCE course convenor, Judith Davies. This was the climax to a project Robyn and I have been working on with Judith since before September.

Robyn and I had been asked to look at the wealth of Web 2.0 tools out there, select a bunch of them and match them up against criteria which we had drawn up previously. The idea being to find at least one Web 2.0 tool that would fulfil a newly qualified teacher's portfolio needs.

Throughout the project, we kept a wiki within Blackboard (using the Learning Objects tool) to analyse tools and compare them with one another. When the New Year began we looked at all the information we collected and we picked two tools (and a spare) that we were going to focus on. We also prepared a slideshow (embedded below) and several handouts to make the day run more smoothly.

TDA Focus Group

View more presentations from readingcdotl. (tags: wikis e-learning)

The idea of the presentation was to present these findings to a group of teachers who Judith had paid with funding to take a day's leave and give them a lunch while we were at it.

We took what I thought was a fairly "radical" approach to the slideshow - that is, there's hardly any text and the focus is more in images and making an impact with these to mark different parts of the morning. This was inspired by talks I've seen given at conferences recently and was an attempt to remedy the Powerpoint fatigue I've been afflicted by recently. When it came to the tools themselves, we simply logged in and did a live demo, showing some examples that we'd prepared earlier to inform them further. You can see the examples we created below:

http://tdaportfolioexample.pbwiki.com
http://tdaportfolio.edublogs.org

And while we were eating lunch we recorded the discussion that we had around the table - about e-portfolios, their shortcomings, or rather the current lack of an adequate tool, and what they thought of the tools we'd picked out.

Robyn and I have yet to go through the feedback but as we do, I will try and post some of our findings here and perhaps some of the wiki notes we made in early on in the project too. All in all, it was a successful morning - so much so, that I'm now trying to take the same "radical" slideshow approach with the workshops that we run here and with future presentations.

My First Slideshare

I've uploaded the slideshow I presented at Durham to a site called Slideshare. It's free to sign up for an account there and, in doing so, you get some space to upload Powerpoint presentations to. This enables you to share your slideshow with people and receive feedback.

The Promise and Practicalities of e-Portfolios: Getting Blackboard to Deliver

View more presentations or upload your own. (tags: durham conference)

I've been a visitor to the site for a while and found it particularly useful for looking over slideshows from conference presenters I found particularly interesting. I signed up so I could "give something back" to the site by contributing my own presentations to the .

If you upload a Powerpoint file to the site, you can then embed the resulting slideshow into a blog, a wiki, a standard webpage... or even a Blackboard course, with relative ease. As I've done above. Aesthetically, this could be a nicer way of giving students access to your lecture materials.

Animations don't upload well, as you'll notice on a few of my slides. But I like the easy integration with the page.

I read the Terms and Conditions before uploading my presentation and IPR remains in the hands of the author, so far as I can tell. However, be aware that anyone can grab the code for embedding and put your presentation on their webpage -you can see I did this in previous posts with keynotes for the Durham Conference (here and here). This means the site is useful for viral publicity so long as you make sure you have your name on the front page!

Blog of the Week: The White House

Given yesterday's historic occasion, it seems only appropriate to make mention of The White House blog where you can read all about the inauguration, Obama's economic agenda, his plans regarding energy and the environment and the ways in which he intends to address other issues of the day. It's also a very nicely designed site.

When the time allowed, I had been following the blog at Change, the Obama Team's previous site. Obama may not only have been the first Presidential candidate to embrace the web but also the first to embrace Web 2.0. At Change, Visitors were able to submit ideas via the Citizen's Briefing Book - these ideas were published on pages where others could vote to move them up or down a scale and leave comments.

They also use plenty of discussion and video to liven up the site. Can you imagine such a thing happening if McCain had gotten in? Even if it had, can you imagine people engaging with it? It will be interesting to see how much of a difference it'll make. The Change site has officially closed now but you still see the previous postings by going to this site.

In the meantime, I've been thinking about a change as well - albeit of a smaller kind. Some people have been saying they can't see my blog so I'm thinking of moving from Blogger over to Edublogs where all the other learning technologists seem to be. Still, if I decide to move, I'll post a notice here. So, for now, keep watching this space.

Obamamania

Tuesday's voting was bound to lead to an historic election - the US would either have gotten its first African-American president or its first female vice-president. So I stayed up to see some of the results trickle in, which for the UK happened during the small hours of Wednesday morning.

The BBC's coverage seemed particularly shambolic, consisting of David Dimbleby trying to interview an ever-shifting panel of experts, insiders or opiniated wafflers but constantly interrupting what might have been interesting answers by updating those who had just joined the table as to what they were talking about and updating us with pointless commentary mostly on pictures of a sparse crowd of Republicans miserably shuffling around as if someone had just done something in their hat...

I didn't see it at the time having drifted well-off into sleep before the results were annouced but this botched interview with Gore Vidal was actually a highlight of this otherwise ridiculous coverage.



And what was particularly irksome was that they continually focused on the fact that then-Senator (now President-Elect) Obama is black. Dimbleby couldn't seem to get enough of this word, and most of his questions seemed to centre on this one fact, while the rest of the time was spent mocking Republicans they'd managed to timetable into their barely orchestrated game of musical chairs.

Sure, Obama's being black is a first but the BBC's unsubtle emphasis on this single fact overlooked the far more important fact that his campaign was for the most-part co-ordinated as a post-racial affair. More importantly still, this may be the first genuinely intelligent President that the U.S. have elected in at least eight years. Is the BBC's seeming inability to address these points down to the limits of televisual media, which can only ever hope to address what it thinks are populist questions in the time given?

Also a first, and here we get to why I'm ranting about it on this blog, is that Obama used the web as a crucial part of his campaign to appeal to a younger and potentially more diverse spectrum of voters. There's a podcast over at The Guardian - direct link here - which addresses this issue specifically. They talk to Andy Carvin, the NPR's social media expert who talks about how the use of the Web had practical applications beyond simple appeal to voters, namely:

• Using social networking for politically like-minded people to meet up - resulting in an historic coalition of support for the Democrats
• Ways of getting donations from all over - meaning that Obama was able to turn down public funding, so confident was he of getting enough donations from the electorate at large

Andy also talks about the way people have used sites like YouTube to keep up-to-date (I know I have) - and the ways sites like these have a way of catching people out. Someone says something untoward and it can go viral and be seen world-over. And yet that's the thing that's made Obama truly remarkable throughout this campaign - is that he has been potentially subject to more media scrutiny than any other presidential candidate in history and, save a few slip-ups (his comment about certain voters clinging to "religions and guns" for example), has still managed to get most of the popular vote and an electoral college landslide.

And how? There's been much use of words like "grassroots" and "movement" in trying to describe the support behind Obama in the past year, which I think conceals the fact that what we've actually seen has been a highly-organised, controlled campaign. There may have been elements of the Democratic support that could be described as "grassroots" but this was still largely a top-down affair, remarkable because it managed to involve so many young volunteers.

What remains to be seen is whether the people that met using these tools will maintain their connections and keep politically engaged. This will be crucial over the next 100 days or so as Obama attempts to face down a worsening economic situation and meets with pressure from corporate interests to break or ease up on some of his campaign promises. If Obama's "grassroots" supporters can stay in touch and, more crucially, organise then we might see what can be properly called a movement.

A view of the clouds

Another article, again from The Guardian, in which Richard Stallman - the founder of GNU - warns readers that "cloud computing" is a trap.

Cloud computing is where users decide to store their mail or files (such as images, documents, spreadsheets, slideshows, etc) online instead on their hard drive or on a memory stick that belongs to them.

I guess cloud computing and its downsides as they are argued in the article are the flip-side to Web 2.0.

If I'm being honest (and I do try) I haven't come across this phrase before - it sounds like another fashionable buzz-term to me. But even though I've not heard the saying, I've thought about this kind of thing. If we define Web 2.0 as online sites that allow the users to generate its content, thus creating new open spaces for users to congregate, share and store information then inevitably, with the increase in Web 2.0 use we're going to see more users moving their content online - and therefore off their own machines.

I suppose there's a certain naïveté about total Web 2.0 advocates in that while these spaces are public-domain, they're not publically-owned.

However, Stallman says: "If you use a proprietary program or somebody else's web server, you're defenceless." Perhaps, the following question will suggest a little naïveté on my part but where are we going to store and share this stuff if we can't afford our own web server?

Freshers on Facebook

The Guardian has this timely article on how Facebook is used by students before they arrive at university. It's Freshers' Week now, here at the University of Reading and so all the students who have been meeting online in preparation for their arrival at university will now be meeting face to face. I wonder how many surprises they'll be, how different students come across from the identities they present in their profiles.

There are a number of interesting points in the article - which you can read for yourself - mainly from research done by the University of Leicester. Among them is the issue raised again and again here at Reading regarding the distinction between academic and social areas online.

I don't think students necessarily want lecturers to use Facebook (which they see as their space for socialising). At the most, I'd say they want their lecturers to use tools like it to make communicating and accessing course materials more efficient - and even that is debatable. The issue really boils down to whether these new technologies are good for teaching and learning - an obvious point but one that can be easily forgotten in the anxiety of keeping up with the times or in the hot pursuit of new toys.

When it comes to the social side - well, I've already blogged about the nature of friendship on Facebook and the different policies users might adopt when interacting on Facebook or social networking sites in general. I'm sure a lot stockpiling of friends goes on, partly so's there's a readymade support network in place by the time students arrive, partly so's the numbers for everyone are higher.

That may sound cynical but I'm increasingly beginning to think the nature of the site itself is cynical. Having friends counts and newsfeeds of what everyone is up to all the time can't be good for a healthy perception of life. Lecturers should be looking into tools like Facebook when they can, not so they can use them but so they can know what it is that shapes their students' worldview.