A great group of engaged, interested and passionate students attended this just now:
Making it Happen @_UoW ‘Social Media for Job Hunting’
Social Media in the UK: Statistics.
UMPF recently conducted research with “Your Say Pays, where we asked nearly 2,400 UK adults which social media platforms they used and how often.” With a UK adult population of 48.6 million, they found that (full statistics Google spreadsheet):
More than half UK pensioners now on Facebook
37.4 million UK adults use Facebook regularly
32.1 million UK adults use YouTube regularly
15.5 million UK adults on Twitter
7.9 million UK adults on LinkedIn
6.7 million UK adults on Flickr
Really interesting stats, and I hope I can start to find (and distribute) more UK stats, as so often I find I have to use US statistics to give any kind of general context to my materials. Read more on this blog post, and let me know of other links that you find!
Twitter New Features
This afternoon I’m teaching my Twitter course, and this morning Twitter adds a couple of new features… so let’s highlight them here. The section ‘Mentions’ has been replaced with your user name (probably more intuitive anyway), but also highlights some other new activities, of which I can see at present who has recently followed me (which gives me the opportunity to go back in and see if I want to follow them back):
The second change is the addition of a new ‘activity’ strand, which seems to overlap somewhat with above, but with far more activity. Of particular interest is that it shows who the people you’ve followed have followed (so if you’re in the same interest group, you may well find them interesting also), and also what they have favourited:
I wonder how long before the third party apps (e.g. Hootsuite) incorporate them, as I often don’t go via the web interface at all.
Are you watching #f8 #f8conf?
I’m looking through @bigdaddywhale, watching Mark Zuckerberg explaining the many new changes that are coming… you think the complaints that have been bad this week?!
Check out @timbuckteeth review of ‘Now You See It’
I always love the chance to chat to Steve, and see what he’s up to on his blog. He mentioned at ALT-C that he’d reviewed this book, which I’d be interested to read:
Steve Wheeler is convinced that we need new approaches for digitally remastered learners
We are constantly reminded that we live in an age in which digital media, mobile phones and social media are profoundly influencing communication, business, entertainment and learning. Not a day goes by without some mention of Facebook, Twitter or smartphones in mainstream media. The pace of change fomented by these technologies is rapid and unrelenting, giving rise to new and emerging literacies, connections, behaviours and risks. And of course many academics wish to know how these changes will affect university life.
Clearly, technology in all its forms is playing an ever-greater role in the lives of young people. Universities therefore need to pay attention to the impact that the appropriate deployment of digital tools can have on extending, enhancing and enriching the student learning experience, both on and off campus.
Moreover, sustained exposure to such a range of digital media demands a different kind of attention than we have previously required. This is the premise of Now You See It, whose author, Cathy Davidson, may be remembered as the Duke University academic who caused a bit of a stir in 2003 when she promoted the free distribution of Apple’s brand-new iPod devices to an entire first-year population of 2,000 students. There followed an inevitable outcry from more conservative quarters of the academic community, who voiced the opinion that giving students “just another device for listening to music” was a profligate waste of money. Many argued that the iPod had no serious pedagogical application, while an editorial in TheChronicle, the Duke student newspaper, declared: “It is an unnecessarily expensive toy that does not become an academic tool simply by being thrown into a classroom.”
There were no conditions attached to the free iPods, says Davidson. Students were simply asked to think up new learning applications for the device and then to share those ideas with teaching staff. The results of this experiment suggested that Davidson was right and her detractors in the academic community were wrong, for the iPod experiment turned out to be a perfect demonstration of the power of disruptive technology. New learning applications were discovered across all disciplines, and the iPod was instrumental in “flipping” the classroom, devolving from the staff to the students power over where, when and how they could study. These findings were later exemplified in the rapid worldwide success of iTunesU.
Read the full review and purchase the book.
Black and White and dead all over? @timeshighered
For those who care deeply about the future of journalism, the phone-hacking scandal could hardly have been less well timed. Professional journalism’s survival is threatened by the economic impact of digital technologies. The plurality and diversity of voice upon which representative democracy depends is in jeopardy. Needed urgently is debate about how well-resourced, professional news gathering can be sustained. Instead, tired 20th-century concerns about the ethics and ownership of popular newspapers are diverting attention from critical 21st-century realities.
The alleged hacking of Milly Dowler’s mobile telephone generated a moral panic that was seized upon instantly by a curious alliance of elite establishment and left-progressive opinion. At the same time, it diverted attention from a crucial debate that was beginning to gather momentum. That discussion, about whether professionally edited, fact-based journalism can continue to play the role of an estate, not just an industry, in the multimedia age will remain important after those responsible for phone hacking have been identified and punished.
There is a crisis in journalism that has nothing to do with hacking and relates directly to the conduct of public affairs. It started with recognition that the internet has weakened the authority of large-scale professional media organisations and progressed to predictions that the web will destroy it. Many thinkers in the field of journalism and media studies believe this and find the notion irresistible. They burble with delight at the possibility that the power of big media may be shattered by what laymen call blogging and they grace it with the oxymoronic title “citizen journalism”.
The essential difference between the two deserves definition. It is that much blogging is an amateur activity carried out by people with no understanding of journalism’s social purpose who operate with scant regard for facts. Like the activists who, in the late 18th and early 19th centuries, published illegal newspapers seething with radical ideology and revolutionary zeal, they prefer opinion to evidence. Liberated by broadband from a free market in which their ideas have no traction because too few find them interesting, they bleat – and tweet – wild rumours, half-truths and conspiracies.
Read full story, which is largely an attack upon the ‘dumbing down’ of the press through the use of social networking… take this quote:
Citizens intrigued by events check in on Twitter and other social networking sites. But once alerted, many follow links to reliable news sites such as BBC News Online and newspaper sites.
Getting in on the Twitter Action? Using Social Media to Build Your Professional Network #altc2011
This paper, written by Dr David Rush and Dr Bex Lewis, was accepted (see abstract), and will shortly be presented on this panel.
Facebook Etiquette?
Have you ever wondered how you should behave on Facebook?, check out the advice given here:
Interesting, it comes from a dating advice channel!
Workshop: Connecting in a Visual World: Linking students with quality YouTube videos
Engaging in the Digital Space #MediaLit11
My second workshop of the day… it will be interesting to see if everyone gives digital media a go (and whether doing the session on a Monday afternoon, rather than a Thursday afternoon, makes a difference).




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