"Media" is plural

"Do you ever think about things that you do think about?" (Inherit the Wind)

January 22, 2012 • 3:29 pm 1

Death by Twitter

On Saturday, January 22, Onward State ”killed” Joe Paterno. It took two tweets: The tweets have since been removed from Onward State’s feed.  The image above is a screen capture I took from Poyntner’s account of the incident. According to Poyntner, the timeline is as follows: (1) Onward State reports Joe Paterno’s death through twitter. The site subsequently goes down, apparently over flooded by incoming traffic. (2) 94.5 FM breaks the story on its own, but credits no sources. (3) CBS picks up the scent. They tweet a link to Joe Paterno’s obituary on their site.  It’s off to the races at that point, as the Huffington Post, Anderson Cooper, Poyntner, and Breaking News redistributed the story. What do all these sources have in common? None of them tried to confirm the reports before clicking the “tweet” button. Joe Paterno, as it turned out, was not dead yet. Paterno’s son and a spokesman for the Paterno family denied the story.

The question is, how could this happen? Shouldn’t professional journalists know better than to parrot anything from Twitter without checking?

Well, media do know better. As Eric Wemple points out, we should give “Bonus points for all the outlets that didn’t take the bait.” The AP wire, for one, did not take the bait because it couldn’t verify the original report. After all, when your source is Twitter chatter, you should be wary. Didn’t Jon Bon Jovi get the death by twitter treatment last December? As it turned out, Jeffrey Goho, a musician most of us had never even heard of before, started the rumor using Twitter. This time, established media outlets did nothing, that is, until Bon Jovi debunked the Goho’s hoax with this picture.

So, what’s the difference between the Bon Jovi hoax and Paterno’s death by twitter? What made CBS hurry, when we all know that exaggerated rumors about celebrity deaths are a recurrent theme on twitter?

Here’s one possible answer: It’s all about the source. Granted, I’m not up to date on student run blogs. I had never heard about Onward State. This does not mean that the site isn’t a legitimate news source. Indeed, the site has been profiled by the Chronicle of Higher Education and Mashable as an up and coming student blog to watch. More ironically, though, US News and World Report described Onward State as being “as new as Joe Paterno is old.” Ouch!

But, what does this tell us about Onward State? It says that, up until the evening of Saturday, January 21 of 2012, Onward State was not seen as a little fringe blog. It was a little blog that could play with the big boys and girls of journalism. Unfortunately, today is January 22 and things have changed. Now, Onward State has become an example of how not to be a journalist.

My colleague, Andrea Duke, characterized Paterno’s death by twitter as one of those moments that remind us of the “whoops power of social media.”  She writes,  ”You CANNOT report hearsay.  You CANNOT report assumptions.  You CANNOT report news that may or may not be true JUST to be the first to report it”

Yes, and this is also one of those moments in which we should reconsider how news is reported. We do rely on established news organizations to give us the facts, which means that we trust them to fact check. In this sense, Onward State is not the only outlet at fault. They made a huge mistake, and they have apologized profusely for it. In fact, Onward State has published two accounts of what happened, and how it happened. In one, the site’s founder, Davis Shaver, describes the controversy as “one of the worst moments of my entire life.” In the other one, managing editor Devon Edwards announces his resignation. He writes,

“I never, in a million years, would have thought that Onward State might be cited by the national media. Today, I sincerely wish it never had been. To all those who read and passed along our reports, I sincerely apologize for having mislead you. To the Penn State community and to the Paterno family, most of all, I could not be more sorry for the emotional anguish I am sure we at Onward State caused. There are no excuses for what we did. We all make mistakes, but it’s impossible to brush off one of this magnitude. Right now, we deserve all of the criticism headed our way.”

By comparison, this is what Mark Swanson of CBS Sports had to say:

Really? One paragraph is all we get from CBS? That’s unfortunate, and it’s shameful. Sadly, I don’t think anyone expects Mark Swanson to step down as managing editor of CBSSports.com. Fortunately for him, the blame can be shifted to a student run blog, whose own managing editor admits he made a huge mistake.  Edwards writes, “getting it first often conflicts with getting it right.” What’s CBS’ excuse? Why were they more careful about reporting Peyton Manning’s alleged retirement (breaking news, according to Rob Lowe), than when they decided to run the Paterno story? An answer like, “because Paterno was actually dying, and Rob Lowe doesn’t have Manning on speed dial,” does not exempt a news organization from its duty to fact check

Getting it before CNN does not beat getting it right, or at least trying to get it right.

On Sunday, January 22, 2012, Joe Paterno did pass away. Last night’s odd turn of events has become a footnote to a long career. Yes, he had triumphs, and also scandal, but this post isn’t about Joe Paterno’s career. This post is about last night. Frankly, I could not help but think of other times news media has gotten it wrong. I thought about Dewey defeats Truman, but more importantly, this story reminded me of the 2000 election miscall. Four years after one of “the most egregious election-night gaffes in the modern television era,” television news anchors were more than cautious when calling the 2004 election for Mr. Bush.

That probably explains how the Washington Post used Twitter to announce Mr. Paterno’s real death this morning


Filed under: Uncategorized , , , , ,

July 13, 2011 • 10:00 pm 0

Pecha Kucha 20×20.

This summer, a group of faculty members at Trinity University are experimenting with the Pecha Kucha presentation format. If you have never heard of Pecha Kucha, it “is a simple presentation format where you show 20 images, each for 20 seconds. The images forward automatically and you talk along to the images.” The format was originally created by architecs, and it made its debut in Japan. The rationale behind it is very simple: Presenters often talk waaaaaaaaaaaaaaaay too much, and the 20×20 format forces one into succinctness.

I presented my Pecha Kucha today, and I was surprised by how much it helped me focus and narrow down my topic to the bare essentials. Usually, I’m used to either blabbing on and on for an hour, in lectures to my students, or figuring out how to keep an audience interested for 15 minutes during a conference. With the Pecha Kucha format, though, I really struggled to get those 20 images down, and to time them correctly.

Of course, not being a graphic designer, my images were actually keynote slides, and my topic was television (it’s what I do). Here is what I came up with:

I put this together on Keynote, which also allowed me to record the audio from one of my practice runs. Both things were a first for me, and I found that it was very easy to do. Now, I’m pondering how to incorporate this presentation format into my fall courses. The format lends itself for brainstorming about ongoing projects. An added benefit, at least for my media students, is that putting one of these together challenges your creativity, and can teach you a thing or two about how to best use presentation tools, such as PowerPoint and Keynote. Thoughts? Please feel free to comment.

If you are interested in Pecha Kucha presentations, the Pecha Kucha 20×20 website has interesting ones you might want to check out. There may also be links to Pecha Kucha events in your city.

Filed under: Pedagogy , , ,

July 8, 2011 • 1:30 pm 1

Google +

Getting an invitation to Google +, if you’re interested in social media at all, feels like finding a golden ticket to the Wonka factory. It’s rare, and when you finally get it, you access an exclusive space that probably few among your Facebook friends are privy too. In my case, I have 100+ FB friends, yet only about 7 are on Google+. The reason is pretty simple: Google is throttling access to their social media platform. Yesterday, July 6th, they opened up a brief window of opportunity. Their aim was to double their user base. They must have achieved their goal very quickly, as the window shut down within hours.

I managed to get on the platform. An invite that had been sent to me on July 5th finally made it through, and now I’m part of the beta test group. I was able to send out a couple of invites, but as far as I can tell, only two people were able to join. I also tried a workaround posted on cnet. Still waiting to hear on that one as well, and I have serious doubts that it still works. In the mean time, this is my take on Google +.

Beta testing hype: When restriction translates into interest.

Google beta tests are not always restricted. In fact, anyone can go to Google Labs and test out their prototypes. We hardly ever hear about low profile projects, like Google Transliteration, Follow Finder, or Google Body, and for good reason. Many ideas probably don’t make it past the initial testing phase. In the meantime, though, we are helping Google with our free labor as beta testers. In return, we get to play around with prototypes.

Google’s high profile launches are another matter.  Gmail and Google Wave, for example, were both tested under an invite only model.  Gmail started as a very restricted service. Invitations were hard to come by, as Google only allowed its users to invite two additional people to the test, according to the Boston Globe. For Google Wave,  the company invited 6,000 developers to the beta test, and then rolled out the product to an additional 100,000 users.  I was never able to get an invite for Gmail, but I did manage to finagle one for Google Wave. It just wasn’t what I expected, and I jumped off the wave within a week. I wasn’t the only one, apparently, as Google abandoned Google Wave last year.

Restricting the beta test certainly keeps Google from exceeding its capacity to sustain a social network. Yet it also achieves something else. The restriction just makes Google + more desirable. The early adopters do a great deal of word of mouth marketing for Google. We write about our experience on the site, and we offer our invites to Facebook friends. The truth is that we want them on Google +, because the whole point of a social networking platform is to be social. If none of our friends are on Google+, who are we supposed to interact with?

Right now, we all seem to be hanging out with other geeks, but that shouldn’t surprise anyone. Everett Rogers, author of Diffusion of Innovations, described the process whereby innovations, new ideas, and new technologies spread. According to Rogers, one can categorize individuals according to their innovativeness, that is, their willingness to try an innovation. The first category, which Rogers calls “innovators” is made up by individuals who are willing and able to take greater risks. What makes them innovators, though, is not merely the fact that they can take risks. It is the fact that they have access to the innovation before anyone else, often because they have social contacts with the creators of the innovation. In this case, we should consider technology bloggers, like Pete Cashmore or Leo Laporte, to fit this category.

The next category is the early adopter. Like the innovators, they are willing and able to test out the innovations, but unlike the first group, early adopters lack the direct access to the epicenters of innovation. They are just chomping at the bit to get in, however, and when they do, early adopters are key. They do a lot of the leg work that leads to higher adoption rates of the innovation. In the case of Google+, early adopters like myself are not only testing out features on the site. We are also actively trying to get our friends into Google+. Don’t be surprised when some of your FB friends start posting messages on their wall, offering to send invites to whomever wants them. That’s how Google+ will spread for the time being.

One of the interesting things about the launch of Google+ has been the sporadic availability of the invites. Indeed, Google+ opens up the site, enables users to invite friends, and then clamps down again. No one knows when this bursts Google generosity will happen, or how long the portal will remain open. It can be a few hours or barely minutes, which is why the Los Angeles Times suggests that if you want be an early adopter for Google+, your best bet is to check the Google+ site periodically. Perhaps then you’ll get lucky.

Google + features: My favorite things (of the one’s I’ve actually tried)

By now, there are dozens of reviews about Google + features. Circles and hangouts are the most popular. Circles is essentially a different way of organizing the people you follow. By default, Google+ gives you four categories, friends, family, acquaintances, and following. The labels are self explanatory, but in case you miss it, Google+ provides you with a definition of what they mean by these terms. Friends, for example, are “your real friends, the ones you feel comfortable sharing private details with,” whereas Following is people you don’t know at all.

You can argue that Facebook and Twitter also allow you to create different categories and lists of friends, followers, and people you follow. However, I’ve found working with Twitter lists is very awkward. Groups, though arguably better, is not drag and drop, and this is where circles is far easier to use. Circles is drag and drop, and you can create as many circles as you wish.

Sharing is also designed with reminders about privacy in mind. In fact, you can’t post anything to Google+ without specifying how it will be shared. Public makes it available on your public profile, and copies everyone who has added you to their circles. Yet you can also choose to share only with your friends, coworkers, family, bowling team, or whatever combination of groups and people you wish. Again, Facebook has something similar, but it is not built into the sharing mechanics, and you don’t have to specify how your posts will be shared.

Perhaps my favorite feature is the ability to edit my posts after the fact. I can add, delete, and correct anything, no matter how long ago it was posted. There is a glitch, though: the edit function does not work with photo albums. That is something that I hope Google+ will fix.

As for hangouts, I haven’t been able to test them out yet. The people at Mashable describe hangouts as “Google+ killer feature” . Even without testing it out, the ability to video chat with 10 people at one time is much better than what Facebook has to offer.

There was also one thing that puzzled me at first, the incoming feed. I didn’t get the point of having it. Essentially, the incoming feed holds posts that are shared with you by people who are not in your circles. Right now, it is of no use to me, as everyone seems to be sharing within their circles. Eventually, I’m guessing that it will be come the spam feed, and I like the idea of not having to deal with the spammers that plague my Twitter profile.

With the deluge of information about Google+, I think it’s more useful to wrap up this post by sharing some resources about the new social platform. Here they are:

Reviews:

  1. Google+ First Impressions (Mashable)
  2. 9 Things Google+ Needs for me to ditch Facebook (PC World)
  3. Google+: 5 Features and Drawbacks (PC World)
  4. First Impressions of Google+ (Hackcollege)
  5. Google+ vs Facebook: See how they compare (PC World)
Privacy issues:
  1. Google + may carry dangers for photographers (The Washington Post)
  2. Gearing up for Google+Privacy Settings (The Wall Street Journal)
How To’s, Tips, Tricks, Add Ons, and Other Goodies

Filed under: Technology , , , ,

May 23, 2011 • 9:54 am 0

The Hodag Chronicles: Branding and merchandising in small town America

Usually, I write about media on this blog. I have posted short critical essays, technology reviews, and other academic style work. One thing I have never done is to treat it as a travelog or as a diary. In fact, I started a different blog on Tumblr to share travel pictures, just to keep the personal and the professional aspects of my life separate.

Coming to Rhinelander changed that. It’s a small town in northern Wisconsin, with a population of roughly 8,000 and some inhabitants. Rhinelander is the county seat of Oneida county. It is sorrounded by lush forests and lakes, which are great for those of us who love outdoor activities, like hiking and camping. Yet, to me, what makes Rhinelander really special is a mythical creature known as the Hodag.

Now, if you don’t know what a Hodag is, you are not alone. I had never heard of this creature until I checked into a hotel in Rhinelander. The Hodag is listed as the town’s legend, but more importantly, as the town symbol. Indeed, the Hodag is important enough to have several statues. The biggest one is displayed prominently on the lawn of the Rhinelander Area Chamber of Commerce. This is video I shot of that statue.

It’s safe to say that no one in Rhinelander thinks this beast is real, much to the chagrin of cryptozoologists everywhere. In fact, all the promotional literature about the Hodag explains how Gene Shepard, a logger, created the Hodag as a hoax. This happened in 1896, when Shepard conviced several of his friends that such a creature existed. He had a picture of it, and the evidence was convincing enough to enlist a posse to hunt down the Hodag. As the story goes, the group tracked the Hodag and tried to capture him alive. They ended up killing him, and bringing back the remains to Rhinelander. There is even a photograph, recreating the event.
This picture became a popular postcard in the 1920s (Kortenhof, 2006).

The Hodag also became a popular side show attraction, once Mr. Shepard claimed to have captured the creature alive. He exhibited it at the Oneida county fair, to much success. In fact, the creature brought a lot of attention to Rhinelander. Today, you can consider the Hodag as the town’s brand. There is a Hodag park, a Hodag music festival, a highschool team, and even an entire promotional campaign, built around the Hodag.

This is a great example of branding, and I could not help but wonder what else was out there, bearing the image of a Hodag. There’s the obvious array of knicknacks, plush toys, and t-shirts, which you can buy at grocery stores, Walmart, and the Hodag market place. Here are two videos I shot at the Hodag Market place, and Trig’s Grocery Store.

Now, these things are to be expected, but what I find more interesting are the Hodag statues, which can be found around town. All but one of the statues I have found are prominently displayed in front of business establishments, which just reiterates the connection between the town’s business community, branding, the town’s identity, promotion, and merchandising. The only exception is the Hodag at the public library, which is the only one associated with a non commercial building.

I have to say, furthermore, that none of these statues are the same. One of them, at the Rhinelander Cafe and Pub, has a map of Wisconsin, and a map of the United States painted on its sides. Another pays homage to the troops, and is painted appropriately in camouflage. There is also a Cowboy Hodag, at a BP gas station, and one carve entirely out of a single log, which can be seen outside a real state agency. Finally, there is an entire collection of Hodags at tje Rhinelander Logging Museum.

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Road side attractions are part of the American landscape. Many small towns have them, and it is not uncommon for them to use such attractions as a way of branding themselves. The Hodag allows Rhinelander to build up a unique identity, which for a town this size, or any town, for that matter, is actually quite important. Indeed, the Hodag seems to be more important than John Heisman in this town. Heisman is buried here, and his name is well known to anyone who follows American College footbal, as a trophy is named after him. Yet when you drive into Rhinelander on Highway 8, one of the first signs you see is not for Heisman. It is for the Hodag.

Filed under: Branding, random, Uncategorized , , , , ,

April 20, 2011 • 6:18 pm 0

Fan studies: The different and the revisionist

You can’t have PCA without a fan studies panel. Better yet, if you are in anyway interested in fan studies, this is the spot of the week. My first stop was a session titled “Counting and recounting the players in fan culture.”. The three panelists, all from Old Dominion U, discussed fandoms from the perspectives of marketing, transmedia storytelling, and ACA-Fandom.” Of these presentations, I was particularly interested in marketing, and ACA-Fandom.

In terms of marketing, Diane Cooke, from ODU discussed the role of fan communities as marketing tools. This is a fascinating subject for me, as I am most interested in about the intersection between fandoms and corporate cultures. In the textual poachers model, fandom is about establishing a moral economy, which necessarily pits fans and corporate interest. However, I find myself often thinking that it can’t be that simple. Nothing ever is, and this is why I chose to study fans who interact in spaces that are furnished by corporations. Diane Cooke’s presentation addressed a related topic. Based on the work of Peter Morville, she suggested the “Markets are conversations.” Furthermore, the corporate players involved in these conversations are actually tying to be responsive.

Now, that kind of statement would not fly under the transgressive, textual poacher model. “What do you mean corporate players are trying to be responsive? Don’t you realize that whenever they get involved in anything, they wreck it?”

That may be so, but I’m a pragmatist. Fan communities are no longer marginal to the way in which the culture industries operate (BTW… that’s also a Jenkism). Rather, fans are really seen as valuable brand advocates, which is why D. Cooke’s presentation was so engaging for me. Her project was about mapping fan conversations about the release of the Beatles Rock Band game, and it uses a rhizomatic perspective.

Now, if you’re not familiar with rhizomes, or you know them in another context, perhaps, they are a metaphor for complexity. Deleuze and Guattari came up with it, and they used it to explain how we can construct knowledge, and understand complex phenomena. Rhizomes are essentially surface roots, which spread in different directions. The analyst and the critic of culture would be well advised to follow the rhizomes, wherever they may lead. In this sense, rhizomatic theory is different than other philosophical perspectives about knowledge. Rhizomatics is about connections and disruptions, whereas the more traditional way of understanding knowledge is about specialization and deep respect for authority.

What makes rhizomes so well suited for projects that map web-based interaction is precisely this idea of surface, and even unpredictability. In nature, you can’t really predict where a rhizome will go (yes, rhizomes are real. They are actual roots… next time you go to the grocery store and pick up ginger root, you should know that’s a rhizome). In an online environment, you can’t predict what will become a meme, be forgotten, lay dormant and then re-emerge, be taken at face value, or what impact any of it may have. If anything, you can follow a phenomena, and you can map it and describe it, but you can’t expect to fully comprehend it.

“The rhizome is huge, so how can you maintain conversations?” That was one take away from Cooke’s presentation. As she described the process of mapping, you have to be aware of the various stakeholders that are involved in this conversations. You have the official ones, which are essentially the corporations that have incorporated the internet into their marketing efforts (that would be ALL OF THEM), and the consumers, which include fans. Fans will take to the internet, and share information, and official stakeholders are always keeping an eye out.

I don’t mean that in the sense of spying. I mean it in the sense of recognizing the opportunities that fans create for brand extension. In this sense, Cooke described fans in ways reminiscent of Muniz and O’Guinn’s brand communities. They keep up with the developments that pertain the objects of their fandom, and they share information and speculation about these objects.

Cooke’s colleague at Old Dominion University, Danielle Roach, spoke on “Pre-Jenkins ACA-Fandom.” Her work brought in a feminist perspective on ACA-Fandom, by suggesting that feminist scholars who wrote about fandom before Jenkins published textual poachers had been left out of the historiography of fan studies. I wholeheartedly agree with the argument, but I can’t help but wonder if the omission of individuals like Janice Radway is not only due to the declining fortunes of feminism (Roach’s argument), but could also be the result of the ways in which we label and self-identify our work. I mean, did Janice Radway ever say she studied fans?

Still, why aren’t we including much earlier work on fandom as part of the historiography of the discipline? Perhaps is because starting points, or foundational stories if you want, are often arbitrary. However, the ways in which power structures play out and influence academic disciplines should be taken into account. I found that to be Roach’s most valuable contribution, and that was my main take away from her discussion of the historiography of fandom.

Filed under: ACA Fans, Fandom, Technology , , , , , , , , ,

April 20, 2011 • 3:26 pm 0

Blogging from PCA

The PCA/ACA Confefence is underway in San Antonio. This is the annual meeting of the Popular Culture and American Culture Associations. This year, the South West Texas chapter of PCA/ACA is a co-organizer, so welcome to Texas y’all. I will be posting updates and live tweeting for the next few days.

First off, this is a huge conference. The program is a book with over 400 pages. This makes it pretty difficult to navigate, but once you do figure out the layout, you can hear talks on subjects ranging from fan culture, to digital pedagogies, to the relationship between pop culture and life in contemporary America. All very interesting subjects, at least, for people like me who get all excited about discussions that involve rhizomes.

More to come.

Filed under: Uncategorized

April 18, 2011 • 3:50 pm 0

Teaching Media Literacy with Googledocs

Today, I tried something new with googledocs. It’s probably not really new, but it was new to me, and I felt like I had discovered it.

Well, I had not, but it was exciting, and it all started with this video.

This spreadsheet was posted in February of 2011. It shows us real-time crowd sourcing. The collaborators are thousands of volunteers. Their task: to translate  hundreds of voice messages coming out of Egypt during the uprisings that pushed out Hosni Mubarak from Arabic into English. These messages were then re-posted as tweets. You can read more about this project, and the Speak2Tweet technology that made it possible here.

What does any of this have to do with my intro to media class?

No, we did not contribute to the spreadsheet. What actually happened is that we used Googledocs to collaborate in the classroom. The topic was advertising, and my students went on a youtube scavenger hunt.

I have been teaching a session on advertising techniques for a few years now, and I use a hand-out developed by the Media Awareness Network, which describes 15 such techniques. I like it because it is clear, and it gets the job done, at least as far as an introductory course is concerned. Until now, my modus operandi had been to look for suitable examples on my own, but I realize that this sidelines my students. I wanted to put them at the forefront. So, I gave them the handout, asked them to get in groups, and instructed them to find examples. I created a googledoc, and shared it to the entire class. They copied and pasted the urls, and now we have a document that they created, as opposed to something I came up with. Here is the result. Unfortunately, I was unable to create a screencast as the students were compiling their lists (it was sooooooo cool, just to see the document coming together in real time). I will try again later on.

We did have a lively discussion, which went beyond the advertising strategies listed on the handout. This Volkswagen commercial, for example, prompted an exchange about portrayals of “ideal families” on commercial advertising. We detected quite a bit of nostalgia, as this ad reflects an upper middle class household, where only one parent works outside the home.

This ad, on the other hand, initiated another discussion about limits. How far can you go in an ad before you cross a line?

As an instructor, I am beginning to play around with interactivity.  Googledocs certainly allowed us to share insights about content that I would probably have missed, had I been solely relying on my own resources. In fact, I probably would have never come across many of the commercials that my students shared with the class. This is because recall definitely played a role in how my class looked for examples. Indeed, several students selected commercials they remember watching as children, which also provided a good opportunity to talk about what makes commercials stand out.

Filed under: Pedagogy , , ,

February 25, 2011 • 7:59 am 8

Tech reviews: A few of my favorite things

Oprah has her favorite things, but if you want to be nit picky about it, this post is not intended to emulate her. I was actually thinking of Maria von Trapp, or rather, of Julie Andrews’ singing about a few of Maria’s favorite things. She liked kittens. I, on the other hand, like kittens on YouTube. I think of myself as a tech savvy individual. I own a MacBook, I can program a DVR, and I have several twitter accounts, which I manage somewhat efficiently using a twitter client. However, ever since I came to Trinity University, I’ve come to realize that I had overestimated my savvy. Sure, I could insert video into a PowerPoint slide, and I also had my own blog, but that was the extent of my use of technologies in the classroom, and I was fine with that.

Until I came to Trinity, that is. And it is not just because now I can afford a Blackberry with the data plan (as opposed to salivating every time I saw one of my friends updating Facebook from their Blackberry). The timing was just right, as I arrived as Trinity was transitioning to the cloud. Yup, we are one of the schools who are using Google apps.

Tmail, Trinity’s version of gmail, is probably the one app we are all using on campus. It’s just like Gmail, and very soon we’ll be able to switch between Gmail and Tmail without having to log off and on. GoogleDocs is also part of the suite available at Trinity. I have discussed some aspects of GoogleDocs  in a previous post, and I will be writing some more on the challenges I’ve encountered using it in a future entry. This time I just want to discuss my other favorite Web 2.0 technologies, and how I’m using them.

Prezi: presentations beyond powerpoint.

Prezi is definitely at the top of my list. Prezi is a presentation tool, and it is far more versatile than Power Point. Indeed, powerpoint limits you to slides, whereas Prezi gives you an entire canvas to fill up with your ideas, and you can organize your thoughts as you would do if you were creating a mind map. In terms of design, Prezi includes 10 different templates, and you can also create your own style sheet. Finally, Prezis are very dynamic, since you can add video, and create basic animations. For example, this is a Prezi that I created to discuss the future of newspapers with my intro to mass media students.

As much as I like this tool, Prezis have limitations. The main one is that you can only embed video from YouTube. Furthermore, if you want to embed audio, you have to convert your file to FLV or SWF format. Also, wordpress does not embed Prezis, unless you use the gigya shortcode. That can be really frustrating, especially if you are not familiar with coding. However, the beauty of the web is that, if you keep at it, you can always find someone who figured out the solution to your computing problem. I guess this is why one of my colleagues, Aaron Delwiche, says that we can all be programmers now.

Dropbox: File storage on the cloud

I’ve had my MacBook for a couple of years. I wrote my dissertation on it, and I use it more than any other technology that I own. Last spring, I started getting a little concerned about the age of my computer. I’ve heard the horror stories before, about people losing all their files to a hard crash of their hard drive, or God forbid, the death of their mother board. At that point, I had almost completed my dissertation, and even though I had several copies scattered around in flash drives and emails, I felt it was time to back up everything. I did what most people would do. I bought an external hard drive, formatted it for the Mac, and dragged and dropped everything to it. I’m glad I did. As it turned out, my hard drive did die. However, I have never been able to use my external hard drive on a PC. Since that is what I have at the office, that’s actually an issue.

Or it was, until I heard about Dropbox.[1]

With Dropbox, you can synch any number of computers and/or mobile devices to your dropbox, and any files you save, change, and/or delete from your dropbox folder will update automatically across devices and platforms. Dropbox offers 2GB of free cloud storage, and you can get an additional 250 MB of space by referring your friends. Moreover, if you register a .edu account, Dropbox will give you 500 MB per referral. You can invite your friends directly, or you can share your referral link with anyone. Here is mine. Feel free to use, or not.

This is my dropbox, or rather, how my dropbox looks like online. However, it is not how I use it the most. I’ve downloaded and installed the dropbox desktop client on my home and office computers. This creates a folder on my hard drive, and it automatically updates and synchs everything to the most recent version. As long as I remember to close the files, they will synch.

If 2GB is too little for your needs, take a look at SugarSynch. It is basically the same service, but with 5GB of space for free. I’ve installed it, but haven’t really used it yet. However, here is a review of SugarSynch, by Shep McAllister for HackCollege. He actually has used it uses it. I merely have it on my laptop, but have yet to do anything with it.

Evernote: “Have you noticed me taking pictures of the your handouts?”

When it comes to technology, I’d take cues from Shep any day. Shep writes for  HackCollege, which is a version of Lifehacker for the college crowd. Shep was a student of mine at Trinity.  Last fall, he asked me if I had noticed him taking pictures of the my handouts.

I had not noticed, and I even felt a little inept. Shouldn’t I be able to see such things going on in my classroom? I supposed that if I had a strict no-technology rule, I probably would have. It also would have helped to have X-ray vision, since I teach in an amphitheater-style lecture hall. While it isn’t ungodly large, you would have to constantly walk up and down the room if you want to keep track of what everyone is doing. I hardly ever do.

In any case, Shep was actually digitizing his notes. He’d take a quick picture of a handout, and upload it to Evernote.

Evernote is note-taking 2.0. You can type, scan, or record notes directly to your favorite device. I have since tried it on my blackberry (a little cumbersome, since I’m still getting used to the virtual keyboard on the torch, which I insist on using just because I have it), the iPad, and my laptop..

Now, I know that I could share files, if I wanted to, directly from Dropbox. However, with Evernote I can compile different materials into a single note, and then organize the notes into shared notebooks. So far, I’ve created two of these. I use them upload recordings from lectures, annotated PDFs that I use for my own class prep[2], assorted videos, and links to prezis. I think of it as my very own academic smorgasbord. This is what one of my Evernote shared notebooks looks like.

So far, the only drawback I’ve had using Evernote is that I can’t record a full lecture directly to an audio note. I tried it once, and could only capture about 10 minutes of semi-coherent rambling [3] before I exceeded the space limit for the Blackberry app. I don’t have this issue if I simply use Blackberry’s own voice notes recorder. I can tape the whole thing, and then upload to Evernote. Once up there, I can access the content from any computer, share it, and if I’m feeling especially ambitious, I can convert the audio files to MP3s, clean them up on garage band or audacity, and voila! I have a podcast.[4]

These are tools that I use daily, but they are not the only technologies that are available for instructional use. If you know of any cool tools, please let me know.

Notes


[1]I actually learned about Dropbox from Aaron Delwiche.
[2]Preview (for the Mac) now allows you to annotate PDFs. NitroPDF, on the other hand, is a good solution for the PC, as it can upload directly to Evernote. There is no NitroPDF version for the Mac.
[3] Sometimes I honestly wonder what the students think of the rambling. This was especially true when I decided to discuss encoding/decoding.
[4]This is the first semester that I’ve made recordings, with permission from the students. I decided to do it because for the first time I have several students who are entitled to special accommodations. This is one way in which I can provide that.

Filed under: Pedagogy, Technology , , , , , ,

February 18, 2011 • 3:37 am 9

Teaching with new media, or how I went paperless and learned to love Google

It’s official: I’ve taken my courses fully paperless. It is a new experience for me, and even though I had used blogs in the past, this new experiment adds important changes to the mix. The first relates to the platform, which is no longer wordpress. The second change is about classroom privacy, as I have restricted access to the course blog to the students registered in the course. The third adopts a different model of group blogging, by assigning students to a critical reading community. The final change incorporates google docs to facilitate management and assessment of exams and traditional term papers.

Google sites: Our new home.

When I first incorporated blogs into my teaching, I searched for a platform that was easy to use, albeit versatile. WordPress fit that bill. It was highly customizable, and after some trial and error, I was able to communicate my expectations and set standards that student posts had to meet. Indeed, I remember introducing the assignment to my first group, and sensing their bewilderment upon being told that they could not just post whatever they wanted. “Do you mean we can’t just talk about Kanye?”

Not exactly. What I meant is that they could talk about Kanye as long as doing so illustrated at least one of the issues that were being addressed through the course readings and/or lecture. “The whole point of this assignment — I said — is for y’all to use the tools you’re learning about in class to analyze popular culture.” I shared my own work as an example of how to do this, but I never required students to actually comment on anything I wrote. I now have mixed feelings about this decision. Part of me wishes I had asked for student comments. That would have given me feedback, and it would have been another way of assessing mastery of the material.

Hindsight… sigh…

My experience with WordPress was very positive, but I have moved away. I’m now trying out google sites for the first time.

Why? part of it has to do with on-site support. The institution where I teach has subscribed to Google apps for education, and we are currently in the process of rolling out different applications. Two of these are Google sites and Google docs. Since I also wanted to keep traditional term papers and exams, integrating Google docs into the course design seemed like a logical solution. I could keep the course almost paperless, but to keep it simple, I had to abandon my home on WordPress. Why have students use two different platforms when they could manage everything from their student account?

It just made sense to move.

The Media Audiences Site

(click the image to enlarge)

I created two sites. This screen shot shows the basic setup of the one for Media Audiences. The site has evolved into its present form, as I keep adding features. The latest addition is the “featured responses” section, which is basically a collection of what I consider to be the best work produced by students in the class. Think of it as the Media Audiences wall of fame.

Wall of fame

Each week, students write a response to the course readings. This is due at the beginning of the week, and it is meant to help them prepare for discussion. Granted, it doesn’t always work because being prepared for discussion does not necessarily make people more likely to participate in the actual discussion. Shyness is still an issue in the class, but people have other ways of participating and contributing. They can comment on each other’s work, for example, and have those comments be part of the participation grade. To make this easier, and to give everyone a chance to receive feedback from their peers, we formed self-selected reading groups of four. Each student only reads the people in their groups.

Naturally, there is a disadvantage in this arrangement. Self-selection has been an issue, and the “featured responses” section is meant to correct that. Unfortunately, at this point in the semester, reading good responses is entirely voluntary. It was never part of the original grading scheme, and I can’t include it now.

Sigh… one of the issues I’ll correct in the next version of Media Audiences.

The other addition to Media Audiences is google docs. I use it as a course management service, as it allows students to share their work with me, and I can, in turn, provide feedback right on their document by adding comments.

For me, this has been one of the best features of google docs. However, the functionality is limited compared to word. In word, you can actually track changes to documents, and the markings will show up right on the screen automatically. In google docs, if I want to delete or alter anything, I have to highlight it, or strike it out manually so the student will see it.

Another way in which I use google docs is to provide feedback to the weekly responses, and to manage grades. In terms of feedback, I realized early on that I could not just post my assessments directly on the student’s website. Indeed, critiques of student work are, and should always be confidential, whether you grade on paper, or electronically. My solution was to create a separate “feedback document” like the one below. I only add to the feedback document when there is a substantial point to be made. I mean, I’m not going to write an extensive entry to correct typos, but I will write one to encourage clear writing and argumentation:

In terms of grading, I have created individual spreadsheets for each student in the class. I post the grades there, along with brief comments, if warranted.

Students can view, but cannot edit the feedback document or the grading sheet, and I only share these documents with the individual student to ensure confidentiality. The only drawback of this system is that I have to keep a separate master grade sheet, and I have to update it by hand because separate google spreadsheets will not link to each other (or at least I haven’t figured out how to link them). Google docs is not like excel, and I can’t plug in a function that will compile all my grades into a single spreadsheet, like I would on excel linking my grade master sheet with the individual grade sheets is extremely tedious and time consuming. Google provides instructions, in wonderful googlese. You can read them here. The bottom line is that you have to manually input the formula into every individual sheet. Furthermore, you have to define the linking parameters for individual cells within a sheet. If you have 70+ students, it’s just not worth the trouble.  Hence, I rather keep entering the grades manually.  It’s worked fine so far, and people can keep track of their grades. That’s all I want.

So far, the experience has been good. In terms of resources, I now only print out my attendance sheet. I share presentations (done on Prezi because I can’t stand powerpoint anymore), notes, research examples, comments and materials with the class, and I have even begun experimenting with Evernote, pdf annotation, and audio files. I’m rolling Evernote feature out tomorrow, so we’ll have to see how people react to it. More on that later.

Filed under: Course matters , , ,

September 15, 2010 • 12:37 pm 0

Reporting on media effects

First, a disclaimer: I’ve never been interested in researching media effects myself. However, I’m fascinated by the way in which the media reports on effects research. Violent video games, for example, are one of the dangers that surrounds, and they are  just as perilous as contaminants in our water supply. In fact, these games might even be more dangerous, since we bring the media into our homes.

Of course, video games are not the only dangers. Every media technology, and some of the most popular media genres, have been linked to to negative effects. Jane Addams, for example, wrote in outrage against the movies. How is it possible, she wondered, that so many people choose to attend the movies during the sabbath?

One Sunday evening last winter an investigation was made of four hundred and sixty six theaters in the city of Chicago, and it was discovered that in the majority of them the leading theme was revenge; the lover following his rival; the outraged husband seeking his wife’s paramour; or the wiping out by death of a blot on a hitherto unstained honor. It was estimated that one sixth of the entire population of the city had attended the theaters on that day. At that same moment the churches throughout the city were preaching the gospel of good will. Is not this a striking commentary upon the contradictory influences to which the city youth is constantly subjected? (From, The Spirit of Youth and the City Streets, p. 85)

Addams does not reveal who conducted this investigation. Rhetorically speaking, it is irrelevant. Her readers, back then, would take her word, as they would also take the word of an “eminent alienist of Chicago” who had found that “neurotic children” were becoming “victims of hallucination and mental disorder” as a result of watching movies.

When it comes to constructing arguments about media effects, news organization have the tendency to be just as simplistic as Jane Addams was. Does anyone remember Cooper Lawrence discussing Mass Effect on Fox News? If you don’t, or haven’t seen her appearance, here is the clip.

So, Cooper Lawrence tells us that she only goes by what the research says. She quotes a study from the University of Maryland, but unfortunately we don’t get to learn much more than that. It is enough to say that it came out of a university, without dwelling too much on pesky issues, such as study design, validity, reliability, or even authorship.

Who cares about that! It’s Cooper Lawrence. She’s an expert. She almost has a PhD, and she is quoting experts.

Society values expert opinion, which is why almost every news story that reports on effects research will bring in an expert. CBS, for instance, had Dr. Chris Lucas, a child psychiatrist. Unlike Cooper Lawrence, Dr. Lucas is more restrained in his opinion. He talks about likelihood, not certainty. Yet the message is clear: Parents have to be aware of the possibility of a negative effect.

Here’s another example, discussing the same video game. This story, from a CBS affiliate, quotes avid video gamers, who believe that Manhunt 2 crosses the line. The report also brings in an expert, Dr. Silvia Gearing. She links video games to the wave of school shootings, effectively invoking causation.

Causation and Correlation. Now, there’s two terms that get lost in the shuffle in most media reporting on effects. Causation happens when one event causes another. Correlation, on the other hand, indicates a relationship between two variables (events), but it does not suggest that one will cause the other. Here’s Jack Thompson arguing causation between video game violence and real world violence. Paul Levinson disagrees, and explains the difference.

Neither panelist broaches the issue of methodology, and it is an important question. Laboratory experiments, for example, are routinely used to establish causation. Field studies, on the other hand,  focus on finding correlation. Both techniques are commonly used in research.

This is not to say, though, that research on media uses cannot show causation. Take texting while driving, for instance. In laboratory experiments, texting has been shown to increase the likelihood of accidents. However, if you think about it, that should be a no-brainer. Distraction increases the likelihood of accidents, and texting while driving is a distraction. This report discusses the findings of a laboratory study conducted at Clemson University. The study is significant because of its policy implications. Indeed, we should expect this study, and others like it, to be used as ammunition for bans on texting while driving.

You don’t find much reporting that looks at subtleties, such as research design, causation, correlation, or authorship. What  we do find is  the trends I noted previously: the use of expert opinion, lack of specificity when it comes to research sources, and the conflation of causation and correlation. All of these are rhetorical moves, seeking to steer public opinion in one direction or another. They are not, however, honest representations of the complexity and variety of media research on effects.

Filed under: video games , , , ,

Media Rants by Cynara M. Medina




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