Spazio per gli appunti del blog FG on next-media & society.
“Grandma and Grandpa showed up to have a conversation, but Billy and Sally were gone.”
— Facebook’s Own Estimates Show Declining Student Numbers; Now More Grandparents Than High School Users
“

(…)

mi sembra che abbiate creato un bell’ambiente lì ad urbino. sono capitata a cena anche con alcuni dei vostri studenti e mi sono sembrati davvero appassionati, curiosi e aperti… che differenza con l’università che ho fatto io!

(…)

”
— da un messaggio personale ricevuto via Facebook dopo Modernity 2.0
“

A voi che correggete mi rivolgo: non leggete i temi pensandoli come commenti agli stimoli dati, come se dovessero parafrasare il pensiero altrui. Lo dico perché uno degli stimoli è il mio (preso da qui e che potete leggere qui) e so che è il frutto di una riflessione personale ma anche collettiva che si fa nella Rete e nelle accademie, tra pensieri e ricerche…. su di loro, questi nativi, che sono il germe del mutamento.

Leggeteli allora con i loro occhi, leggeteli come “conversazioni dal basso” e misurate le loro idee e competenze, ma senza pregiudizi.

”
— Quando i social network diventano maturi « I media-mondo. La mutazione che vedo attorno a me.
“a connected world, a world in which messages no longer need to be sent from one place to another, but could become a conversation in the cloud. Effectively, a message (a wave) is a shared communications space with elements drawn from email, instant messaging, social networking, and even wikis”
— Google Wave: What Might Email Look Like If It Were Invented Today? - O’Reilly Radar
“Teachers do not have to be a student’s friend to be helpful, but being a Friend (on social network sites) is not automatically problematic or equivalent to trying to be a kids’ friend. When it comes to social network sites, teachers should not invade a student’s space. But if a student invites a teacher to be present, they should enter in as a teacher, as a mentor, as a guide. This isn’t a place to chat up students, but if a student asks a question of a teacher, it’s a great place to answer the student. The key to student-teacher interactions in networked publics is for the teacher to understand the Web2.0 environment and to enter into student space as the mentor (and only when invited to do so). (Translation: teachers should NEVER ask a student to be their Friend on Facebook/MySpace but should accept Friend requests and proceed to interact in the same way as would be appropriate if the student approached the teacher after school.) Of course, if a teacher wants to keep their social network site profile separate from their students, they should feel free to deny student requests. But if they feel as though they can help students in that space, they should be welcome to do so.”
— f | apophenia (p. 1)
“By studying patterns of interactions on networks—often scrutinizing us only as anonymous bits of data—researchers are working to predict which friends we trust and which we pay attention to in each area of our lives. The data can be hard to interpret, says danah boyd, a Berkeley PhD who just signed on at Microsoft Research. (She changed her name to lower case). “You may e-mail your mother less frequently than a colleague, but it’s not that she’s trusted less.”
— Learning, and Profiting, from Online Friendships - BusinessWeek
“When masses of people who own the means of production work toward a common goal and share their products in common, when they contribute labor without wages and enjoy the fruits free of charge, it’s not unreasonable to call that socialism.”
— The New Socialism: Global Collectivist Society Is Coming Online
“Regardless of whether or not this factor explains the differences between these teens, I can’t help but wonder the significance of teens’ willingness to interact with known adults on social network sites. There’s nothing worse than demanding that teens accept adults in their peer space, but there’s a lot to be said for teens who embrace adults there, especially non-custodial adults like youth pastors and “cool” teachers. I strongly believe that the healthiest environment we can create online is one where teens and trusted adults interact seamlessly. To the degree that this is not modeled elsewhere in society, I worry.”
— apophenia: is Facebook for old people?
“Keep in mind a fundamental fact: many of the 97 plus million people who downloaded the video are part of a surplus audience from the perspective of the people who produced and marketed Britain’s Got Talent. Indeed, beyond a certain point, Susan Boyle’s rapid visibility becomes a liability rather than an asset. Keep in mind that Boyle stars in a British program which does not get commercial distribution in the United States. I can’t turn on a television network — cable or broadcast — and watch the next installment of Britain’s Got Talent. I can’t go on Hulu and download that content. And I can’t at present go on iTunes and buy this content. Market demand is dramatically outpacing supply.”
— Confessions of an Aca-Fan: The Official Weblog of Henry Jenkins
“Contrary to what you may have read, Susan Boyle didn’t go “viral.” She hasn’t gained circulation through infection and contagion. The difference between “viral” and “spreadable” media has to do with the conscious agency of the consumers. In the viral model, nobody is in control. Things just go “viral.” In the Spreadability model, things spread because people choose to spread them and we need to understand what motivates their decision and what facilitates the circulation.”
— Confessions of an Aca-Fan: The Official Weblog of Henry Jenkins