Learning in, with and for the Social Web

1. Learning in, with and for the Social Web Dr. Jan-Hinrik Schmidt Senior Researcherfor digital interactive mediaand political communication New York, 13th October 2011

3. Social Web… key practices

4. Social Web… changing public sphere

5. Social Web… some consequences

6. OutlookSocial Web Page 2 of 26

8. „I use the Internet for communication a lot – Messenger almost 24 hours a day, and SchülerVZ is highly frequented of course. But I also use it to get the information I need.“ [17 years, male]

9. „You can do without the Internet, you can always do things outside the Internet. Playstation for example, or Nintendo DS, there is a lot to do. You don‘t always have to rush online, otherwise you‘re an Internet-Freak.“ [13 years, female]Social Web Page 3 of 26

10. Digital Natives? Social Web Page 4 of 26

11. Research at the Hans-Bredow-Institute “Heranwachsen mit dem Social Web” “Das neue Netz” “EU Kids Online“ In german Monography on web 2.0 and its consequences Internet and everyday life of 12 to 24 yrs old in Germany Pan-European study (9 to 16 yrs old and their parents) Social Web Page 5 of 26

12. Some data on internet use in Europe % of 9 to 16 year old Internet users who have profile on a SNS Quelle: EU Kids Online (www.eukidsonline.net) Social Web Page 6 of 26

19. Relationship Management(Maintaining existing and building new relationships)

20. Information Management (co-creating, filtering and re-distributing relevant information / knowledge / content)The Internet, esp. the social web, lowers barriers for … Social Web Page 8 of 26

22. „networked individuality“

23. „information society / overflow“

24. Thus, by using the Social Web one also engages in more general social practicesSocial Web Page 9 of 26

26. Representing Identity Social Web Page 11 of 26

28. 12 to 24 year-old users of Social Network Sites [in DE; 2008] had …

29. … on average: 130 friends

37. (b) address an (intended) audience of their social network,[instead of the disperse, unknown and unconnected audience of mass media]

38. (c) and communicate in the mode of „conversation“.[instead of the mode of „publishing“]Social Web Page 14 of 26

40. Networked public spheres consist of „microcontent“ which might originate from all different sources, but is „de-bundled“ and filtered through social connections

41. „Re-bundled“ content comes not as issues, editions or linear programmes, but as constant flow of information in „streams“ and „feeds“ Social Web Page 15 of 26

43. Rather than being replaced, journalism looses its monopoly on selecting, filtering, bundling and distributing information to society, …… because non-journalistic users provide information („user-generated content“) … because users act as filters and multiplicators of information within their social networks  The convergence of conversation and publication will shape the way we communicate and inform ourselves – individually and as societies +1, Fav-Stern, Retweet Social Web Page 16 of 26

50. Rather, adolescents and adults alike have to be empowered to…e.g. keep control over personal information and privacy e.g. use online tools in order to engage in social affairs and debates e.g. participate in decisions regarding the shape of the social web itself Social Web Page 18 of 26 „Attention parents! Dangerous area for kids“

51. (1) Architecture and Audience Social Web Page 19 of 26 Four characteristics of communicative architecture in networked publics(1) make control over information complicated replicability scalability persistence searchability     a) Intended audience: Whom do I have in mind when using a particular online service or plaform? b) Addressed audience: Whom do I address particular information in a particular situation? c) Empirical audience: Who is de facto noticing information or communication? d) Potential audience: Who might be able to eventually access the information or communication? (1) boyd 2008

52. (1) On dutch windows http://www.colinupton.com/illus/images/cyberillo1.jpg Social Web Page 20 of 26

55. Users are not „citizens“, but „customers“ and „product“ at the same time

56. Rights and responsibilities are governed by contract and software code

57. Formalized procedures for appeals or self-governing exist rarely or rudimentary

58. Most users lack awareness to engage in collective action Convergence of media literacy and political literacy Social Web Page 22 of 26

59. (3) The naked gnome demonstration Social Web Page 23 of 26

61. Thus, the consequences of the Social Web touch not only on individual users, but also on societies as a whole

62. It affords specific practices and a new type of „personal public spheres“

63. It blurs established distinctions between the „public“ and the „private“

64. It affords and calls for new modes of political and social participation

65. Learning in, with and for the Social Web is critical for inclusion in contemporary societies

66. How can we achieve this? Let‘s discuss – and come visit #mobilityshifts Social Web Page 24 of 26

67. Thank you! Dr. Jan-Hinrik Schmidt Hans-Bredow-Institut Warburgstr. 8-10, 20354 Hamburg j.schmidt@hans-bredow-institut.de www.hans-bredow-institut.de www.schmidtmitdete.de www.dasneuenetz.de Social Web Page 25 of 26

70. CC BY-NC-SA-2.0, Myles!, http://flickr.com/photos/mylesdgrant/495698908

71. CC BY-NC-ND-2.0, Axel V, http://www.flickr.com/photos/axels_bilder/126700804

73. Slide 17: CC-BY-NC-ND-2.0, Dominic Dada, http://www.flickr.com/photos/ogil/274628990/

74. Slide 18: CC-BY-NC-ND-2.0, Toby Bradbury, http://www.flickr.com/photos/mrlerone/2360572263/

75. Slide 20: Jan SchmidtSocial Web Page 26 of 26

Learning in, with and for the Social Web

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Destaque

Destaque (8)

Semelhante a Learning in, with and for the Social Web

Semelhante a Learning in, with and for the Social Web (20)

Mais de Jan Schmidt

Mais de Jan Schmidt (20)

Último

Último (20)

Learning in, with and for the Social Web