Twit Twit

It is easy to become unsettled by privacy-eroding aspects of awareness tools. But there is another — quite different — result of all this incessant updating: a culture of people who know much more about themselves. Many of the avid Twitterers, Flickrers and Facebook users I interviewed described an unexpected side-effect of constant self-disclosure. The act of stopping several times a day to observe what you’re feeling or thinking can become, after weeks and weeks, a sort of philosophical act. It’s like the Greek dictum to “know thyself,” or the therapeutic concept of mindfulness. (Indeed, the question that floats eternally at the top of Twitter’s Web site — “What are you doing?” — can come to seem existentially freighted. What are you doing?) Having an audience can make the self-reflection even more acute, since, as my interviewees noted, they’re trying to describe their activities in a way that is not only accurate but also interesting to others: the status update as a literary form.

Laura Fitton, the social-media consultant, argues that her constant status updating has made her “a happier person, a calmer person” because the process of, say, describing a horrid morning at work forces her to look at it objectively. “It drags you out of your own head,” she added. In an age of awareness, perhaps the person you see most clearly is yourself.

I’m So Totally, Digitally Close to You – Clive Thompson – NYTimes.com.

I’ve grown increasingly skeptical about Utopian claims for technology, mostly becuase they seem to ignore or minimize modern capitalist culture. Whatever else it is, micro-blogging is the latest in a long line of products designed to distract. That may or may not be good, and people may or may not use it for its original function.

I just don’t believe, though, that you can separate it from its “get rich now” roots; whatever else Web 2.0 might be or might become, it arises out of the same profit-minded system that produced the pet rock. So I was happy to see Thompson’s thoughtful piece and particularly surprised by the ending. Thompson suggests that micro-blogging may encourage self-reflection.

He also suggests what seems obvious: that these are, in effect, defensive technologies designed to help ameliorate the alienation and isolation that has always accompanied capitalist cultures. Things can get rough if the center is profit not people. The hope, of course, is that these technologies might also take on an offensive form too.

Cheating 2.0

Academic integrity is the cornerstone of the best we have to offer in higher education. Integrity flourishes in an environment that encourages mutual respect, fairness, trust, responsibility, and a love of learning and that is maintained by safeguards like clear expectations, fair and relevant assessments, and vigilant course management (McCabe and Pavela 2004). Compelling evidence of widespread academic dishonesty among Net-Generation students threatens to undermine both the environment of trust that nourishes integrity and the safeguards that ensure it.

The Net Generation Cheating Challenge,” Valerie Milliron and Kent Sandoe, Innovate, August/September 2008

There is almost too much to say about this article. On the one hand, I think it seems strangely naive to imagine a pre-net world in which students rarely cheated. So maybe there’s no real change at all. On the other hand, this problem is the Achilles heal of online education, and I am not sure if there’s a solution.

The author’s proposals are both vague and common-commonsensical: create a culture of learning that makes cheating the least attraction option, use technology and smartly designed assignments to make cheating more difficult. It’s exactly the same thing strategy used pre-net.

What goes unacknowledged in the article is that communication technologies are beginning to break down the old educational meritocracy itself, with it’s close links among property, learning, and grades. These breakdowns make the machinery visible.

You’re Never Alone in Second Life

A glimpse into the world of the N-Gen’s texts seems to indicate that these learners have grown up doing the very things that traditional pedagogy discourages. When viewed in this context, the N-Gen student may appear deficient, lacking the skills necessary to succeed in the academic world. Texts that do not look like books or essays and that are structured in unfamiliar ways may leave educators with the perception that the authors of these texts lack necessary literacy skills. Are these students missing something, or are they coming to us with skills as researchers, readers, writers, and critical thinkers that have been developed in a context that faculty members may not understand and appreciate? The striking differences between the linear, print-based texts of instructors and the interactive, fluctuating, hyperlinked texts of the N-Gen student may keep instructors from fully appreciating the thought processes behind these texts. Learning how to teach the wired student requires a two-pronged effort: to understand how N-Gen student understand and process texts and to create a pedagogy that leverages the learning skills of this type of learner.

Innovate: Why Professor Johnny Can’t Read: Understanding the Net Generation’s Texts -Mark Mabrito and Rebecca Medley, Innovate, August/September, 2008.

This is one of those solid, common-sense articles that appear now and again, reminding teachers that their students are different and pedagogy must adapt, etc. It’s probably more true at this moment in history– given the flood of technological change– than it’s been since the 1960s.

It’s a helpful reminder, especially for those teachers who continue to bemoan the ill effects of the computer on writing, or who resist it’s introduction into the classroom. On the other hand, all of the efforts to teach to the “first generation of kids raised on television” did not really come to much.

It seems reasonable, then, to be skeptical, at least until the economics behind these phenomena play themselves out a bit longer. Right now it seems faddish at best when schools set up Second Life campuses; maybe in a decade or more it will seem evolutionary.

What I look for, too, is some sense that the teachers are pushing back against the market in a productive way. This article has little of that, I’m afraid. The market wants constant change, movement, obsolescence; we need to offer contemplation, reflection, even solitude.

I’m not sure how we go about doing that, given that the culture of education seems so polarized between a kind of willful anarchism and a willy-nilly embrace of each and every new product that comes along. My guess is that good sense is out there somewhere, uncelebrated but productive.

Facebook Gets all Grammatical

As Facebook grows in other languages, we are learning a lot about what the “Facebook Experience” is like for people around the world. One of the first challenges was getting words that are really long in other languages to fit on the screen properly. Recently, we’ve been figuring out how to deal with a new challenge—grammar.

Ever see a story about a friend who tagged “themself” in a photo? “Themself” isn’t even a real word. We’ve used that in place of “himself or herself”. We made that grammatical choice in order to respect people who haven’t, until now, selected their sex on their profile.

However, we’ve gotten feedback from translators and users in other countries that translations wind up being too confusing when people have not specified a sex on their profiles. People who haven’t selected what sex they are frequently get defaulted to the wrong sex entirely in Mini-Feed stories

.The Facebook Blog | Facebook.

Things get complicated when Facebook goes international… It’s odd that gender is so rooted in language– think of all of those Romance languages where everything is masculine or feminine– that it becomes a kind of Rosetta stone for translation. You wouldn’t want to get defaulted to the wrong sex in your Mini-Feed story.