## MAODE H800 EMA WORDLE

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Edited by Jonathan Vernon, Tuesday, 6 Sep 2011, 05:40

If only a 6,000 word assignment could be written by assembling all your evidence, research and notes, putting in the criteria for this four parter, then hitting a button

This is the Wordle version

I wonder if by doing Wordles of our work it would be possible to differentiate between a lower and a higher grade assignment on the basis of the size (and therefore frequency) of certain words?

P.S.

Discussing mobile learning with my 13 and 15 year old I told them about loading all course books onto an iPad (becoming common place in Schools across North America); they both said it would be too distracting as you'd want to chat or play games.

I said what about an e-Reader, and they said that was boring, what was wrong with a real book

To cap it all my 15 year old has gone retro, both in her dress sence (her version of hippie or punk depending on her frame of mind), and insists on using a throw-away film camera or a functiong 1970s Polaroid camera.

The motivation has to be the content, not how it is delivered, and the end result in terms of grades, the university and career of their choice etc: I like the analogy of mobile content being like 'Chicken Tikka': whatever the means of delivery the expectation is that it is still Chicken Tikka.

'Whicever mode of delivery I choose, the meal I eat will still be Chicken Tikaa'. Luckin et al. (2005:122)

REFERENCE

Luckin,R., Brewster,D., du Boulay, P., Corbay, S.  (2005) in Mobile Learning. A handbook for educators and trainers. Edited by Agnes Kukulska-Hulme and John Traxler.

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## H800 EMA Mobile

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Edited by Jonathan Vernon, Tuesday, 6 Sep 2011, 04:34

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## h800: 44 Week 8 Activity 2. On learner's emotional responses to technology

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Edited by Jonathan Vernon, Thursday, 8 Mar 2012, 15:22

Pic from MMC Learning

'An approach to learning activity design (Sharpe et al. 2005) concluded that, as well as ICT skills, key issues were learners’ emotional relationship to the technologies they were offered – especially feelings of frustration and alienation – and issues around time management.'

In our tutor group and module forums we've gone through time management at length.

Understandably.

Though I suspect that for many of us time passing is the only certain thing in our lives. It has required therapy for me to downplay events when they DON'T go to plan ... that life as a Dad, husband, parent, portfolio-worker person, studying (two courses, this and sports related), as well as feeding the guinea-pigs, putting out the rubbish, sorting the recycling, putting air in the tyres on the car, fixing the fence ... collecting children from an event, taking them to the station ... let alone the other generation, four relatives in their 80s and 135 and 210 miles away.

I'm exhausted just thinking about it.

No schedule set for the morning, let alone the day or the week can be followed. (Which is why I get my hours in 4.40 am to 7.00am each early morning ... more pleasant with the sun joining me at last)

So, to the emotional response to technology.

I've come to apply the same kind of thinking to technology, yet more technology, especially if I don't like the look of it, as something that WILL, in the fullness of time, have value.

There is no point putting off engagement with it.

The same applies to a difficult to read text (there has been plenty of that lately). It WILL become clear, it just may take three or more attempts, could involve getting advice from others in the peer group, a search on the web and dare I say it a BOOK. I actually pick up copies of 'Facebook for Dummies' and 'Blogging for Dummies' as a matter of standard practice from the library (remember them?). These books are authentic, scurrilous and engaging. The body and mind enjoy the break from the computer screen.

I got 'Digital Marketing for Dummies' for my Kindle though ... how else can I read it in the bath while holding a coffee in my right hand (I am right handed) and 'the book' in my left, perfectly able to flick on through pages with my thumb.

Design isn't just programming when it comes to software.

Compare Mac to PC. Mac not only works, but it is obvious, intuitive and often beautiful to look at.

We are so used to the extraordinary simplicity of Google, YouTube and Facebook that we baulk if a piece of software, perhaps Open Source, doesn't have the look and feel of the familiar. It IS a DESIGN issue, as in creating a love affair with the object that has both form and function, rather than function alone.

Compendium; it is versatile, engaging and intelligent ... but could it dress better and be more intuitive and less 'nerdy' ?

More from Sharpe and Beetham:

'The use of technologies can compound existing differences among learners due to their gender, culture and first language'. Beetham and Sharpe (2007)

I like this too:

Learners cannot therefore be treated as a bundle of disparate needs: they are actors, not factors, in the learning situation. (ibid)

And this:

They make sense of the tasks they are set in terms of their own goals and perspectives, and they may experience tasks quite differently if digital technologies – with all the social and cultural meanings that they carry – are involved. (ibid)

Perhaps we should be seeking advice on these feelings too, how they can get in the way of us tackling technology or a tough read/assignment. After all, if motivated, people will overcome such problems, but if we become demotivated it is habit forming.

REFERENCE

Beetham, H and Sharpe, R 'Rethinking Pedagogy for the digital age'. (2007)

p.s. This book needs an emotionally appropriate cover. Might I suggest a design from Helen A Dalby. Personally I'd like to see academic publishers make all book iPad friendly with illustrations throughout, maybe video and some interactivity too. Why stick with the rough, when you could make it smooth and cool. Video introduction from each of the authors please ... and links to their blog.

Sharpe, R, Benfield, G., lessner, E. and de cicco, E. (2005) Scoping Study for the Pedagogy strand of the JISC e-Learning Programme, Bristol: JISC. Online. Available. www.jisc.ac.uk/index.cfm?name+elearning pedagogy

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## Kindle Logic

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Edited by Jonathan Vernon, Friday, 1 Apr 2011, 18:54

Some books I read a chapter at a time, over several weeks. Some books, like 'The Isles' I read more than once. Try going to sleep with this in your hands. You can't you lay it on the pillow. CUT TO: Kindle version Easily tabbed forward, left hand or right. Various other books are getting the Kindle treatment, some because they work better as e-Books, anything I need to highlight and take notes on ... and because I may have four, five or six books on the go simultaneously.

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## H800: 22 Reflecting on H800

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Edited by Jonathan Vernon, Sunday, 10 Mar 2013, 00:26

How goes it?

Like a roller-coaster, merrily going along, like the C4 ident:through the loops of a roller-coaster though the shapes I see are 'H' and '800' and '807' and '808' as I pass by.

Then I switch track and venue and find myself on the Mouse-Trap. Blackpool Pleasure Beach. Here there is a rise and dip where you are convinced you will hit a girder. I just did, metaphorically speaking. (Diary entry, August 1980)

Ilness changes things

Nothing more than a rubbish cold made uncomfortable by asthma.

It is a set back of sorts. I can sleep and read. But the spark has gone (for now).

To use a different analogy, if I often think of my mind as a Catherine-wheel, this one has come off and landed in a muddy-puddle.

We're in the week of metaphors for learning.

I can draw on any notes I've taken on this here and in my eportfolio. This is more than an aide-memoire, it favours the choices I made before at the expense of anything new. So I widen my search. The OU Library offers hundreds of thousands of references in relation to 'Education' and 'Metaphor' going back to 1643.

Gathering my thoughts will take time.

There are 26 pages (nearly 12,000 words) to read (course intro, resources). Far, far more if I even start to consider ANY of the additional references or reading.

Give me three months. We have, or I have left, three days.

My approach is simple. Tackle it on the surface, drill into an author or topic that is of interest and expect to pick up on and pick through this again later this module, later this year ... or next existence. (I believe in multiple existences and flux. We are transitory and changing)

As well as tapping into the OU Blog and e-portfolio the blog I've kept since 1999 might have something to say on metaphor. If I care to I might even rummage through A'Level English Literature folders from the 1970s, just to trigger something. Engaged and enabled by Vygotsky and others in relation to memory and learning I value this ability to tap into past thoughts/studying with ease.

(Ought others to be sold the idea of a life-long blog?)

Otherwise I have gone from learn to swim in the training pool, to swimming lengths in the main pool ... to observer/coach who will participate, but has a towel over his shoulders and is looking around.

The next pool? Where is that?

I'm not the same person who set out on this journey 12 months ago.

On the other hand, having a Kindle makes me feel more like a teenager swotting for an Oxbridge examination; I like having several books on the go. I'll be through 'Educational Psychology (Vygotsky) by the end of the day and am already picking through and adding to copious notes.

Piaget next?

Then a little kite-boarding as I head away from the swimming pool that has been an MA with the OU?!

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Edited by Jonathan Vernon, Saturday, 27 Aug 2011, 12:10

My daughter is 14 and lives on Facebook, my son is 12 and lives on his X box.

I exaggerate, but as kids who very rarely watch TV (The Simpsons, In Betweeners, Glee, Mock the Week the exception to the rule) and are otherwise online or on iPhones (or the phone) ...

For H800 this is my target audience

Some may call them 'Generation X' or is it 'Generation Y'?

For the purposes of this blog, I call them ... X and Y.

I ask them about if they can remember when they first used the Internet. I should know, I've been blogging about it for a decade. I'll go see.

'Stop going on about the Internet,' I get very quickly from my daughter.

My son is too busy teaching some German kid how to kill zombies. I ask him when the BAFTAs are on (he's hogged the TV). He points out that I can look it up on the Internet.

Then I think

Born in the early 60s. Had my Dad kept asking me about Colour Television and ITV, about the impact of commercials on my niave brain what would I have said?

The same thing.

TV was my reality.

The Internet is my chidlren's reality. Our connection glitches or slows down and we know about it.

I acknowledge the value of terms such as 'Digital Natives' and 'Generation X' just so long as they are seen for what they are - linguistic shorthand, indeed, linguistic necessity. We do this to offer some phrase or word for an entity, abstract or real, founded in fact, or in this case ... not. However, despite the number of exceptions regarding 'Digital Natives' (i.e. the several billion who worry more about food and water each day), lets say it is representative of those born into the Developed Worlds where a computer and an Internet connection are as likely as hot and cold running water.

Meanwhile, it now frustrates me if a book I have read or would like to read is not yet available as an e-Book

I have taken to the format and now look at most books around the house and can only think 'Second Hand Book' shop or 'Archive' as a curiosity for later generations.

I recall my English teacher Mr Aldridge suggesting there was something magical about a book, its binding, is pages and cover. He'd sniff it. I'd sniff it and sneeze.

No books, less chance for the House Dust Mite.

Frustration over the BAFTAs and my daughter pushes me away and Googles 'TV Listings.' I was lost in the pages of BAFTA.

The world is chaning fast, and only our generation can see it .. is there are name for us?

Too laters? or 'just in timers' rather than 'old timers?'

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## Kindle 4

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The Far Pavilions is on BBC Radio 4

My wife is enjoying it; so am I. I don't need to read the book, she does.

Two minutes on 'my' Kindle and she's found the book, downloaded a sample and won't let go.

I wake a few hours later. No Kindle.

'I bought it by mistake' she says, still reading.

Hmmm.

Time for Kindle 2 ?

Day one I thought, I'll read one book at a time. I'm on chapter 12 of 'Rethinking Pedagogy for E-Learning.' Doing well then.

I've also acquired 21 other files, six samples, 2 blogs and ... eight books

No more books ... not this month, at least, until I'm paid ... until I've read, collated the notes and quotes, and uploaded the lot to MyStuff.

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## Kindle 3 JV Unwell and Kindling

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Edited by Jonathan Vernon, Saturday, 28 Jan 2012, 16:06

When your 14 year old daughter is in bed with flu, and running a temperature, you relent when she pops her head up from under the duvet and wants to use your laptop to watch a movie and get in touch with friends.

I think, because I use a keyboard extension that the chances that I will pick up her germs are reduced; I forget that we both use the same mouse. She blows her nose, uses the mouse, goes to sleep for three hours. I pick up the laptop, go online, do stuff like making a sandwhich  ...

That's four out of four now down with the bug, only the dog and the guinea-pigs seem fine (so far).

It doesn't take long before I wind down

An odd sensation, like your battery has gone flat.

If only it were as simply as plugging yourself into the wall or changing a battery

I am just grisly and very tired

I had a flu jab in October so I should be avoiding the worst of it.

Sit back from this screen ... you just can't tell how infectious these things can be !

If it is one bonus it is the Kindle

It can be read in bed, your head on a pillow, operated with one finger, one thumb ... and as my brain is mush I can make the text huge and read three words across like a TV autocue. When I fall asleep, so does it. When I wake up it is picks up where I left off. In fact, it will read the book to me ... however, will it tell when I am asleep? That would be clever.

I've gone from one book to several

Between them Amazon and Kindle have their fingers in my wallet.

I'm 46% the way through the Rhona Sharpe book. Here's a new concept ... no pages.

In addition I have samples of six other books, two blogs and a magazine on a 14 day free trial (I will cancel these 7 days in or earlier to be sure I don't continue with anything I don't want)

And new books, and old books.

In the 1990s I bought CDs to get back or replace LPs of my youth. Over the last five years I've got rid of most of these and run with iTunes.

Books, due to lack of storage space, are in really useful Really Useful boxes in a lock up garage we rented to help with a house move ... three years ago. Is there any point of a book in a box? I have over the decades taken a car load of books Haye on Wye and sold them in bulk. A shame. I miss my collection of Anais Nin and Henry Miller; I miss also my collection on movie directors and screenwriters. Was I saying that this part of my life had ended? Or I needed the space (or money). I fear, courtesy of my Kindle and lists of books I have made since I was 13 that I could easily repopulate my mind with the content of these books. Indeed there is no better place to have them, at my finger tips on a device a tasty as a piece of hot toast covered in butter and blueberry jam.

Page Views

I do nothing and the page views I receive doubles to 500. What does this mean? I am saying too much? That the optimum blog is one per day? Or have folks found they can drill through here for H807 and H808? Who knows, I don't the stats provided by the OU are somewhat limited. I'd like the works. Which pages do people enter on, which are most viewed, where do they exit, what's the average pages viewed by an individual and so on. In my experience 500 page views means three people reading 100/150 each with a few others dipping in and out.

How Kindle has changed me in 24 hours

My bedtime reading for anyone following this is 'The Isles' Norman Davies.

I read this in the 1990s when it came out. I felt it deserved a second reading. It is heavier then the Yellow Pages and almost as big. Because of its bulk I may have it open on a pillow as I read; no wonder I fall asleep. (Works for me). Having downloaded it to the Kindle last night in 60 seconds and for less than £9 I may now read more than a couple of pages at a time. I can also annotate and highlight the Kindle version. I have an aversion to doing this to the physical thing ... I am used to selling on my old books. Not something I can do with a Kindle version. Which makes me think, should these digital versions not be far, far, far cheaper? Take 'The Isles.' The dust cover is in perfect nick, I took it off and boxed it rather than get it torn. The damp in the lock-up garage hasn't caused too much harm. I could get £8 for it, maybe £5.

What else?

More on E-learning:

• Rethinking Pedagogy for a Digital Age. (Rhona Sharpe)
• Creating with wordpress (blog)
• Blogs, Wikis, Podcasts and other Powerful Web Tools for Classrooms. (2010) Will Richardson
• E-Learning by Design (William Horton)
• How to change the world (blog)
• SEO Book (Blog)
• Digitial Strategies for Powerful Corporate Communications (2009) Paul Argenti and Courtney Barnes
• The Online Learning Idea Book (Patti Shank)
• Using Moodle (Jason Cole and Helen Foster)

Some bought, some simply samples. The blogs on a 14-day free trial. Neither worth £0.99 a month.

Best on Kindle

The big surprise, the book that is so beautifully transmogrified by Kindle, lifted by it, is 'The Swimming Drills Book' (2006) Ruben Guzman.

No! This isn't what happens if your swimmer gets it wrong. This is a drill called 'dead swimmer' in which they float head down, then slowly extended into a streamlined position, kick away and then swim full stroke.

'The Swim Drill Book' is a mixture of text, almost in bullet point form, and line drawings of swimmers in various stages of effort to perform a stroke or drill or exercise.

If an author needs advice on how to write for a Kindle, or for a tablet, I'd point them at this book. This is NOT how it was conceived, but it is how it works on this alternative platform.

Download Kindle for PC or Kindle for Mac then find 'The Swimming Drills Book.' You can then view a sample which takes you beyond the acknowledgements, contents and introduction into the first chapter.

A thing of beauty

By tweaking the layout, text size and orientation, you can place the diagram/drawing full screen. It simply works, just as the stunning black and white engravings and photographs that your Kindle will feature (at random) when 'sleeping.'

Here's an thought: if you're not reading a book it is gathering dust, a dead thing, whereas with a Kindle your books are simply asleep.

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## H800:12 Wk Activity 4

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Edited by Jonathan Vernon, Friday, 11 Feb 2011, 09:33

Where the lines cross, that's me, pretty much.

There must be an age when you start to wonder where you belong and how you behave. On this basis I am in fast reverse.

A year ago I had six books out from the library.

When I started the OU MAODE is used the OU library, printed reports off and put them in a folder to read and take notes.

By my second module I had no reason to print off and coutesy of Google I'd go straight to the journal I wanted with OU permissions apparently in place.

This is how I find artciles and having bookmarked journals I consider valuable I go straight to them.

A Kindle is the next step to refining the inputting phase of learning. On a Kindle the highlighting and notetaking takes place as I read. I'll manipulate this content later. Inspired by so much currently.

The OU is part of the story.

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## Go forth and multiply

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As there is no way I can duplicate (see multiplicity) and not even I would want another me in the room, the only answer to not being able to be in four places at the same time, or carry out six tasks simultaneously, is to build a team around me.

So far the Links in Linked In may have created a team of three. And there are those I see daily too.

The aim?

To collaborate, double-up, job share and advise.

To do stuff.

My Kindle is charging. I accidentally bought a second-book on e-learning that I quickly cancelled, only to subscribe on trial to a Technology Blog.

Will this device no fill some moments when I'm not at a computer?

I was about to go to the library to get some books for my 14 year old daughter who is on day four of being ill in bed. Dare I let her get her hands on the Kindle? Free books, fine, my concern is the number of magas she might subscribe to or books she may buy and other nefarios things she may link to which will then become part of my Amazon Kindle profile.

Like father, like daughter?

No. Age, gender and interests are all different.

A second Kindle.

Then my son will get wind of the fact there is new technology in the house and want one too.

And the Kindle's will blow through the house and our extended family life autumn leaves caught in a breeze.

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## Gobsmacked by Kindle and my first e-Book

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Edited by Jonathan Vernon, Wednesday, 9 Feb 2011, 12:51

In less than ten minutes I bought one of these.

I then bought this.

For now I'll read it on my laptop; the Kindle arrives tomorrow.

The world is changing, mine just has.

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## H800:12 WK1 Activity 4 The Google Generation - True or False?

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Edited by Jonathan Vernon, Wednesday, 16 Nov 2011, 23:57

Information behaviour of the researcher of the future. Written in 2007 (published 11 January 2008). Reviewed in 2011.

Part of the Week 1 jollies for H800.

(This picks up where I left off in the Forum Thread)

After a year of MAODE, a decade blogging and longer keeping journals (and old course work from both school and uni I might add) I feel I can tap into my own first, second, third or fourth take on a topic.

Increasingly, where this is digitised my preferred learning approach is to add to this information/knowledge, often turning my ideas inside out.

We are yet to have a ‘generation,’ (a spurious and loose term in this context) that has passed through primary, secondary and tertiary education ‘wired up’ to any consistent degree from which to gather empirical research. Indeed, I wonder when things will bottom out, when we’ve gone the equivalent journey of the first horseless-carriage on the Turnpikes of England to the 8 lanes in both directions on the M1 south of Leicester – or from the Wright Brothers to men on the moon.

I’d like to encourage learners to move on from copying, or cutting and pasting in any form, to generating drafts, and better drafts of their take on a topic, even if this is just a doodle, a podcast or cryptic set of messages in a synchronous or asynchronous discussion i.e. to originate.

I lapped up expressions such as Digital Natives, an expression/metaphor only that has been debunked as lacking any basis in fact.

I fear this is the same when it comes to talking about ‘Generation X, Y or Z.’ It isn’t generational, it is down to education, which is down to socio-economic background, wealth, access (technical, physical, geographic, as well as mental), culture, even your parent’s job and attitude.

My 85 year old Father-in-law is Mac ready and has been wired to the Internet its entire life; does this make him of this ‘Generation?’

If x billion struggle to find clean drinking water and a meal a day, where do they stand?

They’ve not been born on Planet Google, so don’t have this generational opportunity.

I find it short sighted of the authors not to go for a ‘longitudinal’ (sic) study. It strikes me as the perfect topic of a JISC, Open University, BBC tie in, the filming part funding the research that is then published every three years for the next thirty, for example.

Trying to decide who is Generation X, or Generation Y or the ‘Google Generation’ strikes me as fraught as trying to decide when the islands we inhabit became, or could have been called in turn England, Scotland, Wales, Great Britain or the United Kingdom.

We could spend an unwarranted amount of time deciding who is in and who is out and not agreed.

We can’t it’s like pouring water through a sieve. The creator of IMBD, a computer geek and film buff was born in the 60s (or 70s). Highly IT literate, then as now, he is not of the ‘Google Generation’ as defined as being born after 1993, but is surely of the type?

Personally I was introduced to computers as part of the School of Geography initiative at Oxford in 1982.

Admittedly my first computer was an Amstrad, followed by an early Apple, but I’ve not been without a computer for the best part of thirty years. I can still give my 12 year old a run for his money (though he does get called in to sought our browser problems).

And should this report be quoting Wikipedia?

Surely it is the author we should quote if something is to be correctly cited; anyone could have written this (anyone did).

Reading this I wonder if one day the Bodleian Library will be like a zoo?

The public will have access to view a few paid students who recreate the times of yore when they had to read from a book and take notes, and look up titles in a vast leather-bound tome into which we strips of paper were intermittently stuck. (not so long ago).

Is there indeed, any point in the campus based university gathered around a library when all his millions, or hundreds of millions of books have been Googliefied?

Will collegiate universities such as Oxford, Cambridge, Bristol and Durham (Edinburgh and Dublin? Harvard ?) become even more elite as they become hugely expensive compared to offerings such as the Open University?

There may be no limit to how much and how fast content can be transmitted … the entire Library of Congress in 3 seconds I am told, but there are severe limits to how much you can read and remember, let alone make sense of and store.

Is this not the next step?

To rewire our minds with apps and plug-ins? I smile at the idea of ‘power browsing’ or the new one for me ‘bouncing’ the horizontal drift across papers and references rather than drilling vertically, driven by a reading list no doubt.

I can give a name to something I did as an undergraduate 1981-1984. Reading Geography I began I the Map room (skipped all lectures) and then spent my morning, if necessary moving between libraries, particularly the Rhodes Library and Radcliffe Science Library, by way of the School of Geography Library, of course, and sometimes into the Radcliffe Camera or the PPE Reading Rooms.

I bounced physically.

I bounced digitally online as a preferred way of doing things. Though this often leaves me feeling overwhelmed by the things I could read, but haven’t read, that I’d like to read. Which is good reason ONLY to read the latest paper, to check even here if the paper we are asked to read has not already been superseded by this or fellow authors.

Old digitised news keeps like a nasty smell in the wind?

Users are promiscuous, diverse and volatile and it is clear that these behaviours represent a serious challenge for traditional information providers, nurtured in a hardcopy paradigm and, in many respects, still tied to it. (p9)

The problem with the short read and low tolerance of readers is the way papers have thus far gone from print version to digital version without, yet, thorough transmogrification.

We await new acceptable ways to write, and submit and share knowledge that is less formal and to anyone versed in reading online, digestible.

All authors for the web would do well to read Jakob Nielsen on web usability.

There is a way to do it. If it looks like it belongs in a journal or book, you are getting it wrong

Do the authors appreciate that labelling the behaviour ‘squirreling’ is self-fulfilling?

It normalises the behaviour if anyone reads about it. Whilst metaphors are a useful way to explain, in one person’s words, what is going on, such metaphors soon become accepted as fact.

There is a running debate across a series of article in the New Scientist on the way humans think in metaphors (good, can’t help it), and how ideas expressed as metaphors then set unfounded parameters on how we think (not so good, and includes things like the selfish gene, competition and so on).

This dipping, bouncing and squirreling, horizontal browsing, low attention span, four to eight minute viewing diverse ‘one size does not fit all’ individual would make for an interesting cartoon character. I wonder if Steven Appleby or Quentin Blake would oblige. ________________________________________________________________________________

Why ‘huge’ and why ‘very’ ? Qualify. Facts. Evidence. And why even, 'very, very.' This isn't academic writing, it's hear say and exaggeration.

There’s a category missing from the graph – branded information, such as Wikipedia, or Harvard Business Publication, Oxford or Cambridge University Press and Blackwell’s, to name put a few.

Where so much information is available, and so many offerings on the same topic, the key for anyone is to feel they are reading a reliable source.

The point being made later about ‘brand’ presence for BL … something we will see more of with the commercialisation of information. Even Wikipedia cannot be free for ever, while the likes of Wikileaks, for its mischief making and spy-value will always be funded from nefarious sources.

There are very very few controlled studies that account for age and information seeking behaviour systematically: as a result there is much mis-information and much speculation about how young people supposedly behave in cyberspace. (p14)

Observational studies have shown that young people scan online pages very rapidly (boys especially) and click extensively on hyperlinks - rather than reading sequentially. Users make very little use of advanced search facilities, assuming that search engines understand’ their queries. They tend to move rapidly from page to page, spending little time reading or digesting information and they have difficulty making relevance judgements about the pages they retrieve. (p14)

Wikipedia and YouTube both exhibit a marked age separation between viewers of content (mainly 18-24s) and content generators (mainly 45-54s and 35-44s respectively). (p16, ref 17)

‘there is a considerable danger that younger users will resent the library invading what they regards as their space. There is a big difference between being where our users are’ and `being USEFUL to our users where they are’.

Surely it would be easy to compare a population that have access and those who do not?

Simply take a group from a developed, rich Western nation and compare them to a group that are not, that don’t have the internet access, video games or mobile phones.

REFERENCE

Information behaviour of the researcher of the future. UCL 11 JAN 2008

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## Video expands the mind ... and use of the Internet

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Edited by Jonathan Vernon, Tuesday, 20 Mar 2012, 16:58

I call it the coming of 'WikiTVia;' the tipping point where we view and listen to wikipedia. This will engage, persuade, educate and entertain audiences the way reading can never do (however many links you have).

Jakob Nielsen and his team, as well as academics, are stripping the blogosphere bare to understand how it works.

Birds of a Feather: How personality influences blog writing and reading.

It ain't like you imagine.

Those who generate content are a fraction of total users, 1% is the figure Nielsen gives. This 1% generate content beyond the ken of lesser mortals; you may say they are obsessive about it. Nielsen cites the Amazon book reviewer who wrote 1,275 reviews in one year (is that all). I liken these people to what advertisers call 'champions.' The key influencers of a cohort or group, early adopters, who innovate first and do so with conviction and passion.

Nielsen eleaborates on this and calls it 90-9-1.

Taking this into the realm of video my intuition supposes that these 'Golden Boys & Girls' of content generation will be and are the same people who will have a Flip camera in their pocket (or simply use their phone) to capture or generate orignial content then upload. Content generated on a theme, from a premise, that has some link or basis in its text form will generate an explosive interest in the subject matter beyond its original audience. Video has this power to engage, to persuade, to intrigue and interest the viewer.

Rich content enriches minds.

VJs ?

Like DJs they have a following.

Though the content should be king, not its author.

Me?

I'm this 1%.

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