- Relational depth (close friends / acquaintances / strangers / anonymous / mixed)
- Presentation (crafted / basic / disheveled)
- Connectivity (transient / pairwise / whole-group)
- Stakes (high / low)
- Status levels (celebrities / rank / flat)
- Reliance (interdependent / independent)
- Time together (none / brief / slow)
- Audience size (big / small / unclear)
- Audience loyalty (loyal / transient / unclear)
- Participation (invited / uninvited)
- Pretext (shared goal / shared values / shared topic / many goals (exchange) / emergent)
- Social Gestures (like / friend / follow / thank / review / comment / join / commit / request / buy)
Someone described the act of watching Mark Zuckerberg, CEO of Facebook, testifying before Congress as “low level self-harm”. In this post, Joe Edelman explains why:
Giving the example of a cocktail party where you're talking to a friend about something confidential and someone else you don't know comes along, Edelman introduces this definition of privacy:
Zuckerberg and the politicians—they imagine privacy as if it were a software feature. They imagine a system has “good privacy” if it’s consensual and configurable; that is, if people explicitly agree to something, and understand what they agree to, that’s somehow “good for privacy”. Even usually-sophisticated-analysts like Zeynep Tufekci are missing all the nuance here.
Privacy, n. Maintaining a sense of what to show in each environment; Locating social spaces for aspects of yourself which aren’t ready for public display, where you can grow those parts of yourself until they can be more public.I really like this definition, especially the part around "locating social spaces for aspects of yourself which aren't ready for public display". I think educators in particular should note this.
Referencing his HSC1 Curriculum which is the basis for workshops he runs for staff from major tech companies, Edelman includes a graphic on the structural features of privacy. I’ll type this out here for the sake of legibility:
The post is, of course, both an expert response to the zeitgeist, and a not-too-subtle hint that people should take his course. I'm sure Edelman goes into more depth about each of these structural features in his workshops.
Nevertheless, and even without attending his sessions (which I’m sure are great) there’s value in thinking through each of these elements for the work I’m doing around the MoodleNet project. I’ve probably done some thinking around 70% of these, but it’s great to have a list that helps me organise my thinking a little more.
Source: Joe Edelman
It makes sense for companies reliant on advertising to not only get as much data as they can about you, but to make sure that you have a single identity on their platform to which to associate it.
This article by Cory Doctorow in BoingBoing reports on some research around young people and social media. As Doctorow states:
Social media has always had a real-names problem. Social media companies want their users to use their real names because it makes it easier to advertise to them. Users want to be able to show different facets of their identities to different people, because only a sociopath interacts with their boss, their kids, and their spouse in the same way.I was talking to one of my Moodle colleagues about how, in our mid-thirties, we're a 'bridging' generation between those who only went online in adulthood, and those who have only ever known a world with the internet. I got online for the first time when I was about fourteen or fifteen.
Those younger than me are well aware of the perils and pitfalls of a single online identity:
Amy Lancaster from the Journalism and Digital Communications school at the University of Central Lancashire studies the way that young people resent "the way Facebook ties them into a fixed self...[linking] different areas of a person’s life, carrying over from school to university to work."I think Doctorow has made an error around Amy's surname, which is given as 'Binns' instead of 'Lancaster' both in the journal article and the original post.
Young people know their future employers, parents and grandparents are present online, and so they behave accordingly. And it’s not only older people that affect behaviour.This is important for the work I’m leading around Project MoodleNet. It’s not just teenagers who want “escapable transience over damning permanence”.
My research shows young people dislike the way Facebook ties them into a fixed self. Facebook insists on real names and links different areas of a person’s life, carrying over from school to university to work. This arguably restricts the freedom to explore new identities – one of the key benefits of the web.
The desire for escapable transience over damning permanence has driven Snapchat’s success, precisely because it’s a messaging app that allows users to capture videos and pictures that are quickly removed from the service.
I saw (via OLDaily) that OERu is now using Mastodon to form a social network. This might work, it might not, but I’m flagging it as it’s the approach that I’ve moved away from for creating Project MoodleNet.
The OERu uses Mastodon, an open source social network with similar features to Twitter.I was initially convinced that this was the right approach to building what Martin Dougiamas has described as “a new open social media platform for educators, focused on professional development and open content”. I got deeply involved in the ActivityPub protocol and geeked-out on how ‘decentralised’ it all would be.
We encourage OERu learners to use this social network as part of your personal learning environment (PLE) to interact with your personal learning network (PLN). Many of our courses incorporate activities using Mastodon and this technology is a great way to stay connected with your learning community. The OERu hosted version is located at mastodon.oeru.org.
However, I’ve changed my mind. Instead of dropping people into another social network (on top of their accounts on Facebook, Twitter, Instagram, etc.) we’re going to build it around something which will be immediately useful: resource curation. More soon, and follow the Project MoodleNet blog for updates!
Oh, and if you need a short, visual Mastodon explainer, check out this new video.
What’s Doug working on this week?